Creating routines

Create some routines for your teaching space.

Create the following three essential routines for your teaching space.

  1. Routine for latecomers
  2. Routine for individual work
  3. Routine for practical work/experiments

NB If you are a more experienced teacher, you might like to think about refining your routine for peer assessment, productive collaborative work or independent learning.

Be specific about what behaviours you want to see. Give clear instructions for students to follow in these specific situations.

For example, for Routine 1:

  • When they are late, are they allowed to enter the room straight away?
  • Do they go straight to their bench/seat or somewhere else?
  • What do they say to you?
  • What do you say to them?
  • At what point are they integrated within the classwork?
  • What consequences are there for being late?

When you have created your three routines, choose one to work up into a series of illustrated icons - a poster that you can refer to when teaching, embedding, reinforcing and referring to the routine.

Examples of routines

You may wish to look at the following examples, to assist you in creating your own routines:

Routine for small group discussion

  1. Allocate roles to each person in the group - chair, timekeeper, note-taker etc.
  2. Everyone has one minute to speak in turn - they put their own ideas, points of view, questions to the group.
  3. As a group agree on three ideas, three arguments or issues and three questions you want to ask.

Routine for leaving the laboratory

  1. Stay on task until the verbal cue from the teacher (even if the bell rings).
  2. Clear your bench thoroughly.
  3. Check the board for homework.
  4. Sit down to show you are ready to leave.
  5. Calmly leave the room when asked to by the teacher.

A simple routine for group work

  1. One voice at a time.
  2. Take notes.
  3. Be kind.

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This article is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre