Classroom Procedures
1. Daily Routines
In order to create less distractions, confusion, and unnecessary questions, routines need to be in place so that students know what to do each day and how to do them. In my classroom I will keep a schedule of the day on a bulletin board with the times listed so that students know exactly what time we will be doing what. Because I plan to teach younger students who may not be able to read or be proficient readers, I will include pictures of a clock with the correct time listed and pictures of each subject. A poster will also be listed on the same bulletin board as above that contains the students morning routine on what they are supposed to do. Pictures of each step will also be included. These steps will include: hanging up your coat and book bag, turning in any homework, roll count, lunch count, and going to your seat to correct any work from the day before. Classroom jobs will be assigned weekly that give students responsibility for their classroom. It isn’t just my classroom, it is the students also.
When I observed Teacher A, students knew exactly what they were supposed to do. Students came in put their belongings away, turned in homework, did their jobs, and began the work that was on their desk. I was amazed at how well they did their morning routine and was so quiet about it.
2. Paper Flow
I will have a tray for each subject and students will turn in their work in the appropriate tray when they have completed their assignment, this includes any homework that they took home the day before. Students will also have a mailbox where they will pick up any graded papers that I have put in there. They will do this as part of their morning routine, so there won’t be so much confusion at the end of the day.
Teacher A had separate trays for each subject and students turned in their work when they were finished. Students also turned in their homework in these same trays.
Teacher B I observed, had folders for each student at their table and when they completed a paper they put it in their folder. At the end of the day, she then collected all their folders.
3. Roll/Lunch Count
As part of a student’s morning routine, they will come in and move their name to the “Who’s Here Today” side from the “Absent” side on the bulletin board. This way not only I will know who is here, but the students will as well. This is also great for students to learn what each other’s names look like. I will do the same thing for lunch. I will have a section on the bulletin board that states “School Lunch” or “Sack Lunch” and students will move their name to the appropriate side.
Teacher B has to do roll call and lunch count on the computer. After her students have arrived and settled into their morning work, she then calls off each student’s name to see if they are here or not and asks them whether they will have school lunch, peanut butter sandwich with school lunch, or sack lunch.
4. Student Movement
Students need to move around a little bit so that they can then refocus their attention to what is being taught. Students will raise their hand to ask to use the restroom or get a drink. I plan on having little breaks when I feel that students are losing interest. I will play a song where they can dance and get their wiggles out or I will play a quick learning video (1-2 min.) that exercises along with the message they are delivering. When I need students to pay attention, look, and listen to me, I will use the phrase “If you can hear me, touch your nose”, “If you can hear me, touch your head”, etc… until they have refocused their attention to me. I have been using this strategy for a couple of years now and it works really well. Also, I plan on using the “Give Me 5” technique where each finger on my hand will stand for a something the student needs to do. Like, number one would be look at the teacher, number two stop talking, number three keep your hands to yourself, number four keep your feet still, and number five listen (Johnson, 2011). When students need to line up, I will call the line leader for the week first, the caboose/lights/door person next, and then line all students up by alphabetical order or reverse alphabetical order.
Teacher A uses the “If you can hear me, touch your nose” technique and she is who I learned this from. She also turns off the lights or just stops and looks at the students until they realize it’s time to listen, which usually doesn’t take very long. Students also line up in alphabetical order without any disagreements, which is a great task in itself!
Johnson, L. (2011). Teaching outside the box: How to grab your student by their brains (2nd ed.).
San Francisco, CA: Jossey-Bass.
In order to create less distractions, confusion, and unnecessary questions, routines need to be in place so that students know what to do each day and how to do them. In my classroom I will keep a schedule of the day on a bulletin board with the times listed so that students know exactly what time we will be doing what. Because I plan to teach younger students who may not be able to read or be proficient readers, I will include pictures of a clock with the correct time listed and pictures of each subject. A poster will also be listed on the same bulletin board as above that contains the students morning routine on what they are supposed to do. Pictures of each step will also be included. These steps will include: hanging up your coat and book bag, turning in any homework, roll count, lunch count, and going to your seat to correct any work from the day before. Classroom jobs will be assigned weekly that give students responsibility for their classroom. It isn’t just my classroom, it is the students also.
When I observed Teacher A, students knew exactly what they were supposed to do. Students came in put their belongings away, turned in homework, did their jobs, and began the work that was on their desk. I was amazed at how well they did their morning routine and was so quiet about it.
2. Paper Flow
I will have a tray for each subject and students will turn in their work in the appropriate tray when they have completed their assignment, this includes any homework that they took home the day before. Students will also have a mailbox where they will pick up any graded papers that I have put in there. They will do this as part of their morning routine, so there won’t be so much confusion at the end of the day.
Teacher A had separate trays for each subject and students turned in their work when they were finished. Students also turned in their homework in these same trays.
Teacher B I observed, had folders for each student at their table and when they completed a paper they put it in their folder. At the end of the day, she then collected all their folders.
3. Roll/Lunch Count
As part of a student’s morning routine, they will come in and move their name to the “Who’s Here Today” side from the “Absent” side on the bulletin board. This way not only I will know who is here, but the students will as well. This is also great for students to learn what each other’s names look like. I will do the same thing for lunch. I will have a section on the bulletin board that states “School Lunch” or “Sack Lunch” and students will move their name to the appropriate side.
Teacher B has to do roll call and lunch count on the computer. After her students have arrived and settled into their morning work, she then calls off each student’s name to see if they are here or not and asks them whether they will have school lunch, peanut butter sandwich with school lunch, or sack lunch.
4. Student Movement
Students need to move around a little bit so that they can then refocus their attention to what is being taught. Students will raise their hand to ask to use the restroom or get a drink. I plan on having little breaks when I feel that students are losing interest. I will play a song where they can dance and get their wiggles out or I will play a quick learning video (1-2 min.) that exercises along with the message they are delivering. When I need students to pay attention, look, and listen to me, I will use the phrase “If you can hear me, touch your nose”, “If you can hear me, touch your head”, etc… until they have refocused their attention to me. I have been using this strategy for a couple of years now and it works really well. Also, I plan on using the “Give Me 5” technique where each finger on my hand will stand for a something the student needs to do. Like, number one would be look at the teacher, number two stop talking, number three keep your hands to yourself, number four keep your feet still, and number five listen (Johnson, 2011). When students need to line up, I will call the line leader for the week first, the caboose/lights/door person next, and then line all students up by alphabetical order or reverse alphabetical order.
Teacher A uses the “If you can hear me, touch your nose” technique and she is who I learned this from. She also turns off the lights or just stops and looks at the students until they realize it’s time to listen, which usually doesn’t take very long. Students also line up in alphabetical order without any disagreements, which is a great task in itself!
Johnson, L. (2011). Teaching outside the box: How to grab your student by their brains (2nd ed.).
San Francisco, CA: Jossey-Bass.