Establishing the conditions for learning in a classroom involves teachers using evidence- based practices to create an environment in which student learning is optimized. Routines and procedures were included as practices teachers utilize to create structure and predictability, thus contributing to optimal conditions for learning and teaching.
Establishing the conditions for learning in a classroom involves teachers using evidence- based practices to create an environment in which student learning is optimized. Hattie (2009) examined over 800 meta-analyses related to student achievement, and from the available research, reported an effect size on student achievement for well-managed classrooms as 0.52. In a recent review of the literature, Simonsen et al. (2008) identified maximizing structure and predictability as one of the five best practices for classroom management. Routines and procedures were included as practices teachers utilize to create structure and predictability, thus contributing to optimal conditions for learning and teaching (Simonsen et al., 2008). Marzano, Marzano, and Pickering (2003) reviewed research specific to rules and procedures and found the number of disruptions in classrooms where rules and procedures were effectively implemented were, on average,28 percentile points lower than in classrooms without these conditions.
Typically, classroom routines and procedures are established for daily tasks such as entering and leaving the classroom, completing bell or morning work, and using materials and supplies. In the article titled Word Workers in the Reading Classroom included in this issue of the TTAC ODU newsletter, routines for word study and small group work are referenced as an important part of utilizing small groups for student learning. When planning for small groups, consider defining routines and procedures to address areas such as: movement in and out of a group, clearly defined expectations for working with others in groups, communication between groups and the teacher, and clearly defined roles for interacting in small groups (Marzano, Marzano, & Pickering, 2003). Professional learning supports for using routines and procedures effectively can be found, along with seven other mini-modules for effective classroom practices, at (broken link) Below are additional online and T-TAC library resources to help plan for using routines and procedures for the upcoming school year.
A variety of additional resources is included for use by individual teachers, coaches, teacher teams, or for staff professional learning. Consider collaborating with at least one other colleague to provide mutual support and feedback as you explore these resources.
Access this site for video examples of teacher classroom routines. http://teacher.scholastic.com/classroom_management_pictures/index.htm
Fred Jones Tools for Teaching Book and Teaching Video Toolbox– available in the TTAC Library. Click here to access an online snapshot with resources specific to establishing routines.(broken link) http://www.fredjones.com/Title-One-Preview/Title-One-toc.html
Hattie, J. (2009). Visible learning. New York, NY: Routledge Taylor & Francis Group.
Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.