KEYS to Teaching Success: Rules and Routines

     Consider the two sets of rules in Table 1. Which set would be most effective in a classroom? What causes you to pause and thing? A discussion of the examples occurs below the table. 

Table #1

     Both sets of the rules above might be seen in classrooms from across grade levels (although the language in elementary classrooms might be simpler or even have illustrations). However, we must consider several items about them. One key difference between the rules is the tone established by the specific language used. Rules generally should not have a negative connotation or highlight what NOT to do. The rule, “You will be dismissed,” places the teacher as the authority figure in a negative way. This statement has a negative connotation for the implied dominance or “forceful control” over the students (Marzano & Marzano, 2003, para. 6). It can also be confusing to students as there is no context for when or how students are dismissed. Beginning sentences with “do not” brings attention to negative behavior while the use of “cuss words” highlights actions that are not permitted. Posting and discussing such rules brings a focus on unwanted conduct instead of teaching and modeling necessary behaviors. Conversely, set two provides the positive verb at the beginning of each statement to emphasize expectations in the examples “gather” and “stay”. This is similar to focusing on the verb expected of students when writing learning targets and success criteria such as “list,” “explain,” “solve,” or “analyze.” [See Standard 1] By stressing the actions/behaviors they want students to perform, teachers better help students meet expectations. Therefore, it is necessary to stress the verb or action that you want to see exhibited within the classroom. 

     Some rules lend themselves to modeling routines. For example, when a teacher wants students to “gather materials,” you must explicitly teach (verbally) where materials will be listed and then model how to collect necessary items in an orderly fashion. In fact, this one rule includes multiple routines in reading a poster or board, movement around the room, gathering materials, returning to one’s seat without visiting friends, and even keeping an appropriate noise level. In many classes, specific roles or jobs are given to students to perform on a weekly basis. This may include passing out papers, collecting trash, or a line leader. These routines would need to be scaffolded over the initial weeks of the school year and practiced as necessary. You would even need to model how students are to raise their hands without waving, jumping, or yelling out. Similarly, you would also need to teach and model how students may need to wait for a response when raising their hands. Some students, especially younger learners, may need immediate attention so a silent symbol can be shared between the teacher and student to signify that the raised hand has been noticed. At another time, routines may teach students to wait to raise their hands until instruction or directions are complete. In these instances, there is a direct relationship between communicating the class rule and the procedures to support students’ success in demonstrating wanted behaviors.

     At your initial reading of the listed rules, you may have paused when reading the text, “Keep your hands, feet, and comments to yourself.” This rule may not be clearly communicated only through the written text, but during a discussion in a classroom, a shared understanding of keeping “comments to yourself” can be developed. Once students reach adolescence, they can be openly and sometimes overly critical of one another, make comments when students are not successful, or even use profane or inappropriate language within the class. An open discussion in a class can help the students highlight words unfavorable to the whole class and culturally diverse groups. This discussion may not be appropriate for a lower elementary classroom, yet would be a powerful step to establish a community of learners and to communicate expectations for civility within a middle or high school setting. The same can be true with actions. For instance, some cultures do not look directly into adults' eyes when being reprimanded. This could be observed as disrespectful when, in fact, it is respectful from the student's perspective. Establishing rules and appropriate actions must be considered alongside cultural practices.

     Similarly, each student has their own understanding of the term “respect.” If a student doesn’t know what to do during a lesson or is tired from the night before, they may put their head down quietly on the desk. The student might intend to be respectful by not disrupting the class; however, you might errantly read the student's choice as opting out of a learning experience. Similarly, helping a table partner who doesn’t have the correct page number or is lost in class can be viewed as disrespectfully talking during instruction, while the student is trying to help a peer. There are also differing practices of using “ma’am” and “sir” in conversations to refer to adults in a school building. Although some adults and leaders may expect these terms to be used out of respect, this is not a practice in all families and cultures. In these cases, the term “respect” must be discussed, modeled, and even readdressed throughout the year as behaviors and perspectives change and grow. 

     Overall, some key points to consider when you are creating rules for a classroom include:

• Establish a small number of rules. (Alter & Haydon, 2017; The IRIS Center, 2024)
• Clearly communicate rules in both written and verbal form. (Alter & Haydon, 2017; Wong & Wong, 2004)
• Use positive language. (The IRIS Center, 2024) 
• Keep statements brief. (The IRIS Center, 2024) 
• Make observable and measurable. (The IRIS Center, 2024)
• Engage students shared meaning of rules. (Alter & Haydon, 2017)

     As a teacher candidate in an initial school placement or beginning student teaching, you may feel uncomfortable reinforcing classroom rules or establishing your position. One important step to set expectations is referring to and reinforcing classroom rules. It is even acceptable and important to share a modified set of rules when assuming responsibility for lead teaching over a period of weeks during student teaching. You need to establish your place and role as a leader in your classroom space. In fact, students will feel more comfortable with you as the teacher candidate as data demonstrates this role as an authority figure will develop “more favorable attitudes toward the instructor” (DiClementi & Handelsman, 2005, p. 20). Regardless of one’s place in the classroom as a teacher candidate or veteran teacher, rules should be planned and agreed upon with input from any support staff including interpreters, paraprofessionals, or co-teachers. Consistency is key to the successful implementation of all rules; having shared expectations assists in the communication of expectations and includes the needs of all students. If you are in doubt about how to assert your role, communicate directly with your supervisor either in your school or from your university. 

     Like rules, routines should be communicated clearly to students and modeled. When a teacher gives directions in the front of the room, students should actively listen and then present questions during a designated time. This ensures efficiency and gives time for all questions to be asked, heard, and answered. Routines are not designed to control students' behaviors, silence students, or ignore student needs. Instead, they provide clear guidance for students to know what to do and when do to it to demonstrate rules. For example, a rule may state that students should remain seated unless given permission. Routines would specifically model and reinforce when and how to move throughout the room including gathering materials, accessing the restroom, throwing away trash, or even moving into groups or alternate seating. Routines help students to anticipate what is expected of them at different times during the school day. 

     One of the first routines you must create is how to get students' attention. Yelling at or over student conversations is never an acceptable or effective way to gather attention. Depending on the age and instructional activity, you may not be able to signal to all students throughout your space. This is especially true for teachers of action-oriented subjects such as physical education and band or in a busy learning activity such as group work or a lab. Therefore, you should create both verbal and nonverbal cues to gather attention. Some options may include an auditory signal such as a doorbell or bell, standing in front of the group with a hand raised, or using a call and response like (Teacher) “peanut butter,” (Students) “jelly” or (Teacher) “Rising,” (Students) “Stars.” Cues to gather students' attention must be developmentally appropriate and understood by all students. Prearranged signals for specific behaviors can also be created for different actions in the classroom such as quieting students during group work for clarification or communicating with specific students in a non-verbal way (Marzano & Marzano, 2003, para. 8). These may include signals for a teacher such as clapping a pattern to get students’ attention or holding a pointer finger over one’s mouth to demonstrate a quiet line. Many of today’s teachers are encouraging students to use sign language and pre-established signals as a way for students to communicate individual needs in a non-verbal manner as well! 

     At the beginning of the year, we may begin with a core set of routines that help to create the overall safety of the classroom environment. Several examples of general routines are shared in table #2 while developmentally appropriate routines are shared in table #3. Consider first what is the most important to ensure the success of day one and week one. Then, build and create more routines. When the learning environment is disrupted, or students appear unsure of behavioral expectations, consider adapting existing routines or developing new ones. 
When deciding upon routines and when to teach them, The IRIS Center (2024) suggests that you think about the following questions:

• Why is this procedure needed?
• Where is this procedure needed?
• What is the procedure? 
• What are the steps for successful completion of the procedure?
• When is the procedure needed? (p. 5)

     Teaching rules and procedures do not only occur during the first two weeks of the school year. Procedures must be established at the beginning of the year but can be changed at any time when needed. After lengthy holiday breaks, students often forget about routines, so you might find yourself reteaching them (Emmer & Evertson, 2013; PBIS Rewards, 2024). It is necessary to take time and readdress expectations before students are too far removed from the routines and disrupt the learning environment. In some cases, it may be helpful to directly discuss observations from you as the teacher and reiterate procedures. At other times, “have the whole class demonstrate the behavior” (PBIS Rewards, 2024, para. 12). Be positive and comment on what is demonstrated and observed. If you notice that some students are not cleaning up after an activity ends, reiterate the routine and expectations before the activity. Afterward, give positive praise to students for this specific action. Other examples could be to verbally express to students that inappropriate behaviors have been observed in the halls and bathroom followed by reminders about the routine. Remember that procedures take at least two weeks for most students to be taught and practiced before they become a habit. 

Table #2

Table #3

     As you examine the lists provided above, note that there are more routines required for younger learners and those routines assist in movement throughout the physical environment of the classroom and building [See "Organizing Classroom Environments"]. The classroom setting is a new environment for younger students who are still developing self-awareness and a need for boundaries in their lives. For older students familiar with routines of a school, students are less likely to need formal instruction in basic routines. Instead, middle and high school students need direction in advocating for themselves, discovering how to support their own learning needs, and ways to move between different settings in the school building. As described by Rohrer & Samson (2014):

We know that the behaviors that are expected are dependent on the environment and that different types of behaviors are acceptable in some locations but not in others. . . We depend on the physical environment to help us determine what activities will occur and what behaviors will be expected of us. (p. 8)

Considering student needs and required behaviors, we must identify how to support learners in ways to move within the classroom and school, depending on expectations for safety and security and also empowering students and their needs. 

Please open the next tab: Subject Specific

     Some situations require explicit and clear directions for the safety of all students. Although we do not want to imagine the worst situation in their school, it is essential that all teachers process events before they occur and establish necessary routines. Such situations may include a fire drill, emergency evacuation, or even a routine for a serious health event for a student diagnosed with seizures. The routines for these events are often found in the school’s safety handbook and should be rehearsed on the beginning days of the school year. However, each teacher must also reinforce routines based on the classroom’s unique physical space to consider multiple exits from the classroom, where to line up, and how or when to move. Students with limited mobility (wheelchair, crutches), communication difficulties (blind, deaf, hard of hearing), or sensory concerns (autism) should also be considered and discussed with the school safety team and all teachers. 
     All teachers have moments when we feel that we are not successful in implementing learning experiences or portions of classroom management in a classroom. At times in your career, you may face frustration and move away from the rules and routines that have been communicated to students. Instead of pushing away the structured elements of your classroom, this is the ideal time to pause and reinforce expectations. You can always have a conversation with students and then go back to model and teach specific areas of concern. Best practices are the core of stability for students although they may take additional time but provide support. If frustration still occurs, ask for help from an academic coach or veteran teacher. 

Table #4