Classroom procedures

Rationale for developing and teaching procedures: Outstanding teachers develop, teach, model, practice and use procedures in our classrooms to ensure classrooms are: safe, orderly, organized, efficient, and effective.

Developing and teaching classroom procedures

Four Steps for developing a classroom procedures

Even if you want to empower students to develop their own procedures it is a good idea to think through the four steps so you have a plan in case students need suggestions

• Step One: Brainstorm to name parts of the procedure and information students need to know and do to be successful for a procedure.
• Step Two: Identify and list steps in a logical instructional sequence (Successive Approximation) and skills students needed to perform them.
• Step Three: List Expected Outcomes that should result when students accurately and consistently use the procedure.
• Step Four: Select or create an effective instructional model for teaching the procedure and for making it a classroom routine.

Sequences can be taught with both a direct or indirect instruction procedure.

Example of a more indirect instructional sequence:

• Identify a task and ask student what they think a good procedure would be to do it.
• List their ideas and outline a procedure or procedures.
• Discuss them and identify ones that have promise of success.
• Ask students to role pay a situation and implement on of the procedures.
• Have other students observe the role play and identify what it
  • Looks like,
  • Sounds like,
  • Feels like,
• Repeat this procedure to refine the procedure and practice to become better at using it,
• Use it in appropriate situations in the classroom and reinforce it as appropriate.

Example of a direct instructional sequence:

• Teach (say it) it step by step,
• Model it (show it while saying it),
• Check for student understanding,
• Students practice with coaching & monitoring for a few days,
• Put students on the job (self-monitor),
• Review and re-teach as needed.

Classroom Procedures - Listed by category

Before class

1. Coming to class prepared
2. Taking up students money for lunch and other school activities

Starting Class

1. Taking attendance
2. Marking absences
3. Tardy students
4. Giving make-up work for absentees
5. Enrolling new students
6. Enrolling students
7. Warm up activity as students enter the room

Instructional Time

1. Student movement within the classroom
2. Use of cell phones
3. Students into and out of the classroom
4. Students who have to leave early
5. Going to restroom and drinking fountain
6. Getting students' attention
7. Students talking during class
8. What students do when work is completed
9. Working together as groups
10. Handing in papers/homework
11. A process for re-doing and re-submitting corrected papers & projects
12. Appropriate headings for papers
13. Bringing, distributing materials, using text book
14. Sharpening pencils
15. Leaving room for specials (generally not applicable for 9-12 graders)
16. Dealing with students who have missed assignments
17. Dealing with boredom
18. Students who don't have pencils, paper or other materials
19. Signals to get attention and seek help on an assignment or project
20. Touching other students in classroom/school
21. Eating food in class
22. Laboratory procedures
23. Students who get sick during class
24. Listing assignments, homework, due dates
25. Systematically monitoring student learning during instruction

Ending Class

1. Putting things away
2. Cleaning up the classroom
3. Dismissing the class
4. Collecting papers and assignments

Other

1. Lining up for lunch/recess/special events
2. Walking to lunch/recess
3. Putting away coats and backpacks
4. Cleaning out desks/cubbies/lockers
5. Preparing for fire drills, evacuation, tornado, intruders, lock down, and other emergencies
6. Going to gym for assemblies/pep rallies
7. Respecting teacher's desk and storage area
8. Appropriately handling/using computers/equipment

Student Accountability

1. Late work
2. Missing work
3. Extra credit
4. Redoing work and/or retaking tests
5. Incomplete work
6. Neatness
7. Papers with no names
8. Using pens, pencils, colored markers
9. Using computer generated products
10. lnternet access on computers
11. Setting and assigning due dates
12. Writing on back of paper
13. Make up work and amount of time for makeup work
14. Letting students know assignments missed while absent
15. Percentage of grade for major tests, homework, etc.
16. Explaining your grading policies
17. Letting new students know your procedures
18. Having contact with all students at least once during the week/day
19. Exchanging papers
20. Using internet for posing assignments and sending them in

Teacher Accountability

1. Determine grades on report cards
2. Grade daily assignments
3. Record grades so assignments and dates are included
4. Have students keep records of own grades
5. Make sure grades and assignments reflect progress toward standards
6. Notify parents when students are no passing or having other academic problems
7. Contact parents if problem arises regarding behavior
8. Contact parents with positive feedback about their child
9. Keep records and documentation of student behavior
10. Document adherence to IEPs
11. Return graded papers
12. Monitor students who have serious health issues (peanut allergies, epilepsy, insect stings, diabetes, etc.)

Procedures parents and care givers will want to know and can be put into a letter or classroom handbook or syllabus:

• Required student supplies/materials students need for the year and other supplies/materials which could be donated;
• Procedures and Policies for your classroom;
• Dealing with an absence, a tardy and make-up work,
• Parent Homework Helps,
• Explanation of special projects, visitors, field trips,
• Costs for special events,
• Payments procedures, scholastic book orders, fundraising;
• Parent/Grandparent visitors,
• Other items as needed. Important
• You must have a rationale for all you do. Your Action Plan provides that rationale in your expected outcomes for students in your classroom

Two Sample Classroom Procedures

Coming to class prepared

Goal or task: Arrive at class with required materials and be prepared to work.

Step One: Name & Brainstorm the parts of the procedure and information students need to know

Brainstormed Elements

• Go to your locker and ask. "What do I need for class?"
• Review check list:
  • Textbook with Cover
  • Notebook- type (spiral- 3 ring, etc.)
  • Pen(s)- color ink
  • Pencils (type – sharpened)
  • Assignment book
  • Paper
  • Hi-liters
  • Calculators
  • Trappers
• Select what is needed and proceed to class.

Step Two: Identify and list parts of the procedure as steps in a logical instructional sequence

Role play

After previewing the elements of the behavior (verbally) the teacher can then model by holding up each required item for all to see. Following that demonstration the teacher can exit the room and then reenter with all the necessary materials so that all can see again.

Looks Like

Self talk asking what is needed for class, selecting those items, and then checking to see everything has been selected and ready to go.

• Textbook with Cover
• Notebook- type (spiral- 3 ring, etc.)
• Pen(s)- color ink
• Pencils (type – sharpened)
• Assignment book
• Paper
• Hi-liters
• Calculators
• Trappers

Sounds Like

• “Do I have what I need to be prepared for this class?”
• "I have everything I need. I am ready."
• "I won't be singled out for not having my s..."

Feels Like

• Confident and Prepared to Work.
• Not being put down.

Practice

Following the modeling of the behavior the teacher can then give a simple written quiz on the elements of coming prepared to class. At that point the teacher can indicate that the grade will be recorded as a regular test grade. The teacher should provide the opportunity for students to review for two minutes prior to the quiz. Following the in-class correction of the quiz the teacher can state that the quiz results clearly point out that each student has proven that they know “coming to class prepared.”

Reinforcement

It would be desirable to make a comment or two the next day regarding how the students performed on the assignment of coming prepared to class.

Step Three: Expected Outcomes

Student Outcomes

• Behavior: Coming prepared for class means that students will arrive at class with required materials and be prepared to work.
• There is no reason to think that each student cannot come prepared.
• The homework assignments for that night can be for the students to come prepared the next day with all the necessary materials.
• If the teacher should choose to take it a step further they can provide each student with a checklist to refer to as part of that assignment.

Consequences

There are NO WARNINGS!!! If there are students who fail to come to class with all the required materials, the teacher needs to privately communicate to those students that they need to see the teacher at the end of the class/day to attend a retraining on coming prepared to class.

Step Four: Making It Routine

• There is no reason to think that each student cannot come prepared.
• The homework assignments can be for the students to come prepared the next day with all the necessary materials.
• If the teacher should choose to take it a step further they can provide each student with a checklist to refer to as part of that assignment.

1. Explain the procedure on the first day of school
2. Teach (say it) Step By Step
3. Model it (show it while sayings it)
4. Check for student understanding
5. Students practice with coaching & monitoring for a few days.
6. Put students on the job (self-monitor)
7. Review and re-teach as needed

Guidelines for retraining must be followed

• Retraining must take place on the student’s valued time (before school, after school, during recess, lunch, etc.)
• Retraining should take only the time necessary to go through the behavior again step-by-step
• Retraining should occur as often as necessary with each student until the behavior is in place and then followed by some positive verbal feedback to the student individually
• This component of the teaching of a behavior process should be undertaken in an objective, non-confrontational manner.
• Remember: “It’s business; it’s not personal.”

8. Flagrant violations, refusals to comply or insubordination may require more assertive interventions.

Returning homework or distributing materials to students

Goal: students will receive returned homework and materials for the lesson in a well-organized process

Step One: Name & Brainstorm the parts of the procedure and information students need to know

List of students Folders Mailboxes Groupings of students Student leader

Behavior

Listen for name Get up Walk to mailbox Get folder Put in/take out Folder back Walk back Work

Step Two: Identify and list parts of the procedure as steps in a logical instructional sequence

• Each child is given a homework/learning materials folder with their name on the front and back.
• Folders are placed in students classroom mailbox
• Teachers sorts graded homework and other learning materials students need into individual folders and places folders in the students mailboxes
• Small groups or individuals (tables or rows or colors) will be called by student leader.

Behavior

• Listen for your turn
• Get up when name called
• Push in chair
• Walk quietly to mailbox
• Get folder
• Put in homework
• Take out worksheets or other materials for lessons
• Put folder back in mailbox
• Walk quietly back to desk with materials
• Get immediately to work
• Students will examine their graded homework and/or learning materials and decided what needs to be a do-over (if any)
• Students place graded homework and/or other learning materials in a book bag to take home and do-over as a part of their evening homework to return the next morning.

Step Three: Expected Outcomes

The classroom will operate in an orderly, predictable, safe, effective and efficient manner.

Make the Job A Routine

Dr. Robert Sweetland's notes [Home: homeofbob.com & schoolofbob.com ]