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In primary grades, I would keep students in groups, however have their own desks - just formed in a table.
In intermediate, I would space the students further but still leave them sitting next to at least one of their peers.

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Organization in the classroom is important for the teacher and the students. There is proven to be more stress with less organization. Teachers should organize their classrooms and keep the students organized as well.

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It is extremely important to develop a safe classroom for all students. This includes students who are gifted, students who have had traumas, and students with disabilities.

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Staying in a routine will greatly affect your students and help those who have disabilities.

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Managing classrooms takes a lot. You need to make sure that you establish a good relationship with your students and their parents. This will help the students hold respect for you. You also need to have a creative classroom - not just one that teaches the standards. Plus, bringing technology into the classroom can be difficult, but worth it in the long run.

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Teacher Relationships with Parents & Students

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Teacher Relationships with Parents & Students

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Classroom jobs are a great way to help get 3rd grade, 4th grade, and 5th grade students excited about helping out in the classroom. And as a HUGE added bonus, having an organized classroom job system can really help save you time.

The classroom jobs list below contains 32 possible jobs you could have in your upper elementary classroom. Not every classroom job will work in every classroom, so pick and choose the jobs that work for you.

Rotating jobs daily or weekly can add stress to your life instead of being helpful. If you need help implementing a classroom job system that actually helps save you time and stress, check out this system!

Making these jobs meaningful for students will help them take ownership and complete their jobs with care. Make sure students understand how their job is helping you and helping the classroom. If you don't see the job as actually helpful, don't assign it to your students.

Some of the links below are affiliate links, so if you choose to click the link and buy I might get a small compensation at no cost to you.

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Students to the Rescue! 32 Classroom Jobs That Save You Time

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Are you a teacher-in-(di)stress? Have no fear - your students are here! Empower them to save the day with these 32 classroom jobs! They will LOVE it!

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150+ Classroom Rules Customizable Design Templates

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Customizable Classroom Rules flyers, posters, social media graphics and videos. Choose from thousands of professionally designed templates and customize in minutes. Social media and website graphics for FREE! Prices start from only $2.99. Photo quality for $7.99.

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Jon Konen
School Principal

How can Finland students, touted as one of the highest-ranking OECD (Organization for Economic Cooperation and Development) countries in education, score as high as they do on the PISA (Programming for International Student Assessment) data when they are in school 400 hours less than students in America? This is answered with a multitude of retorts, but easily stated Finland educators believe, "Less is more!" American students spend roughly 1,080 hours a year with a teacher "doing school." Much of America's educational philosophy has been "More is better." In fact, there are many schools adding hours and days into their current school calendars. What can we learn from the Finnish education system? A lot!

Classroom routines and procedures are the backbone of a classroom. Without it, chaos reigns and increased student behaviors are visible, as well as decreasing or stagnant academic scores. When effective routines and procedures are put in place, students are more successful in all areas, specifically academic and socio/emotional learning.

Charlotte Danielson's teacher evaluation model does not necessarily state we need to overhaul our American educational approach. What she does create is a need to use the already delineated time in a more purposeful and productive manner. The following six questions will support the transition of a teacher going from "proficient" to "exemplary."

#1 - What Routines and Procedures Are in the Classroom?

Effective classroom teachers think of the smallest procedures and routines to make their students successful, and yet they teach their students to take initiative and be problem solvers. They understand there is a fine balance between over-teaching an abundance of routines and procedures, as well as teaching enough of them to save time, ensure safety, and expect academic progress by all students. When these students continue having problems with a specific area of the classroom, they propose a new routine or procedure to their teacher and peers. They are constantly striving for a more effective and efficient learning environment.

Exemplary teachers have routines and procedures in the classroom that have been taught much the same way as the academic content. These teachers continue to teach them to mastery throughout the school year. They even use a clock to determine efficiency as well as effectiveness. If they see a bottleneck procedure or traffic-jam routine, they empower students to make suggestions to change it. Exemplary teachers understand that when they empower, they are gradually releasing responsibility and ownership back to the students. They believe that independent problem-solvers are in charge of their own education and teachers are merely there to facilitate this transfer of responsibility and ownership.

Here is a list of common routines and procedures from the Scholastic article that is 15 years old, but still quite relevant, " 30 Classroom Procedures to Head Off Behavior Problems" by Bonnie P. Murray (2002©)

#2 - How Well Do the Students Know the Routines and Procedures in the Classroom?

After a procedure or routine has been taught, it must be reviewed, modeled, and revisited routinely. Exemplary teachers empower the students to support in making the decisions when these need to be reviewed. Students police themselves but do so respectfully and with kindness. When a student chooses to not follow a routine or procedure and another student has tried to support, a procedure is in place to inform the classroom teacher, "Mr. Johnson, we were working on lining up, but we are still not as efficient as we could be. Can you support us?" Tattling can be eliminated and replaced with reporting. A tattling student would have stated, "I asked Jimmy to get in line, but he said 'No,' Mr. Johnson." This form of tattling sets a student up to be defensive and pits students against each other, which could create a toxic environment.

The exemplary teacher understands it is them ultimately that determines the success of routines, procedures, and solving any issue of student reporting failures. Rules should not be confused with routines and procedures. Rules carry out the spirit of the classroom, while routines and procedures create the structure of the learning environment pertaining to management of materials, learning structures, and safety measures.

A classroom that "runs itself" is touted as one that knows the classroom routines to the point that they are automatic and can be taught to other students and even guest teachers (substitutes). Observation of such a class is fun to watch as students work seamlessly at the job or task assigned. Students know how to support each other in making sure every student gets what they need. When a problem arises, other students support in "going to solution," rather than spending time on the problem or solely letting the teacher deal with the situation. Exemplary teachers do not place blame on students who cannot handle this learning environment, they merely think with a growth mindset, "They are not ready....yet!"

Exemplary teachers spend a lot of time up front teaching, modeling language and actions, using students to role-play, and making visual posters or charts when teaching procedures or routines. These teachers know that these may change as a need arises. They allow students to support the editing of the routines and procedures. Master teachers understand that the better these are taught the more time students will get in the end.

Teachers who score at the unsatisfactory or basic levels on Charlotte Danielson's model may feel spending time on teaching procedures and routines is a waste of instructional time or even deem it is not important. Many of these low scoring teachers feel they should have been taught these procedures and routines in the past grades or classrooms. They also blur the lines between routine, procedures, and rules. This is confusing for students. Teachers in these classrooms will not get as much curriculum covered or have students score as high as they could if they had well established procedures and routines.

If you love observing great instruction by stepping into a classroom where students have mastered a set of procedures and routines you know it is pure art! Observing what the teacher is doing while students manage their own learning environment can be revealing. Many of us wonder how a teacher can have so much time to support students individually, work on classroom projects, celebrate students, and more. It starts with students mastering procedures and routines.

#3 - Do Students Know the Difference Between Rules, Procedures and Routines?

One of the most indistinct educational practices we see across classrooms is the belief that rules, procedures, and routines are all the same. Students are confused and break more "rules" when they do not follow a procedure or routine. Rules should be devised to carry out the spirit of the classroom or school. Procedures and routines are created for students to use to access learning or to get a specific need met.

Here are some examples of rules that carry out the spirit of the classroom:

The biggest difference between rules, procedures, and routines is what educators do when one of these are not followed by students. A student that does not follow a procedure or routine must be re-taught, not punished, nor have consequences. They simply must do it again, and again, and again. A teacher must be creative with a student that continues to struggle with a routine or procedure. If it becomes a pattern over time, then they may be breaking one of the rules of the classroom purposely. All behavior is a chance for us to teach and reteach. Exemplary teachers understand that there are two celebrations coming whenever a routine or procedure is re-taught: 1) student ownership of his or her actions, and 2) the student doing the correct thing. For example, a student running down the hallway. They must go back and do it again for safety. They should not be punished for breaking a procedure.

When a rule is broken an educator has a chance to reteach what the spirit of the classroom looks like, feels like, and sounds like. Many teachers will argue what consequences should come next. This is where teaching philosophy and the school's philosophy play a role in determining what happens next. From Lee Cantor's Assertive Discipline, to the new push for restorative justice, educators must be on the same page. When consequences are given, it is best to track if the duration, frequency, or intensity decrease. If at least one of these facets are not decreased, educators must review their effectiveness with teaching the rules of the classroom and school.

#4 - How Can an Educator Transition from a Teacher-Managed Classroom to An "Empowered" Student-Managed Classroom?

"Don't sweat the small stuff," is a famous line referring to people being able to see the big picture. Unfortunately, what can be argued as the small stuff in an education environment, such as routines and procedures, is quite possibly the most important aspect of a teacher's classroom. Teachers who do not put effort into the smallest of details within a classroom find that all this "small stuff" will eat them and the students a live. The small stuff mounts up and becomes the "big stuff" tearing down the classroom culture and learning environment.

Agency can be arguably the latest educational jargon that has the most meaning in what educators are trying to accomplish in the classrooms. Agency is the ability for students to take over their own learning progress by advocating for themselves.

Master teachers create the sense of agency in their students in several different ways. One way to create a strong sense of agency is to empower students. You have to ask yourself, "What can be turned over to the students to manage?" The more educational processes educators can turn over to students, the stronger the learning. These teachers have verbal cues for students who know exactly what to do. For example, a teacher states that students will be doing a 5-minute quick write. A multitude of procedures and routines go into place and students are ready to start in less than 30 seconds. One student from each group gets out of their desk pod. They walk across the room to get a notecard for the rest of their group members. All students pull out their pencil and put a heading on the notecard. When they are done with that, they put their eyes on the teacher who is ready to read the prompt for the 5-minute quick write. The teacher knows when he or she can start the five minutes when all eyes are on the teacher.

All of this has been practiced for this specific assessment. Within 5:30, all students have completed a formative five-minute writing assessment. An observer does not even realize all the procedures and routines that just occurred. An exemplary teacher understands that all this has to be modeled, practiced, reviewed, and celebrated!

Another educational term that has become prominent is the "gradual release of responsibility." This is the concept that teachers transfer the responsible of a task, assignment, procedure, or routine over to the students. When students are able to do something independently, and do it well, than the task is considered to have been mastered. Teachers then raise the level of complexity, whether this is a routine, procedure, or even an education goal. Here is a diagram that visually describes this gradual release of responsibility from the Daily 5 learning structure. It can be used as a philosophical structure across the school and it closely matches Charlotte Danielson's scoring rubric for Domain 2:

#5 - How Can a Teacher Maximize Starts, Transitions, and Ending Time Segments?

In a Prussian and Horace Mann educational system, which entailed many starts and stops, students were treated much as if they were in a factory in the Industrial Age. Grade levels are accompanied by an age level, and not what a student is ready for in their learning progression. Personalized learning is breaking the walls down of this constraint. While educators must still teach in this 19 th century educational system, they have to become masters at transitions. From the time students enter the school building, until they are dismissed at the end of the day, there are at least 50 transitions that students and adults manage.

Exemplary teachers understand how students enter the school in the morning can determine their success for the rest of the day. An exemplary teacher stands, watches students as they enter, and talks with them in the hallways. They are continually "taking the temperature" of difficult students before they even enter the classroom. They understand that the first words said to these students can make or break the student's day. The teacher is always thinking about proactive words that match routines for all students as they enter. These teachers have something for all students to do as they enter the classroom, they maximize the time as soon as the first bell rings until the last bell.

There are many transitions in a well-planned lesson or activity, as well as a change between different subjects of study. How a teacher starts instruction sets the tone for the entire instructional time segment. The teacher may change the learning structure, the type of task, or materials, and the transition between these changes has already been planned. The teacher understands what procedures need to be practiced or taught.

The exemplary teacher understands that all transitions take time and they are always striving for them to be quick and efficient. They time these changes and decide how long each type of change should take. It if does not meet a given goal, they teach, model, practice, and celebrate when it is achieved. A change within a lesson might take less time when the students stay at their desk. There is a difference in time as compared to a change where students must get out of their desk to get materials. Exemplary teachers take into account the different types of transitions and students support each other to make sure it happens successfully.

Recess transitions are essential. What a teacher does before the students leave the classroom determines how they exit, how they enter the hallway, and how they exit to the playground. Exemplary teachers understand these small procedures, when practiced, save more time for instruction, as well as more time for students at recess. In the same manner, the exemplary teacher understands that instructional time begins when the bell rings. The teacher times how fast students line up outside, enter the school, and enter the classroom. They know how long it should take to go from playing at recess to learning in the classroom. The exemplary teacher takes action when the goal is not met by practicing, modeling, and providing motivation. Students know these procedures and support each other in making it happen each day.

Much like recess transitions, students each day attend a special period (PE, Library, Counseling, Music, Art, etc...). The exemplary teacher understands how long each of these transitions should take and set goals with students at the beginning of the year to ascertain these goals. They practice when these goals are not met. Students understand and help determine these goals for the classroom. They give advice on how best to meet these goals. These transitions are practiced in much the same manner, even when going to or coming from lunch.

Lastly, master teachers are efficient at transitions to end a lesson, task, or dismissal. These teachers understand that every learning segment must have some type of closure, and sets students up for the transition to the next thing. Students are part of the closure procedures and understand the teacher may collect some type of formative data to determine the success of the prior learning segment. They know that when a task ends, they are proactive to think ahead about what they want the students to do next. Students understand that their personal feedback will help determine the success of the previous task. They know they will either completing a quantitative self-assessment pertaining to the task, or offering qualitative feedback. These master teachers understand that how students leave the classroom at the end of the day is vital to communication they have with their parents or guardians. Master teachers communicate important information before students leave. They understand that the best time for students to remember something is at the beginning of a lesson, and the second best time is at the very end, according to Denny McLaughlin of the High Trust Philosophy.

#6 - How Can Student Self-Assessment Play a Role in the Exemplary Teacher's Classroom Procedures?

Setting goals for routines and procedures may seem ridiculous, but master teachers understand that they are the backbone of the classroom. The stronger they are the more time teachers have for content, as well as the level of respect and kindness among the students. Goal setting and self-assessment can occur with individual, groups, or even the whole class. These goals can be visually displayed for all students. Much like classrooms tracking the number of minutes of sustained stamina of reading in the Daily 5 reading structure, teachers can use this strategy to strengthen other procedures and routines. There is a balance between how many of these routines and procedures are practiced specifically at any one time.

Master teachers develop rubrics, checklists, and scoring guides for students to track their own role in meeting high expectations when participating in routines and procedures. Here is an example of a teacher-student created rubric for transitioning between subjects in an elementary classroom:

3 points = I was able to transition before the allotted time, all materials were put away/taken out, and I did it on my own

2 points = I was able to transition before the allotted time, but I needed student support

1 point = I was able to transition after the allotted time, and I needed teacher support

0 point = I was not able to transition in the allotted time, and I would not let the teacher nor other students support me

By setting these type of rubrics or scoring guides up with students, teachers give them the power to take control of their own responsibilities. If they score below a specific number, maybe a "2" above, you can have a one-on-one meeting with the student to support them in getting to the coveted "3" level. This data can be collected quickly and used in conferences with students and parents. The ability for a student to take ownership in helping create the procedures and routines, as well as scoring themselves accordingly against a rubric is a powerful tool. Students are then empowered to make the correct decisions.
(Charlotte Danielson Model: Domain 2 Component C)
MORE ROCK MY EVALUATION RELATED READINGS:

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Managing Classroom Procedures | Teacher.org

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Jon Konen School Principal How can Finland students, touted as one of the highest-ranking OECD (Organization for Economic Cooperation and Development) countries in education, score as high as they do on the PISA (Programming for International Student Assessment) data when they are in school 400 hours less than students in America?

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Make sure to include the students in making their own rules and expectations in the classroom - afterwards, have every student sign it

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Ideas for set-up and for organization in the classroom

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Don't forget to like, comment, and subscribe so you don't miss future videos! MY TPT STORE: https://www.teacherspayteachers.com/Store/Pocketful-Of-Primary MY AMAZON STORE: http://astore.amazon.com/pockeofprima-20 Library labels: http://bit.ly/2fpJC9g Classroom rules posters: http://bit.ly/2bnfe1H Alphabet posters: http://bit.ly/2bWZdLh Teacher toolbox labels: http://bit.ly/2bH4sOX Black and washi labels: http://bit.ly/2bH0vy2 Writing prompts: http://bit.ly/2bnPEqs Word work activities: http://bit.ly/2cgDjr9 *** 2nd grade CCSS standard pages and book bin labels coming soon!

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Knowing multiple ways to store teacher supplies will assist you when you are forced to move to a different classroom. Some rooms are small, have closets, no closet, some wall space, zero wall space, too many student desks, an oversized teacher desk - or as in my case: pipes from the urinals from when it was a boys' locker room {not joking}.

Classroom storage ideas will need to be unique to the teacher's room size, included classroom storage furniture, how many supplies the teacher has to store, and even his or her personality/preferred method of classroom organization.

What works for one teacher will not necessarily work for the next - and it can even vary from class to class annually with the same teacher too! Just like your classroom management strategies, organizing your classroom supplies will constantly be reviewed and changed as necessary.

I have been in large rooms that have felt like a dungeon - and a teeny tiny closet-sized space that I shared with 3 other teachers, so I have pretty much seen it all in terms of how to organize a classroom. I have also sat in a classroom before the school year started and looked at the piles of supplies and wanted to cry. Not knowing where to even begin, I have been frozen in despair.

Being creative with the space and looking at it from a different perspective has helped me in the past to get everything stored and be organized at the same time. Here are a few tips to get you on your way:

Store manipulatives and other supplies as near to the workspace as possible. For example, if you know you'll be using puzzles for a center, don't expect students to get the puzzles out of the cabinet on the opposite side of the classroom fro where they will be working - and then be frustrated when you find random puzzle pieces littered across the room afterwards.

Display horizontally. Store vertically. If you have items you use daily, store them flat across a desk if needed. If there are other items you only use on occasion, like buzzers for a game you rarely play - store those items up the wall or closet.

Store posters, anchors carts, and bulletin board supplies from a hanging bar or door hanger. Anything large and flat can easily be hung - even if you don't have a closet bar: use 2 command hooks and set a tension rod in the hook grooves. Use an O-ring which is attached to holes in the charts and affix to the tension rod. Easy peasy!

Would you like to know step-by-step routines that put teachers back in control in just 4 weeks? Download the FREE Classroom Systems Starter Kit now!

Classroom Storage Using Bins

When you think of teacher supply organization, colorful plastic storage bins usually come to mind. Here are several ways to use them in your classroom:

Use standard clear plastic rolling carts (with or without wheels) and customize the labels to match your classroom decor.

Use a plastic box with a lid to store all your bulletin board materials in one spot:

Use plastic magazine holders to store clipboards or dry erase boards:

Use a rolling cart for organizing your technology too!

Using standard plastic boxes with lids to organize it all!

Organize your art supplies by using a multi-drawer cart and labeling your tools!

Classroom Supply Bags

One of the most overlooked storage solutions are using bags for teacher supplies! The best part? Get them in discount stores or online and they are super economical too! Check out a few of my favorite suggestions:

This one was easy to create and perfect for students who need to carry supplies from classroom to classroom.

These pencils pouches are wonderful for containing all the writing utensils for students - and they can then be added to a folder or binder for safe-keeping. Bonus? They are super inexpensive to make or replace when you need more!

No bags? No problem! If I can make these (and I can't sew), then anyone can!

Need small center work but you don't have a place for centers? Try out this idea!

Use baggies to store your manipulatives by standard!

Classroom Cubby Storage

Even if you don't have classroom cubbies built-in to your room, I love finding a way to either make them or buy them. It's important for students to have a place in your space where they have something that is their own personal area. While that area might not be "just theirs" if you switch out classes all day long, even if they have their own spot for even that class period, it is something they can call their own.

Using classroom cubbies as a storage organizer for papers that need to be handed in or returned, special surprises for doing a good job, or a spot to store their own personal effects, really helps to keep your classroom systems streamlined.

Some ideas:

Use cubbies to store papers and important notes to be sent home!

Love using these cardboard file boxes for supplies so they are out of the way!

No money in your classroom budget to buy a paper sorter? They are super expensive! Take a look at this solution for using donated used parcel service boxes!

These are a lovely option for making your own cubbies too - I love the extra tip of adding student pictures right to their box - perfect for littles who haven't learned how to read yet!

Classroom Desk Organizers

Having an organized teacher desk is usually something that comes last when you are in "spring cleaning" mode. This is because it is essentially hidden to everyone else. Your administrator, parents, and students won't be seeing your eclectic junk pile of broken pencils with no erasers, stash of mints, extra safety pins, and random coins.

But, in my opinion, this is where you should start organizing first. Being that you do see it daily, you want to feel good about that space. And it typically takes less time than a major organization project, such as a classroom library.

You can even use a teacher desk for double duty in the room: as a center, star student incentive, or take it out altogether and free up much needed floor space!

A few things to think about:

Easy and cute desk organizer:

Such a simple way to clear that clutter that rolls around your desk drawer!

The possibilities are endless when you use varying sizes of jewelry boxes to put everything in its place in your teacher desk drawer.

Do you need more space in your room - and you rarely actually sit at your teacher desk? Perhaps going "deskless" might be an option.

Another way to think vertically and get those PD papers off your desk.

Classroom Storage Shelves Solutions

The ultimate classroom dream for classroom organization supplies is to have walls fills with empty storage shelves and an unlimited budget to get plastic bins that are neatly labeled and placed in smart rows and columns. For most of us, that is truly a dream.

Not only aren't there any storage shelves to be seen, but sometimes we're lucky to have a small wall that doesn't have an additional use. Check out these solutions if you don't have storage shelves in your real-life room either:

Love this for storing headphones off the ground or freeing up counter space!

Use a hanging jewelry organizer as an incentive store for classroom management! You can even take it off the wall and roll it up when not in use.

Have extra old furniture that is no longer in use? Find a way to repurpose it for your own version of a supply closet!

Classroom Crate Organization

I ADORE using simple filing crates (and other items similar to basic crates) for organizing tons of things in my classroom! Everything from lesson plans, manipulatives, files, and even as book baskets or theme boxes!

Storing basic files in a crate works wonders when you don't have a filing cabinet.

I have always used a filing crate to create my "classroom command center" where I place all my current week copies, manipulatives, and lesson plans in one spot. This makes it super easy when I have a last-minute emergency and need to call in a substitute teacher. He or she is quickly able to find everything in one spot.

Guided reading has never looked better. 🙂

Classroom Paper Trays for Storing

Classroom paper baskets are amazing for turning in and passing back student work! You can also use them for organizing your own professional papers. How about using them for organizing your student supplies at student desks?

Check out a couple ways you can think outside the box:

Every think of using a muffin tin to store items and other papers for art projects?

How about using baskets for scrap papers and trash?

Store your papers or file folder games in a basket made for dishes!

Classroom Chair Pockets

Chair pockets are wonderful for storing classroom essentials right at student desks! Perhaps you haven't looked at some of these choices before:

Make your own DIY chair pockets! Best part is that you don't have to a sew a thing!

Several more chair pocket options here too!

Classroom Storage Other Options

Classroom storage drawers and plastic book bins for a classroom library are pretty obvious choices for classroom organization, but sometimes you just need to be a little more creative when your options and budget are limited:

Make your own pocket chart holder if you don't have access to a rack.

Use a rolling cart and a binder with the manuals to store building block supplies.

I love this method for storing tablets in the classroom. Even includes a spot for student password cards.

Have an extra 2-pocket folder laying around? Use it to make pockets for student sight words or math flash cards!

No matter what organizational system you use, you will have a few items that just don't fit anywhere. If they are long and narrow, try this tip:

Hang up those posters and charts the simple way!

Use card file boxes for small solutions!

Have some old buckets that aren't being used? They have a handle and are great for storing items - plus they will stack! #score

I love this tip for hanging large posters and anchor charts: grab a wreath holder or clothes hook that fits over the top of your door. As long as the door still shuts ok, you are golden!

What are some of your other storage solutions for organizing your classroom supplies? We would love to hear - you can never have enough inspiration! Leave us a comment below and join the conversation!

Would you like to know step-by-step routines that put teachers back in control in just 4 weeks? Download the FREE Classroom Systems Starter Kit now!

~Charity

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40 Ways to Store Teacher Supplies That Will Blow Your Mind

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Knowing multiple ways to store teacher supplies will assist you when you are forced to move to a different classroom. Some rooms are small, have closets, no closet, some wall space, zero wall space, too many student desks, an oversized teacher desk - or as in my case: pipes from the urinals from when it was a boys' locker room {not joking}.