Classroom Procedures
Four Steps for developing classroom procedures,
List of classroom procedures, and
Two examples classroom procedures - Coming to class prepared & Returning homework

Rationale: We develop, teach, model, practice and use procedures in our classrooms to ensure classrooms are: Safe; Orderly; Organized; Efficient; and Effective.

Steps for Developing Classroom Procedures

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 parts of the procedure as steps in a logical instructional sequence (Successive Approximation). Sequences can be direct or indirect instruction procedure.

Example of a more indirect instructional sequence:

• Ask students to role pay the situation,
• identify what it looks like,
• sounds like,
• and feels like,
• repeat this procedure to refine it and practice to become better at using it,
• reinforce

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.

Step Three: List Expected Outcomes that should result when students accurately and consistently use the procedure.

Step Four: Select or create an effective strategy for teaching the procedure and for making it a classroom routine.

Classroom procedures:

• Coming to class prepared
• Taking up students money for lunch and other school activities
• Dealing with students who have missed assignments
  
• Collecting work from students
  
• Distributing materials to students
  
• Sharpening pencils
  
• Students using the bathroom and/or drinking fountain
  
• Cleaning up the classroom
  
• A pattern for dismissing students
• How students should seek help on an assignment or project
  
• What students should do if they finish work early
  
• Dealing with boredom
• Intruder in the building procedure
  
• Tornado drill or emergency procedure
  
• A process for re-doing and re-submitting corrected papers & projects
  
• Fire drills and fire evacuations
  
• What to do in any other emergency situation

Additional classroom procedures by Ruby Payne

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: Students will 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