Chapter 11 page 234
homework in class, what to do if someone is absent, what to do when individual work is completed early,
how to assign and have students record homework, how to work on the internet, how to save work on
computers, and when students may and may not talk. Many of these routines will vary depending on the
type of instruction (whole class, small group, or individual) that the teacher is using. For instance, the
procedure the teacher uses to get students’ attention will need to be different when students are working in
groups that may be rather loud versus when individual students are working quietly at their desks.
General procedures include all other routines that teachers and students must complete to keep
the class running smoothly. Taking attendance is a routine that is not part of a lesson and does not involve
moving around the classroom but must be carried out every day. Other examples include recording lunch
orders, updating the calendar, watering plants, cleaning chalkboards, feeding and cleaning class pets,
cleaning desks, and so on.
Developing many efficient routines. Teachers must plan for many different routines in the
classroom to allow for all needed activities to occur. There is no substitute for working out, one by one,
what these routines will be. The routines should be planned before the school year begins so that the teacher
can begin teaching the routines to the students on the first day of school.
Routines should be as efficient as possible. As we discussed earlier, the goal of classroom
management is to enhance learning. When time is wasted unnecessarily during daily routines, then valuable
time is lost that would be better spent on instructional activities. Well-crafted routines can reduce wasted
time. For example, when students sit in the same seat every day, teachers can quickly take attendance just
by noting which seats are empty. Thus, teachers can speed up the attendance routine simply by having
assigned seats (which may be chosen by the students or assigned by the teacher).
“Do Now” routines are an effective way to maximize learning time. A teacher implements a “Do
Now” routine by writing an academic task on the board. When students come into the room, they are
expected to sit down and immediately begin writing their response to the “Do Now” activity. A math
teacher might write a problem to solve related to the homework due for today. A history teacher might ask
students to write and give two reasons for their position on whether President Andrew Johnson should have
been impeached. The Do Now routine helps ensure that students are ready to begin learning when the bell
rings, so that time is not lost after the bell rings while students slowly settle down.
Although teachers may want to involve students in the creation of classroom rules, teachers should
developed routines by themselves, without student input. There are too many routines to make it practical
for students to help decide what all the routines should be. In addition, the teacher will know best, based
partly on past experience, what routines work best and what routines will minimize wasted time.
There are many options for teachers to choose from when developing efficient classroom routines,
and there are many routines that can work well. Table 11.2 presents examples of how three different
teachers implement three common routines.
Routines should involve students’ assistance whenever doing so can make the class run more
efficiently. Teachers can speed up the routine of handing out papers or supplies by teaching students
routines in which students help with the distribution. Students may take turns caring for class pets,
watering plants, and cleaning the chalkboards. By involving students in routines, teachers can foster student
responsibility and promote an overall cooperative classroom environment.
Teaching routines to students. Teachers must model and discuss the routines with students so
that they will understand how to accomplish them. With younger students and sometimes even with older
students, teachers will also want to have students practice the routines. Schools practice fire drills regularly
with students of all ages to ensure that the procedures will be carried out flawlessly in case of a real fire. In
a similar manner, teachers may want to have students practice other routines so that students can carry
them out efficiently, as well.
Practicing routines is especially critical with elementary school students. One difference between
effective classroom managers and ineffective classroom managers in the elementary school is that the
effective managers invest a considerable amount of time having students practice routines (Savage &