UNIT IV – CHAPTER 5

ESTABLISHING
CLASSROOM ROUTINES

“Routines are the groundwork for a well-

orchestrated classroom.”
 ROUTINES “classroom
procedures” Rid students of distractions
that waste time and interfere
with learning. 
Minor frustrations and
inconveniences are fewer,
as are opportunities for
misbehavior.
The students, then, are left
to focus on
It help with time management
in the classroom.

Also help children to know

what is expected of them
and how to perform
independent tasks. 
It is, therefore necessary that we identify and
explain specific rules and procedures in our
classrooms. 
When?
The first days of school will be
most timely.
 SOME ROUTINES ON THE FOLLOWING
CAN BE A GREAT HELP:
 Beginning and ending the class day or
period Transitions
 Getting/distribution of materials and
equipment
 Group work
 Seatwork and teacher – led activities
BEGINNING AND ENDING
THE CLASS
DAY
As children OR PERIOD
start trickling into the classroom, they
need to know exactly what to do. What should they
do with their homework? Where should they put
their book bags? Where do their coats and other
materials belong? What should they do while they
wait for the rest of the class to arrive? When does
class actually start?

Just as a morning routine helps set the tone for

the rest of the day, an end-of-the-day routine
helps get children and the classroom ready for
the next day.
TRANSITIONS
 It can be either anticipated or
unanticipated.
 Orlich, et.al (1994) share some
examples of anticipated and
unanticipated transitions.
 Anticipated interruptions like:
• Beginning of an instructional
episode
• Between instructional
episodes
 • Material
distribution/collection
• From teacher-to-student-
centered activity
• Beginning/end of class or
school day TRANSITIONS
UNANTICIPATED
• Take time to explain your
expectations
USE OF MATERIALS
AND
EQUIPMENTS
Establish your rules and procedures
clearly on the distribution and
collection materials, storage of
common materials, teacher’s desk and
storage areas, student’s desk and
storage areas, the use of the pencil
sharpener.
 GROUP WORK
RULES AND PROCEDURES ON GROUP
WORK ADDRESS THE FOLLOWING AREAS
• Movement in/out of the group
• Expected behaviors of students
in the group
• Expected behaviors of students
not in the group
• Group communication with the
teacher
 SEATWORK AND
TEACHER –LED
ACTIVITIES
RULES AND PROCEDURES IN THESE
AREAS TO PERTAIN TO:
• Student attention during
presentations
• Student participation
• Talking among students
• Obtaining help
• Out-of-seat behavior
• Behavior when work has been
SOME EFFECTIVE SIGNALS USED BY NEW
AND EXPERIENCED TEACHER
• 5,4,3,2,1 countdown
5 for freeze
4 for quite
3 for eyes on the teacher
2 for hands free (put things down)
1 for listen for instructions
• Raise your hand if you wish to
participate
• To obtain teacher’s attention:
One finger = I need to sharpen my
pencil
Teacher’s hand signal means:
• Freeze (Stop what you are doing)
• Gently tap on your neighbor’s
arm to get his/her attention to
freeze
• Face the teacher and listen to
instructions.
REPORTER:
TRIXIE ROSE E.
CORTEZ