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I agree with this statement. Students that know the procedures and routines are able to get started with the learning objectives. Teachers will be able minimize time wasted on classroom management once the procedures are established. The culture established by the teacher of high expectations for the learning environment will allow students to develop good study and learning habits.

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Yes this is definitely putting the horse before the cart. Students need and crave structure and boundaries, and when they are in place they feel safe and comfortable and are much more engaged in the lesson.

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I think this quote speaks the truth. When students know and understand the classroom expectations and procedures they will have higher levels of engagement and they will receive high quality instruction from their teachers. Students will be more likely to involve themselves in their learning when the classroom is functioning smoothly.

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Yes, I do think this is true. A classroom where routines are in place, students take initiative for managing groups, tranisitions and materials is essential too a smooth running classroom.  This allows the teacher to focus on giving high quality instruction.  In order to get students who will be able to manage routines, the teacher has to of developed respect and rapport with the students. Therefore, the teachers knows and understand the students on a deeper level. Hopefully, this means the teacher understands more about their culture and things they like/dislike. All of these things help to great engaging lessons. Also by knowing the students you are able to group the students based on their needs. 

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Yes, I do think this is true. A classroom where routines are in place, students take initiative for managing groups, tranisitions and materials is essential too a smooth running classroom.  This allows the teacher to focus on giving high quality instruction.  In order to get students who will be able to manage routines, the teacher has to of developed respect and rapport with the students. Therefore, the teachers knows and understand the students on a deeper level. Hopefully, this means the teacher understands more about their culture and things they like/dislike. All of these things help to great engaging lessons. Also by knowing the students you are able to group the students based on their needs. 

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Christi Holsey

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On the surface I will say yes I believe this to be true. When a student knows the expectations, understands what is going on and what it is they are to be doing it leads to higher student engagement. I would worry that you must keep the line between teacher and student firm as to not have the students believe they are "buddies or friends" with the teacher where they can "get away" with not having to do the small details. This also will allow for learning to continue should the teacher be out for a day or two, and the learning wouldn't have to stop or take a pause.

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Simply put, yes.  Not only is the idea of a smooth classroom what works for most of us, but when the classroom isn't functioning smoothly then there isn't structure.  I tell teachers all the time that it's OK to have fun, but don't lose track of the priorities.  When classrooms aren't being run in an organized manner, students easily lose track of what they are to be doing .  I think that all successful teachers will have at least this in common - the classroom is a safe place that students respect.  That comes from establishing culture and emphasizing the procedures and routines from the first day through the last.

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Simply put, yes.  Not only is the idea of a smooth classroom what works for most of us, but when the classroom isn't functioning smoothly then there isn't structure.  I tell teachers all the time that it's OK to have fun, but don't lose track of the priorities.  When classrooms aren't being run in an organized manner, students easily lose track of what they are to be doing .  I think that all successful teachers will have at least this in common - the classroom is a safe place that students respect.  That comes from establishing culture and emphasizing the procedures and routines from the first day through the last.

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-Mike Skena

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Yes, I find this statement to be extremely true.  When students and the teacher know the routines and procedures the classroom runs like a well oiled machine. It's clear that the expectations have been taught and modeled and retaught at the beginning of the year when there is high engagement and participation. When instructional time is constantly interrupted and students don't know or don't follow the routines and procedures there is definite loss of instruction. After doing a few observations last year with my administration it was obvious in which classes students knew and followed the routines and procedures and which teachers did not stress the importance of them at the beginning of the year. It's very eye opening to see teachers who don't take the time to value that instruction because they have students who are likely to not do as well. Helping teachers realize the importance of establishing routines and procedures is important for reflection and growth.

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Yes, this is very true.  Classrooms that have routines and procedures in place to maximize instructional time will allow for high quality instruction and high levels of student engagement.  If these routines and procedures are not in place, valuable instructional time is lost. Teachers must spend the time dedicating to these routines/procedures in order to maximize instructional time   the rest of the year.   When I was mentoring a new teacher, she was having trouble getting through all of the content.  She had solid lesson plans,  but they were not being implemented as planned.  Upon observation of a few lessons, it was obvious that she had not spent enough time at the beginning of the year to establish these routines and procedures.  Once we put some routines and procedures in place, she was able to maximize her instructional time and therefore get through all of her content.

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Yes, this is very true.  Classrooms that have routines and procedures in place to maximize instructional time will allow for high quality instruction and high levels of student engagement.  If these routines and procedures are not in place, valuable instructional time is lost. Teachers must spend the time dedicating to these routines/procedures in order to maximize instructional time   the rest of the year.   When I was mentoring a new teacher, she was having trouble getting through all of the content.  She had solid lesson plans,  but they were not being implemented as planned.  Upon observation of a few lessons, it was obvious that she had not spent enough time at the beginning of the year to establish these routines and procedures.  Once we put some routines and procedures in place, she was able to maximize her instructional time and therefore get through all of her content.

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Yes, I find this statement to be true. When a classroom has seamless routines and procedures, learning is not interrupted. If a classroom is constantly interrupted by inefficient routines and procedures, instruction cannot take place in an effective way. A teacher approached me last year concerned that students were not performing well on assessments. In taking a closer look at the classroom, I was able to observe that the teacher’s time spent on gathering materials, passing materials, moving from activity to activity, etc. accounted for almost half of the instructional time. Minimal teaching and learning took place.  In reflecting on that information, the teacher admitted that there was not a significant amount of time spent on establishing those routines or procedures. We worked together to develop smoother routines and procedures in order to maximize instructional time. Sometimes it feels like wasting time when you are first establishing routines and procedures in the classroom, but inevitably the time spent on those routines and procedures maximizes instruction.