Procedures

What Procedures Should I Establish?

Procedures are routines designed by the teachers that dictate the way the classroom will run efficiently and productively as they perform a recurring task or action in the classroom. Procedures are designed to foster an efficient, effective, safe, and smoothly run classroom, so you need to decide what things happen in your classroom that might interrupt that smooth running. Let's look at some categories of procedures that will contribute to an effective, well-managed classroom.

Beginning of the Period

Getting things started in a reasonable, consistent, and efficient manner is vital to creating a positive classroom environment. Think about, first, how you want your students to enter your classroom. First and foremost, they should see your smiling face greeting them at the door when they walk in. You should greet them, and you can build relationships and make connections in a very short period of time: "I'm so glad you're back. How are you feeling?", "How was your choir concert last night?", "Any job interviews on the horizon?" "Let me see the book you're reading. Are you enjoying it?" ... When you greet students at the door, you are letting them know you care about them, you are interested in how they are and what they are doing, and you can convey expectations for the day: 'I'm excited for our activity today," or "I can't wait to see what you do with your group today," or you can give a quick, (low-threat, fun) quiz or question: "What's a complementary angle?" "What's a supplementary angle?" "Show me with your hands what the graph of a quadratic looks like," "What is the circumference of a circle in radians?"...

Once students enter the classroom, they should not have to wait to find out what to do next. A predictable routine is important to get things started. You might have students pick up their notebooks or their materials on the way to their seats. You should have a Warm-Up or Do Now on the board, ready for them to begin.

If students need resources or materials for the day's work, there should be a procedure in place for picking them up. Maybe they stop by a particular place on the way in the door, maybe there is one student assigned from each group to pick up the papers or the basket of supplies, maybe students get their workbooks and open to a (posted) page. In any case, it is very important that students become accustomed to a routine for starting class. You will have to remind them, especially in the early weeks, of the procedure and expectation: "Remember, we should all have our Interactive Notebooks open and should be working on the warm-up."

During Class Time:

Think about, explain to student, and practice different routines that might take place during class time.

Where are supplies and how and when will they access them?
How are papers handed out and collected?
How do they pick up/check out computers?
How do they transition into groups and back again?
Are they expected to raise their hand before they speak?
What are your routines and procedures for attention getting (particularly in transitions between activities, etc.)? Practice them with your students.

If you have a plan, and you explain and practice that plan with your students, you will save a great deal of time each week and will spend far less time and energy reminding and correcting your students.

Movement and Potential Interruptions

Please be clear on this -- if you do not have established expectations and procedures for movement around your classroom and in and out of your classroom, you will be spending a lot of time calling for attention and asking students, "Where are you going?" or "What are you doing?" Decide before you begin how you will handle students getting out of their seats (getting a pencil, getting a drink, throwing something away...). Those of you who have been in my classes know my thought on this -- no matter how "relaxed" you want to be as a teacher, it is just asking for trouble if you don't have procedures for students getting out of their seats. If you start with the expectation (calmly, clearly, and professionally), there is absolutely no reason for students to be out of their seats without permission. They will try, they will get up, they will give you excuses ("I was just... throwing this away, sharpening my pencil...), and you will remind them that they need permission to get up during class.

You must also think about, inform, explain, and practice procedures and expectations for bathroom use, getting a drink, accessing absent work, etc.

Restroom Use: It is NOT appropriate to restrict bathroom use to, say, twice a quarter or no more than 5 minutes, nor do you want to keep track of how often or for how long students use the restroom. It is also inappropriate to give restroom tickets (or extra credit if they don't use them). Still, you should have procedures for using the restroom during class. Some teachers require a sign in/out sheet and/or a pass or special vest (sometimes required by the school). Follow the school rules in this regard, but you can greatly reduce time lost to restroom use by 1) implementing the 10-10 rule, and 2) requiring permission before "grabbing the pass" or "grabbing the vest." The 10-10 rule simply (and reasonably) states that students may not leave class (for the restroom, to get a drink, etc.) during the first or last 10 minutes of class (except in case of emergency). You will have to repeatedly remind them of this rule, but it is easy and it is fair, and it preserves 20 minutes of your class from interruptions. During the rest of class, students should ask permission to use the restroom. Most of the time, it is appropriate to say something like, "When I'm finished explaining, ask me again," or "When you finish those two problems, ask me again." More often than not, they will forget about it, but it is reasonable to ask them to wait a few minutes.

End of Class

There are more procedures to consider at the end of the period. Students should be doing some sort of closure activity or Exit Slip at the end, so should have a procedure for turning work in. You should have enough work (and a sponge activity if necessary) to keep students working productively until you dismiss them (NOT until the bell rings). It is inappropriate (and one of those minor things that keeps growing until it is major) for students to pack up and stand up by the door before they are dismissed. Attend to the time (even if it means you set your phone to vibrate), and give students permission to pack up when it is appropriate (2 minutes before the end of class in normal circumstances and 5 minutes before if they need to clean up and put things away). I had a mentor teacher a few years ago who set her phone and speakers to begin playing music 2 minutes before the end of class. Students knew they could count on that and worked productively until they heard the music!