Routines

When first establishing a relationship with your class it is helpful for the students to know what is expected of them in the variety of situations they will find themselves in in the classroom/school situation. By introducing routines that will be //consistent,// the students will know the boundaries and just what it is you want them to do!

Some of the routines the new teacher needs to establish are: - line-up procedure - how the students will enter the classroom and where to go when they do - how the seating will be organised - the class routines, what signs mean what (task starting, task finishing, etc) - how the teacher will signal for attention and what is required of the students at this point - student transition within the classroom/school - end of day pack-up and exit (Rogers, 2011 p. 38-39)

All students can benefit from the use of a visual routine which outlines what is happening for the day and in what order. The use of routines is especially of benefit for students on the autism spectrum where it is comforting to know what is happening next.

Bill Rogers (2011) reminds us of the importance of visual representation for those in our classrooms who are 'visual' learners. For these students the information, either in written or pictorial form, written on the board helps students who are visual learners to engage in the more easily.

(Strategy) Loreman et al., (2005) recommend: “Regular class meetings are an excellent way of promoting positive behaviour in the classroom. This allows time for the students to think about their behaviour and take responsibility for it. Class meetings should be held regularly (once a week) or more frequently if required. Some teachers criticise class meetings, as they interfere with an already overloaded schedule. While this is a legitimate concern, in most instances class meetings contribute to the promotion of good behaviour in the classroom, which then enables the teacher to concentrate on teaching! It is noted that the time invested in class meetings is more than compensated for by the time freed up with improved behaviour. (p. 205)

References:

Loreman, T., Deppeler, J. & Harvey, D. (2005). //Inclusive Education. A practical guide to supporting diversity in the classroom.// Crows Nest, Australia; Allen & Unwin.

Rogers, B. (2011). //Classroom Behaviour A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support//. 3rd edn. London: Sage (pp 38-39)