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As a para-professional working with middle schoolers, the challenges, is helping and encouraging the students to focus, and be consistent with completing their tasks at hand.

Ms. Anna R. Tyner

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Here's a step-by-step guide to address students not executing routines/procedures correctly in a multi-setting classroom (grades 3-5):

Step 1: Identify the Issue

Observe and specify the routine/procedure not being followed. Determine the frequency and severity of the issue.

Step 2: Review Expectations

Clearly restate the routine/procedure expectations.

Display visual reminders (posters, charts).

Ensure students understand the purpose.

Step 3: Provide Feedback

Address individual students or whole class.

Use specific, positive language.

Focus on behavior, not personality.

Step 4: Re-Teach and Model

Demonstrate correct execution.

Break down complex tasks.

Provide guided practice.

Step 5: Practice and Reinforce

Offer incentives (stars, stickers).

Recognize and reward improvement.

Step

6: Differentiate Instruction

Adapt for diverse learners.

Use visual, auditory, kinesthetic approaches.

When students in a multi-setting classroom (grades 3-5) require additional assistance or guidance:

Immediate Support

1. One-on-one instruction

2. Small group tutorials

3. Peer-to-peer support

4. Visual aids (charts, diagrams)

5. Simplified instructions

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Glover- If additional assistance is needed...

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Glover- If additional assistance is needed...

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I will connect with the teacher or student to interject by officially asking if the student needs help. This would be on a case basis depending on the routine task in question. I would offer some one on one support. Then if the assistance is needed constantly, I can just take the initiative and always help the student in that area. I will always allow the support when it is needed regardless if it is repeatedly or seldom. I can support students with disabilities or language learners by going through the material or through the task with the student. I prefer to go at a slower pace than to not assist at all. This participation in learning has the potential to not only benefit the child, but also benefit the family. For example, we can read and break down words together for my language learners, and we can go at a slower pace if necessary for the students with disabilities that may need the help.

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Supporting students that needs additional assistance or guidance.

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Supporting students that needs additional assistance or guidance.

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The key to helping students succeed with routines or procedures is a combination of clear instruction, modeling, practice, and individualized support. For students with disabilities or language learners, providing accommodations and modifying instruction is essential for ensuring they have equal access to learning. By creating a supportive and responsive environment, students are more likely to master the procedure and gain confidence in their abilities.1. Analyze the Situation

Observe Where the Mistakes Occurred: First, I would carefully observe at what point the breakdown occurred. In this case, did the students fail to grasp the procedural protocol or just forgot steps or had little practice? Determining the weak link will help provide a solution as to what to do next.

Review the Procedure: I might do a mini-procedural review with the class at large if the number of students struggling with it is large, or a one-on-one discussion with those requiring it.

2. Offer Concrete, Stepwise Assistance

Modeling the Procedure: I would model the appropriate execution of the routine or procedure. This means demonstrating the steps and verbally explaining what one does and why.

Simplified Instructions: I would break down the steps that the students needed help with to an even more basic level for maximum clarity and accomplishable understanding, albeit by using simple, concise language or visuals (such as charts, diagrams, videos, etc.) to really any emphasize key steps learned.

Positive Reinforcement: I would reinforce those children who gave it a try, so that at the very least they had tried, despite having made mistakes, using these moments to reinforce that mistakes are part of the learning process.

3. Offer More Practice Opportunities

Guided Practice: I would give students the chance to practice the procedure under my guidance. This is an opportunity for students to solidify the steps in their minds and for me to make corrections as they assure up.

Independent Practice: After guided practice, I would allow students the practice to be independent or in small groups, offering support as needed.

4. Provide Further Assistance

One-on-One: For students who need that extra help, I would extend my support into personalized help. The mode of help could vary, from one-on-one direct assistance as needed

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cortney okelley

1. Classroom Entry

Steps to Assist:

Prompt students on how to enter the classroom with the appropriate amount of noise and with a willing attitude to work.

Provide cues or reminders pertaining to materials they need to have in their backpacks (e.g., notebooks, homework).

Create a welcoming salutation that sets the tone for a good atmosphere to enter.

2. Morning/Beginning of the Day Routine

Steps to Assist

Provide a checklist or log for the instructor to follow for items such as attendance, announcements, and a warm-up task.

Assist in creating or monitoring a morning task for students that might involve journal entries or a homework review.

Help strategies that would prepare the class for focus.

3. Stepping into Lessons (Focus Time)

Steps to Assist:

Provide ideas in transitioning from one activity to another in a smooth manner (e.g., verbal signals or visual timers).

Provide gentle reminders for students to put away distractions (e.g., devices, talking).

Suggest ways to introduce focused learning time by using signals such as raising a hand or setting a timer.

4. Transitions Between Activities

Steps to Assist:

Include verbal cues that are plain and specific for performance while learning, e.g., "5 minutes remaining" or "Finish up and clean your area".

Include visual reminders for transition-countdowns or transition slides.

Help students assume roles (e.g., line leaders and helpers) during the transitions to enhance the process.

5. Partner or Group Work

Steps for Assistance:

Help form groups or partners with balanced considerations of students' strengths and needs.

Propose structures or question starters that will help to guide group discussions or activities.

Offer student-engagement strategies for working together, (e.g. time management tips and lists of tasks).

6. Materials and Supplies Management

Steps for Assistance:

See that materials are organized for a clear system of storage and return, if possible.

Remind students to take care of classroom resources.

Provide signals or strategies

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Routines and Procedures in the Classroom

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Routines and Procedures in the Classroom

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1. Classroom Entry

Steps to Assist:

Prompt students on how to enter the classroom with the appropriate amount of noise and with a willing attitude to work.

Provide cues or reminders pertaining to materials they need to have in their backpacks (e.g., notebooks, homework).

Create a welcoming salutation that sets the tone for a good atmosphere to enter.

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Middlebrooks-Managing Routines and Procedures in the Classroom

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Middlebrooks-Managing Routines and Procedures in the Classroom

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Managing Classroom Routines and Procedures

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D. Moore: (2)Steps taken w/students needing additional assistance/disabilities.

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D. Moore: (2)Steps taken w/students needing additional assistance/disabilities.

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1. When students do not correctly execute a routine or procedure, I'd normally re-explain and model correct behavior then allow room for practice. If I see that the issue is persistent, I will pull the student to the side and speak with them privately to see if additional support is needed as well as adjusting the routine that may not be working for them. Expectations will still be enforcement and maintained while giving that student additional support.

2. Students with disabilities or language learners need support that is catered to their needs. If they just so happen to have a learning disability there normally is an ILP, IEP, or 504 plan, (which I will follow) in place stating what their accommodations may be and how to go about teaching them throughout the school year. Following those plans and meeting the students at their level will contribute to a successful school year for both teacher and student.

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D. Moore: (1)Assisting with routines and procedures for middle school; Specifically 8th grade.

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D. Moore: (1)Assisting with routines and procedures for middle school; Specifically 8th grade.

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1. Morning routine:

~8th graders are to report to homeroom after arriving to school and grabbing breakfast. Students have 15 minutes to get to class before they are marked absent or late. During homeroom, announcements are made and any other housekeeping things that need to be discussed by the teacher.

**I normally assist the teachers by standing in the hall ways to make sure students are following proper protocol. I reiterate to students how much time they to get to class an to handle the business (stopping by the restroom) before entering the classroom. I also remind students that during the morning announcements our voices are off because we may miss something important that we may not hear in the afternoon.

2. Transitioning to classes:

~The 8th graders at my school transition from class to class within their pod except when they have to go to specials. When transitioning in the pod, students knows their expectations.

** There are always a few students who pretend they do not know their expectation when it comes to transitioning. Students will gather their items and line up at the door before exiting and entering a classroom. Once the teacher or myself see they are ready to transition, we'll instruct them to move to the next class. Sometimes we have wanderers that like to go elsewhere but class. I'll assist the teacher by redirecting the student and reminding them that they are to stick to the expectation that has been place before them.

3. Whole group and small group transition:

~Some classwork requires small group discussion after receiving instruction from the teacher. All of the teachers I work closely with are very great at forming small groups within the class to get group work completed.

**I start by assisting the teacher with handing out materials if needed. If a students is without a chrome book, I make it my business to find one they can borrow for the time being to complete their assignment. There are some students that rather work alone or simply don't work well with others. The teachers are aware of students like this and still encourage them to work in a group. If I notice that there are a few students that are not grouped together, I encourage them to form a group of their own and work together to complete the assignment. Sometimes this works and sometimes it does not.

4. Being calm, cool, and collected:

~ It is vert important to be calm while assisting with routines and procedures. There are students that will try to get you out of character therefore you must choose your battles wisely.

**When a students is irate, I calmly speak with them in a tone that is nonthreatening if the teacher is unable to get through to them. I believe the student must know they can trust you in order for them to be open about why they are being irate or feeling the way they're feeling about something or someone. I try to mimic my teacher's behavior when it comes to speaking with students about their issue.

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 Cash-Managing transitions -Assist with smooth transitions between activities, whole groups to small groups, and independent work.  

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 Cash-Managing transitions -Assist with smooth transitions between activities, whole groups to small groups, and independent work.  

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First assist teacher with explaining the function of each group

Model with teacher how to transition to each time.

Give students opportunities to practice transitions

Help remind students using verbal and silent signals

Conduct transitions with and without teachers to help with consistency and memorization of routines for the students. When a student does not correctly adhere to the transition rituals and routines:

1. Redirect and assist

2. Remind students of the transition routine and what is needed from them to be able to transition smoothly.

3. Utilize images, anchor charts, PowerPoint, etc. to remind them of the expectations for their continued reference.

4. Keep a calm voice and remember repetition is important for primary students.

If a student still needs support or guidance, continue the transition routine with a more frequency consistency, allowing them more time to practice. If a student has a language barrier, include the use of images and videos in both languages to ensure understanding. If needed also assist by including ESOL teachers with student understanding.

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As a Special Needs/Co-Taught I.A for elementary level here are some ways that I assist with routines and procedures:

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As a Special Needs/Co-Taught I.A for elementary level here are some ways that I assist with routines and procedures:

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1. Morning arrival:

—-Upon arrival we greet each student with a smile.

I will make sure each student is having a great start by asking them how they are doing and if I happen to see a problem I will do a follow up question(s) to see if it’s anything I can/need to do to help them or if I need to get the lead teacher/admin assistance.

—-Students hang up their backpacks and coats, remove their snacks and/or lunches, water bottles and folders from their backpacks and place them in the appropriate area/bin and then wash their hands and work on morning work.

I will guide students by reminding them what they are supposed to be doing and where everything is supposed to go.

2. Transitions to morning announcements and SEL:

—-Students are to put their morning work in their morning work folder and sit in assigned spot on carpet to get ready for Morning announcements and SEL.

I will remind students which folder their morning work goes in and ensure they are sitting in the correct assigned spot on the carpet. I will ensure students are listening to morning announcements. I will ensure each student is giving respect to we another as we are taking turns during the SEL.

3. Transition to and from Specials/Lunch/Recess

—-Students will line up in line order (alphabetically) w/weekly line leader in front of line and walk quickly and quietly through the halls.

I will assist with making sure students are walking and staying in line, while staying quiet and their hands are not touching anything or anyone.

4. Dismissal:

—-Students will get their folder from the teacher and put it in their backpacks, put on their coats and sit on the carpet until after afternoon announcements are made.

—-Students will wait until their transportation mode of going home is called over the intercom and then walk to the assigned destination to get home (carpool, walker, hive or bus).

I will ensure all students are walking NOT running in the hallway to assigned afternoon dismissal destination. I will assist with ensuring there are no laggers playing in the hall and assist them getting to afternoon dismissal destination. I also assist with bus duty to ensure all bus students are in the correct bus line and on the correct bus to get home safely.

For Special Needs students, I assist them by giving them extra time and help them by following them to ensure they are following the classroom rules, routines and procedures. I will also continue to remind them what to do as well as allow the brain breaks when I see they are getting overwhelmed or overstimulated with something.

For students not following the routine correctly, I will remind them of the proper way to do whatever we are doing at the time and I will also ask them do they understand and know how to do it. I will model to them the correct way to do it as well. If and when needed I will also redirect the student(s) if they continue to do the routine incorrectly.

No matter the student (gen ed and/or special needs) that I am dealing with, I will always use a soft, calm but stern voice with them at all times.

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1. Morning Arrival Routine

Kindergarten/D White

Greeting students: Assist the teacher in greeting students at the door, creating a welcoming environment.

Organizing belongings: Help students with hanging up coats, backpacks, and organizing their materials. Checking bookbags

Morning tasks: Remind students of morning tasks (e.g., unpacking lunchboxes, turning in homework, etc.).

Daily schedule review: Help the teacher review the day’s schedule, Checking school emails

Prepare classroom materials: Organize materials for the day (e.g., workbooks, art supplies) before the class starts.

2. Observe

I will observe the students to identify why they are struggling with the routine or procedure. Are they confused about the instructions? Are there environmental distractions? Is something going on at home. Also some kids never had prior school, first time in school?

Engage with Students: I will observe students individually. I may ask questions or prompt students to reflect on understanding

Small Group Instruction: For students who continue to struggle, I will pull them aside for small group instruction, where I can give more focused, individualized attention

Special Needs_

For students with disabilities, I will ensure that they have the necessary accommodations or modifications to successfully complete the routine.

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1. As a cohort, create a padlet with a comprehensive list of classroom routines and procedures. For each routine or procedure, list the steps you will take to assist the teacher with the routines and procedures. Consider dividing the padlet into the following two categories:

Elementary or primary grade levels

Secondary grade levels

2. In your Padlet, include one section which explores the steps you will take when students do not correctly execute a routine or procedure. What will you do when students need additional assistance or guidance? How will you support students with disabilities or language learners?

Here is a video to show you how to post on a Padlet.  You just need to click on the plus sign in the right bottom column and include your information and click post.

https://youtu.be/wjJBga4TvLM?si=GWR5yGhovIG9DsDw