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They influence a child's emotional, cognitive, and social development.

They help children feel secure and comfortable.

They help children understand the expectations of the environment.

They help reduce the frequency of behavior problems (e.g.,tantrums).

They can result in higher rates of child engagement.

Summary:
This site emphasizes the ways that routines positively affect students in their learning environment. It makes the argument for all classrooms to embody routines in order to best support students academically, socially, and emotionally. Furthermore, the contributors to this article argue that routines result in higher rates of child engagement. Ultimately, all teachers strive to have all students in their classroom engaged for the majority of the day. Therefore routines are an effective way to increase student engagement and allow students to reach their full learning potential.

- Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2003). ERIC - Helping Children Understand Routines and Classroom Schedules. What Works Briefs., 2003. Retrieved November 14, 2016, from http://eric.ed.gov/?id=ED481991

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Age Appropriate Routine and Procedure Posters

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Age Appropriate Routine and Procedure Posters

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Summary:
This resource provides examples of different age appropriate posters that address different routines and procedures. Since students at the Pre-Kindergarten level are unable to read words and signs, it is sometimes most effective to include pictures so that students can be individually guided through a process or procedure. This resource is not only age appropriate, but also aids a variety of learners. Not all students are auditory learners, and therefore hearing a routine or asked to follow multi-step directions could be challenging for them. This resource provides all students with the same opportunities to be able to successfully follow a routine in the classroom. Routines are ultimately put in place to help students become more efficient in their learning environment. Therefore if all students can become successful in completing routines, then all students have access to performing at their potential.

- Teach, A. P. (2013). Classroom Routines and Procedures - Printable Posters for Classroom Management. Retrieved November 13, 2016, from https://www.teacherspayteachers.com/Product/Classroom-Routines-and-Procedures-Printable-Posters-for-Classroom-Management-832450

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Just in time for back to school! Teach and practice these classroom procedures until they become routines. This is a tried and true approach to a managed, positive classroom. Perfect for the first day of school and first week of school!

Full download includes the following ten full-page illustrated procedures/routines posters:

Morning Routine
Entering the Room
Lining Up
Hallway
Cleaning Up
Getting Help
Going to the Lav
Broken Pencil
End of the Day
If You're Feeling Upset

I hope this resource helps you and your students!

Check out my blog at http://apeachfortheteach.blogspot.com/

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Classroom Routines and Procedures - Printable Posters for Classroom Management

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Just in time for back to school! Teach and practice these classroom procedures until they become routines. This is a tried and true approach to a managed, positive classroom. Perfect for the first day of school and first week of school! Full download includes the following ten full-page illustrated...

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Beginning the day

Entering and exiting the classroom

Labeling papers

Collection and distribution of papers

Signaling for quiet and attention

Appropriate times for moving around the room

Emergency drills and procedures

Going to the restroom

Moving throughout the school

Late arrival

Grading and homework policies (including make-up work)

Asking questions

Finishing an assignment early

Dismissal

- Young, D. (n.d.). Classroom routines and procedures. Retrieved November 13, 2016, from http://www.learnnc.org/lp/pages/735

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In establishing procedures or routines, it is important to:

Ensure that students understand the reason for the routine.

Clarify the procedure through modeling.

Allow students opportunities to practice the routine through rehearsal.

Try not to overwhelm students by teaching too many routines at once. The process of establishing routines and procedures may take several days.

Remember that it will probably be necessary to revisit this process as you see the need.

Summary:
This article provides teachers with the framework of routines. Sometimes even teachers may be unaware of why routines are essential to student growth and learning. This article highlights important points for teachers when they are implementing specific routines within their classroom.

Multiple pieces of research suggest that students should be apart of the routine creation process. While I see that as a valid and important aspect in a classroom, it is also important that teachers have a clear mindset before they conduct a lesson or activity that includes routine creation. Young clearly highlights in this article areas that teachers must consider. This is helpful to me because routines are something that are essential to a classroom, and I want to make sure that I implement them correctly.

- Young, D. (n.d.). Classroom routines and procedures. Retrieved November 13, 2016, from http://www.learnnc.org/lp/pages/735

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- Informed Consent
- Freedom from Harm
- Confidentiality

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Example of How to Establish "Line-Up" Routines 

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Example of How to Establish "Line-Up" Routines 

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Summary
This teacher is using the Responsive Classroom technique to instill in her students the appropriate way to line up to go into the hallway. This is a skill that they will use all year long. I noticed that the teacher used positive language, as well as modeling for students so that the expectations are clear.

This video demonstrates positive and age appropriate ways to implement routines in your classroom. The teacher displayed empathy for students wanting to talk in the hallway, as well as mentioned it was something she was going to practice too. Then, the teacher asked a few students to demonstrate what it would look like when they enter the hallway. She gave positive reinforcement to those students when lining up. Furthermore, students were actively engaged in the process of introducing this type of routine. As mentioned in other resources, it is important that students are apart of the routine creation process, so that they feel empowered and want to follow the desired routine.

- (2010, June 30). Retrieved November 13, 2013, from https://www.youtube.com/watch?v=qArU7TjSBV0

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Summary:
Responsive Classroom is a social and emotional approach to teaching. This approach to teaching emphasizes that how students learn is just as important as what they are learning. Responsive Classroom is built upon support teachers and delivers redirection in positive teacher language. Responsive Classroom has been linked to higher academic achievement, improved school climate, and higher-quality instruction.

What fascinates me about Responsive Classroom is the way that teachers use positive language to reinforce routines and expectations within the classroom. The type of instruction delivered by the teacher is thorough, yet positive, so that students are aware of the routines, as well as creating an effective learning environment for all students. I hope to learn from this type of classroom in the way that I introduce routines for my students so that they are able to benefit for my instruction while in my classroom.

- R. (2015). What is Responsive Classroom? Retrieved November 13, 2016, from http://www.youtube.com/watch?v=mhV6AcBxeBc

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"Come and Play, Everything's A-OK in the Responsive Classroom"

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"Come and Play, Everything's A-OK in the Responsive Classroom"

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Summary:
Responsive Classroom combines social-emotional growth with academic improvements to best support learning in a classroom. Responsive Classroom is a set of routines that are implemented throughout the day to be proactive in the learning environment. Furthermore, a Responsive Classroom has students and teachers working together to create routines. Ultimately, this type of classroom would combine the necessary for students to master their academic standard P.5.1 (see above), as well as to feel empowered by their learning environment, which would ideally lead each student to reaching their full learning potential.

Finley's article caused me to make connections with Alber's "Back to School: Rules and Routines in the Classroom". The type of proactive teaching relates more to routines used as reminders, rather than rules that will include a concrete punishment. Therefore, as teachers, if we want routines to be successful in our classrooms, verse using "rules", it is important that we implement this proactive type of instruction. This will also allow students to experience that success with their choices in their learning environment, as well as with their classmates and teachers.

- Finley, T. (2014). "Come and Play, Everything's A-OK" in the Responsive Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/everythings-ok-responsive-classroom-todd-finley

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During a debate about social-emotional learning (SEL), an education major argued, "We don't have time to teach that touchy-feely stuff." Her eyes burned. I suspect that she could have profited from better emotional encounters during her formative years.

"The real world is hard and so is the business world," she said. "Kids shouldn't be babied. They need to toughen up."

"Tell me if I'm accurately interpreting what you just said," I responded. "You believe that the adult world is brutal. For that reason, we should withhold tools to make kids' present and future lives emotionally rich and meaningful."

The education major thought for a moment, and then said emphatically, "Right." I felt a pang of sorrow for her future students.

The Responsive Classroom

The Responsive Classroom (RC) approach is founded on the idea that social-emotional growth and academic improvement are equally important and that learning occurs through social interaction. It's an approach to learning that teachers support because it promotes pro-social behaviors rather than waiting to address conflicts, like bullying, after they flare up. Responsive Classroom describes these and other principles that guide the model.

The Responsive Classroom has been researched extensively and found to successfully engage students' hearts and minds. Specifically:

RC is documented to "raise academic achievement, improve teacher-student interactions, and promote high quality instruction in mathematics."

A longitudinal study of 2904 students (PDF, 100KB), from the beginning of second grade to the end of fifth grade in 24 schools, showed a "significant indirect effect; teachers' use of RC practices mediated a positive relation between the RC approach and achievement outcomes (effect size = .21 for math, .28 for reading)."

In 2008, Jefferson County Public Schools implemented an RC program, CARE for Kids, in 150 schools. Besides creating happier elementary school environments, CARE for Kids boosted scores in reading, math, science, and social studies far more when teachers implemented all components of the program.

The pro-social ideas of the Responsive Classroom are not new. They were dramatized on TV when Sesame Street's Big Bird insisted that he was a "golden condor," and on Mr. Rogers' Neighborhood when Santa Claus befriended Daniel Striped Tiger. Enchanted children's programing notwithstanding, kids don't master SEL from watching TV. They learn by doing, which is why RC's classroom routines are so valuable.

Responsive Classroom Components

RC has six elements, according to The University of Minnesota's Center for Advanced Research on Language Acquisition:

1. Morning Meeting: Building a community of learners in the classroom and throughout the school

2. Rules and Logical Consequences: Empowering children to develop their own internal locus of control

3. Guided Discovery: Teaching children about the responsible use and care of materials

4. Academic Choice: Incorporating student opportunities for choice into the daily routine of the classroom

5. Classroom Organization: Including active areas and displays in the physical space, as well as a mix of individual, group, and whole-class discussion

6. Reaching Out to Parents and Guardians: Multiple channels of communication and training of parents.

The Morning Meeting

If Pinterest is a gauge of popularity, the most celebrated component of RC is the morning meeting, a 20- to 30-minute daily gathering of students with their teacher. As described by Lisa Dabbs in her Edutopia post, the goals of the morning meeting are to set the tone for respectful learning, establish trust, help students feel that they are significant, and develop empathy and collaboration skills.

During the RC morning meetings, after the greeting and sharing time, students ask clarifying questions or empathize with their peers. Then learners practice social or academic skills -- often in the form of a game or dramatization. Finally, students read and respond to a short "morning message" that helps them focus on the academic agenda of the school day.

See those four activities in action by clicking on the links below:

Also watch Madeline Noonan, a fifth grade teacher, host an effective morning meeting on the Teaching Channel. A student facilitates the reflection exercise: "Breath in, breath out. Think about one thing that you did well yesterday and what you could do better today."

What about the upper grades? A teacher in St. Lucia, Dawn Agdomar, was frustrated by her high school students' pervasive disruptions during homeroom. When she introduced a version of the morning meeting, she was startled by how the secondary students took to it. "They were all in attendance, punctual, and participative. They love the thought of getting to know something personal about their classmates and saying something nice to students in the class."

The most potent socializing force in the world is two or more brains using language for a common positive purpose. That's the power of RC and, dare we say it, the power of love. Long live Big Bird!

What experiences have you had with teaching social-emotional learning or the Responsive Classroom approach?

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"Come and Play, Everything's A-OK" in the Responsive Classroom

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During a debate about social-emotional learning (SEL), an education major argued, "We don't have time to teach that touchy-feely stuff." Her eyes burned. I suspect that she could have profited from better emotional encounters during her formative years. "The real world is hard and so is the business world," she said.

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1.) Alber, R. (2010). Back to School: Rules and Routines in the Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management.
2.) Diffily, D., & Sassman, C. (n.d.). Teaching Effective Classroom Routines - Scholastic. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/contributor/collateral_resources/pdf/97/9780545188197.pdf.
3.) Finley, T. (2014). "Come and Play, Everything's A-OK" in the Responsive Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/everythings-ok-responsive-classroom-todd-finley
4.) Learning to Teach…not just for beginners by Linda Shalaway

http://teacher.scholastic.com/classroom_management_pictures/

5.) Miller, S. A., Church, E. B., & Poole, C. (n.d.). Ages & Stages: Learning to Follow Directions | Scholastic.com. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/article/ages-stages-learning-follow-directions.
6.) Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2003). ERIC - Helping

Children Understand Routines and Classroom Schedules. What Works Briefs., 2003. Retrieved November 14, 2016, from http://eric.ed.gov/?id=ED481991.

7.) R. (2015). What is Responsive Classroom? Retrieved November 13, 2016, from http://www.youtube.com/watch?v=mhV6AcBxeBc
8.) Teach, A. P. (2013). Classroom Routines and Procedures - Printable Posters for Classroom Management. Retrieved November 13, 2016, from https://www.teacherspayteachers.com/Product/Classroom-Routines-and-Procedures-Printable-Posters-for-Classroom-Management-832450
9.) Young, D. (n.d.). Classroom routines and procedures. Retrieved November 13, 2016, from http://www.learnnc.org/lp/pages/735

10.) (2010, June 30). Retrieved November 13, 2013, from https://www.youtube.com/watch?v=qArU7TjSBV0

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1.) Routines are essential
and necessary at any
level of learning.
2.) Routines are different
from rules.
3.) Students and Teachers should create
routines together.

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Back to School: Rules and Routines in the Classroom

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Back to School: Rules and Routines in the Classroom

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"Rules have consequences, and routines have reminders. For me, that meant far less rules and many, many more routines and procedures."

Summary:
Alber discusses the difference between a rule and a routine. She explains that rules have consequences that are non-negotiable. She explains that if a teacher creates a rule, he or she must enforce the rule strictly, because all of the other students are expecting to see a follow through and consequence. Routines can help students stay focus on a task they are completing and is simple a reminder for students of the expectations.

This article draws a concrete line between a rule and a routine. By creating routines in your classroom allows some leeway for students. It also allows all students to be successful. The biggest struggle in my classroom this far into the year is that for most students, this is their first time in a school setting. Therefore, it is important that expectations are put into place. However, to best accomplish the type of environment where students follow expectations in order to allow them to reach their full potential, would be to implement routines. Routines allow students to become successful in their learning environment, as well as introduces a new way of thinking and decision making. I would rather implement routines into my classroom setting than rules to support student learning.

- Alber, R. (2010). Back to School: Rules and Routines in the Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management.

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What You Can Do to Help 3 to 4 Year Olds Follow Directions

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What You Can Do to Help 3 to 4 Year Olds Follow Directions

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Susan A. Miller, EdD suggests:

Give positive, concrete suggestions. Let children know what to do rather than telling them what not to do. For example, instead of directing, "Don't run," state, "Walk."

Make sure directions are easy to understand. Repeat them slowly or rephrase them in new ways. Remove distractions such as background noise so children can focus their listening skills.

Model good listening skills. Spend time with individual children tuning in to what they have to say and talking about their ideas. Good listening is crucial to processing and following directions.

Share control. Ask children to help think of different ways to clean up or make transitions. They might come up with creative and unique directions for unexciting but necessary tasks.

Make following directions fun. Play games like Giant Steps to sharpen listening skills. Make transitions to new activities interesting by galloping like horses or picking up Legos with lobster claws.

Share books with predictable sequences. Stories like If You Give a Mouse a Cookie (HarperCollins, 1985; paper: HarperTrophy, 1997) can help children learn to anticipate the next suggestion in a sequence.

Summary:
Susan A. Miller suggests that the control of creating and implementing routines in the classroom should be a shared process between the teacher and students. Miller explains that routines should be phrased in positive language. Through this article there were different contributors that discussed what routines looked like at different age levels (0 to 2 years old, 3 to 4 years old, and 5 to 6 years old). A common theme between all age levels was to include choice within classroom routines. For example, students may have a set time to clean up classroom materials, but which materials they clean up could be a choice. This puts students in charge of the decision making, and encouraging a classroom community.

I found this to be a helpful source when deciding what is age appropriate in terms of following directions. The contributors on this site gave a detailed description of the capabilities of each student at each level, as well as explained what routines and following directions should look like at that level. Since my students are so young and their developmental stages are vast, it is important to see how each student is progressing, as well as how I can modify instruction to best meet their needs. For example, maybe they are not developmentally ready to be able to master multi-step directions, and therefore I need to scaffold their learning. Lastly, it also introduces effective language to use with students in order to achieve the best results.

- Miller, S. A., Church, E. B., & Poole, C. (n.d.). Ages & Stages: Learning to Follow Directions | Scholastic.com. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/article/ages-stages-learning-follow-directions.

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1.) Is this a measurable topic?
2.) Routines are the basis of most learning environments,
therefore is this a topic that will truly affect student
learning?
3.) Will developmental delays in certain students impact the
research?
4.) Is it fair to include all students, even ones who are
demonstrating developmental delays? And how will that
impact their development?

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"Don't ever ask children to do nothing. When children aren't sure what they are supposed to be doing or they are waiting for you to tell them what to do, they will come up with something to do, and in most cases, this will be something you don't particularly want them to do."

Summary
Deborah Diffily and Charlotte Sassman emphasize the important of including students in the creation of routines in a classroom. They believe that students are more likely to respect the routines and follow them if they are involved in the creation process. Diffily and Sassman also mention that routines are a basis for learning. Prior to being able to begin learning, it is important that these routines are in place. Therefore, in relation to the Mathematics, Pre-Kindergarten standard, I recognize that it is important for me to first thoroughly teach this standard before starting addressing any other concepts.

This source  highlighted the appropriate pacing for students entering Pre-Kindergarten. In order to be ready to learn the remaining standards to their full potential, it is important to first begin with Mathematics P.5.1. At the beginning of each year, I am always surprised at how much guidance my students needs, since I previously had a classroom of independent learners that progressed to the following grade. This source allows me to remember that P.5.1. is an essential standard that allows students to engage in the highest level of learning throughout the year.

-Diffily, D., & Sassman, C. (n.d.). Teaching Effective Classroom Routines - Scholastic. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/contributor/collateral_resources/pdf/97/9780545188197.pdf.

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Learning to Teach... not just for Beginners

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Learning to Teach... not just for Beginners

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"Routines are the backbone of daily classroom life. They facilitate teaching and learning…. Routines don’t just make your life easier, they save valuable classroom time. And what’s most important, efficient routines make it easier for students to learn and achieve more."

Summary
Routines are apparent throughout all parts of the day. In order for a classroom environment to move smoothly, it is important that there is a set routine for each part of the day. (Ex. Morning/Arrival, Displaying Schedule, Attendance, Transitions throughout the day, & Ending of the Day). This source highlights how to implement effective routines in your classroom in order to provide an environment for students where they can reach their full potential.

This source is helpful because it displays different ways that teachers have successfully implemented a variety of routines into their classroom. It is a resource for teachers to get ideas, as well as to modify the routines to meet the needs of their students. It is important to recognize that no two classes are the same, and therefore the needs of each class may vary. Therefore, teachers can pick and choose the routines they would like to implement into their classroom.

—Learning to Teach…not just for beginners by Linda Shalaway

http://teacher.scholastic.com/classroom_management_pictures/

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Students will learn routines and follow multi-step directions in order to achieve their full potential.

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P.5.1: Follow steps in a routine, such as a daily schedule. Tell what activity comes first and what follows in sequence in a three-event sequence.

(Example provided by Archdiocese: Create classroom routines for how students will perform tasks, such as hanging their coats, and unpacking the bags. Establish a three-step routine for a daily activity such as making a sandwich. Ask students to talk about what comes first, next, and last.