Well-taught routines eliminate the need for narration.
They also . . .
Save time.
Fill students with purpose.
Support independence.
Increase responsibility.
Improve motivation.
But each of these benefits can be enhanced and made more effective with one small adjustment.
It’s an adjustment very few teachers make. On my many visits to classrooms, I’ve seen it only a handful of times.
But it’s so powerful.
Before I share it with you, it’s important to emphasize that routines, once thoroughly taught, must be performed without any teacher input.
This is key. The teacher merely gives a “Go” signal. The students carry out the routine all on their own.
If you step in to remind, guide, or narrate, it nullifies the routine’s value and shifts responsibility back to the teacher, which is the last thing you want.
So what’s the adjustment?
It’s to make your routines longer. It’s to combine them where possible into one long extended procedure.
So instead of having one routine for entering the classroom, another for turning in homework, and a third for beginning the first assignment of the day, you would splice them together.
You would teach your class a multi-step routine that may take up to several minutes, depending on your grade level. Again, all without your input.
But what if you can’t combine routines? What if there is a standalone routine like lining up for lunch that doesn’t lend itself to linking?
You make it longer anyway, if only for a few extra seconds.
For example, you might have your students circle to the back of the room first, fist bump a friend, and then do a jig on an X next to your desk before lining up.
Yes, the steps can be nonsensical or even silly. In fact, weird is good. The detail and novelty, which you can change up weekly or even daily, act as a hooks along a memory map. It also makes routines more fun and less, well, routine.
Most of all, however, giving more time and space for students to attack the challenges you put in front of them helps transfer the benefits to all of their responsibilities, academic and otherwise.
The practice makes them more efficient, purpose-driven, motivated, and self-sufficient. It puts more weight on their shoulders.
It supports good listening and a growth mindset, wherein they become aware of their own agency and how they can shape and determine their future.
They realize through your constant shifting of responsibility that after your detailed instruction they don’t need you. They still appreciate you and grow from your example and inspiration.
But ultimately, it’s on them.
This awakening, which can happen to students in an instant and out of the blue, is heady and exciting and exactly what they need.
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Hello Michael…
Could you please point me in the direction for an article on your site which addresses (elementary) students who misbehave when they believe that the teacher isn’t watching?
I know that it has to do with me micromanaging. But my students are doing disturbing things like cheating at a game or touching each other and actually saying that if I didn’t see it, then it’s no big deal. I’m trying to figure out how to teach that character and integrity are important, without just trying to tell them.
My MIDDLE SCHOOL students do the same things–even when I SEE THEM. These are 7th and 8th grade students [sigh].
It’s interesting that’s the best way I can put it. You aren’t alone. I really don’t understand how one could cheat at a game when I don’t even score things and when we emphasize good sportsmanship AND I debrief and reflect after games. I’m doing what I can, but am discouraged when I hear “if Ms. R didn’t see it then it’s okay”. This trend is troubling, I’ve been teaching this subject for 6 years and I’ve never had this issue pop up on a weekly basis.
Great post! Thank you!
Part of our evaluation is how well kids manage the routines and transitions themselves. I am still working on the how to part of this, so further posts would be awesome!
Thank you!
Any ideas for how to get high school students to get ready for independent reading at the beginning of class? Every day I have to tell them to get their books out, put electronics away…etc…I want them to be ready to go after I take attendance. We have had five weeks of school now.
Hi E. G. Just a thought. . . could you teach the string of routines, as Michael describes (enter the room silently, electronics away, get out a book and begin reading, without being reminded) and then take attendance while they are reading? Is the down time of taking attendance making them feel like they have unspoken permission to chat for a while before getting to work?
Respect and best wishes as you tighten up your classroom routines!
Melody
I have to remind my middle school students to take their books out EVERY day, even though the routine is 1) come in the room, 2) sit down and get out personal novel and writing book composition book and a pencil, and 3) read for about ten minutes while I take attendance. Another routine begins after reading time.
Do you have articles for where the school is unsafe teachers being accosted and students running in and out of the classroom at will. Kids wanting to go to in school suspensions and hang out with their friends in ISS. Kids hitting each other and not stopping talking. How do I find a classroom I. This chaos?
Is it too late for this year? Because of the pandemic we’ve had students in quarantine since the beginning of school and then students in and out due to quarantine for extended periods and not hearing the initial routines and procedures and just having students absent because of Family members with Covid. It’s been a very horrendous year already. Can I reset my class or is it too late?
YES! Reset. Call a spade a spade. Here’s a redo of Day 1. Kids who were here on Day 1 can help. If you lose a little time now, it’ll still be far less time and far less stressful than fighting this all year.
For all of you who are posting about your struggles in the classroom, when you start taking ownership and responsibility for the culture in your classroom and stop blaming the kids is when things will start changing for the better. The kids are never to blame, but it’s so much easier for educators to place the blame elsewhere than to admit they suck at classroom management.
I’m great at classroom management, because I can relate to my kids and families, build strong relationships, follow through on whatever I say, and ALWAYS hold kids accountable for anything big or small. I know everything going on in my school, cause they kids seek me out to tell me. Why? Cause they trust me. And no, being nice, sweet, and loving to kids does not equate to them trusting you. Reliability does. There have been moments where I initially struggled to have the classroom the way I would like, but I never would blame the kids. I knew there was something I was doing wrong and needed to change it.
I’m sick of teachers always asking for support for a culture they have created, while putting the blame on the kids. So before you seek advice or support, at least do yourself the favor by admitting that it’s your fault and not the kids.
Do you have a high horse in your classroom too? The kids are often to blame. It they can tie their shoelaces, they can make choices about their behaviour as well. I agree with most of the rest that you said.
Sorry David, but while its true that children are capable of making choices, they have not yet developed full self control, and they will NOT do what’s right just for the sake of doing the right thing. Thats exactly where we come in. We need to TEACH them self control and to be internally motivated. It’s plainly unfair to expect them to behave if we don’t hold them accountable when they don’t. While I certainly don’t claim that I always hold my students one hundred percent accountable, it’s definitely what I’m aiming for!
So…do you have an answer to my above question?
No, really. I didn’t think that I came off as student blaming. I came here for answers.
How do YOU teach about character and integrity without having to just tell them? And please, before you say that you model the behavior, come up with examples.
Hi, just a couple of ideas: modeling would be acting politely at all times, being honest, apologizing when necessary, acting cool about your own mistakes – while you won’t see instant results, your students will be subconsciously influenced by you. Especially if you have a great relationship where they trust you and look up to you. Second idea would be to point out to the children when you notice them acting with integrity. Not in a overly gushing sort of way, but in calm matter-of-fact way like “Bob, I noticed that you were a good sport when you got out.” “Sarah, I saw how you played fairly on the court today. That makes it enjoyable for others to play with you.”
Thank you.
There is literally another column about false praise.
Do you teach self-contained or do your students change classes? I have 3 grades, sixth, seventh and eighth. Many of my students have been on virtual learning for over a year, and are just now back to in-person learning. I took over for a teacher who only lasted 3 weeks. Now I am having to start all over again. He gave candy for doing any work at all, and never graded even one thing. I have to basically come in as the bad guy,no matter what. I have put my expectations in place and I am being consistent. However, I do know that the other teachers the students have are not all the same way. Add to that several have been out on quarantine and did not respond to the teachers,and do the work they were provided. That makes for much confusion and several students come back thinking they will get full marks for doing nothing. This is not something I created alone…..therefore I feel that your comment doesn’t take into account the myriad situations in any schools now.
You don’t know me and that is why I have never and will never post in a public forum again.
I take full ownership of my responsibility and failure to establish well understood and helpful routines from the get go. I was stating a fact that has happened this year and asking if it was still possible to do a re-set. That’s all.
I’m glad you’re so awesome at what you do. I wish I was and thanks for the support.
Concerned, you can reset for sure. Any day is fine but it’s easiest to walk in on a Monday morning and say “new procedures going forward”. You can say bc of covid or not. Just practice til they nail it and have a list of who’s quarantined so you can teach them the procedures and routines as well.
Whenever we have a break of more than a few days, I review routines by asking them “show me how we…”