Rethinking the Three Rs: Revisiting Classroom Routines

10/3/2023

Rethinking the Three Rs: Revisiting Classroom Routines

Create clear and consistent procedures that communicate classroom expectations to students.

COURTNEY BROWN
Senior Professional Development Advisor

The list of a typical teacher’s responsibilities is long — in addition to curricular work, lesson planning and implementation, monitoring and assessing students’ learning, offering feedback to students, parent communication, and so much more, teachers are also responsible for making sure that all aspects of learning and the classroom are organized and safe. The work can feel endless.

It is a hefty responsibility to plan for and implement procedures for all transitions or movements in and out and around the classroom. However, once you have developed and implemented some simple, clear, and consistent procedures, the work can feel less daunting and move more smoothly!

Locating routines

The initial notion of the Three Rs — Reading, (w)Riting and ‘Rithmetic — as the foundation of learning and education is clearly too narrow, especially as we move more firmly into the 21st century. Instead, reinterpreting the Three Rs as Routines, Rituals, and Relationships makes more sense as guiding principles for today’s classrooms.

First, let’s take a closer look at how routines, rituals, and relationships help us make key decisions as we cultivate our classrooms.

Rituals are different from systems and procedures, because their main goal is to create and sustain community and support an inclusive culture where all students feel welcome, safe and appreciated. Rituals may be instilled as you start up the year, and they will also develop authentically as you get to know your students.

Relationships include the development of connections between teacher and student, and also amongst students and their families. This includes developing and maintaining relationships with students, restoring relationships when conflicts or tensions arise, and sustaining positive communication.

Routines are often where we begin, as they are a crucial starting point to creating the classroom culture. They may be defined as systems for managing the complexities of a classroom space and any procedures for making the class run smoothly. I like to think of classroom management not as managing students, but rather as managing the space, whether it is digital, hybrid, or in person.

Setting up the space

Before we establish classroom routines, we need to set up the physical space and make choices about how best to use it. The way we set up our classrooms creates not only organized and smooth classroom operations, but lays the groundwork for a welcoming environment for all our students. Many factors determine the set up of the classroom, including how much space is actually available! Remember to be flexible and adapt your classroom setup — including your students’ seating — based on how your students work best together, your instructional goals, and your students’ evolving needs.

Considerations & examples

Considerations

How can I create a space where students feel respected and acknowledged?
How can I use the space to offer a place where students are at the center?
Do I share my classroom with another teacher or class?
Does my room need stations for picking up resources? For specialized work or differentiation?
Do I need a desk for myself? Where should that be located?
How can I use the space most efficiently?
What do my students need, based on their age?
How will my classroom arrangement serve the subject area I teach?
How will it serve my instructional goals?
Are there anchor posters to be created and or posted in the room?

Examples

Areas of the room are strategically organized to collect work, and store materials, computers, or electronics.
If the space is shared, all parties weigh in on an arrangement that works for everyone involved.
The classroom arrangement reflects knowledge of student dynamics and/or age-appropriate needs for learning.
If there is enough space, a variety of work areas may be created.
Classroom arrangements vary by subject — for example, a biology lab classroom might look different from a history classroom.
The classroom mirrors larger goals — for example, if group discussions are a priority, the space allows for students to converse and collaborate with one another.
Anchor charts may be posted and collaboratively developed with students.

Shaping seating charts

Just as important as how the basics of your classroom space will function is where your students will sit. Some of us may be ambivalent about using seating charts, as they might conjure up old-fashioned, controlling images of classrooms and teaching. Some teachers, on the other hand, swear by a seating chart in their classrooms.

I encourage all teachers to start with a seating chart, even if it is simply alphabetical, so that you can get to know your students and also observe their interactions and dynamics. Then, after you’ve gotten to know the class better, you can make adjustments as needed. These adjustments can stem from observations about student behavior, but also from your instructional goals, as mentioned above.

Ashlynn Wittchow reminds us to “let the space work with you, not against you,” and she encourages teachers to let students know that the seating and layout will change over time. Imagine Schools also offers some inspired ways to maximize classroom space while remaining flexible and student-centered.

Considerations & examples

Considerations

How should desks and seating be set up?
How does the seating foster positive relationships?
Do students have special needs that I should consider?
What are the options for setting up seating, given the space?
Would it work best for students to sit in partners?
Are there options for seating in rows and seating in more collaborative table arrangements?

Examples

Students fill out a first day confidential survey to tell the teacher about any seating needs ( i.e. vision issues, etc.)
Seating remains flexible as student needs and instructional goals change throughout the year.
Students are able sit in pairs and then move seats into groups of four when needed.
Students are offered opportunities to choose partners or groups at times.
Seating provides a mix of solo and group opportunities for students.

Shifting to routines

During my time as a teacher, I learned pretty quickly that not only setting up routines, but discussing and practicing them with my students, was key to making them meaningful for my classroom. Once my space was set up, I needed to consider how students would enter and exit the classroom, how we would handle the distribution or collection of materials, and even how students would re-enter class after being absent.

Each of these pieces have an influence on students’ understanding of the roles and expectations within a classroom, which in turn, can impact their learning experience.

Below are some typical categories for classroom routines, as well as some factors to consider as you make decisions, and examples of what these routines can look like in practice.

Entering the classroom

Considerations

What procedures and systems will support the most efficient and streamlined entry to the classroom?
Should students line up? Will they do so inside or outside the door? Is there space to line up at all?
Are students expected to go directly to their seats, or is there time or space to greet each other? Will this cause issues?

Examples

Students are greeted at the door.
Students may need to line up outside the door if they need to wait to enter the class.
Students are greeted by the teacher as they enter the classroom.
Students may enter the classroom and pick up materials as they do so.

Starting class

Considerations

Do students engage in the same activity each day as they start class?
Is there a warm-up activity each day?
Do students pick up any materials?
How do I expect students to interact with each other?

Examples

Students know exactly what they need to do as they enter the classroom.
Students start with a focused warm-up activity or task as soon as they settle into their seats.
Students have an opportunity for a quick, structured share out.
Students pick up materials from a consistent place and at a consistent time.
Students can have two minutes to catch up with each other and then class starts promptly.

Distributing & collecting materials

Considerations

Should students pick up and/or hand in hard copies or materials as they enter and exit the room?
Do students have desks where they store their own materials?
Where are materials stored and how do students access them?
How can hard copies be handed out most efficiently?

Examples

A consistent spot and bin are available for handing in work.
Students know the routine for passing materials to each other at their seats.
Students pick up, return, and plug in laptops on their own, or it is a designated job that rotates.

Engaging in digital learning

Considerations

How are laptops handed out and stored?
Are students allowed to search the web?
What controls are in place for students’ access to sites and apps?
Does the school have a schoolwide digital policy?

Examples

Digital learning takes place regularly, but there are also times where students work offline.
Students have an expected window to hand in assignments.
Digital communication and feedback is offered on a regular schedule.

Evaluating additional procedures

Considerations

What are the school’s expectations and policies for behavior? How are they implemented in the classroom?
Does the school have a personal device policy?

Examples

Cell phones must be locked away or unavailable, unless used for an educational activity.
Laptops are open when in use. Otherwise, they are shut or clamshelled.

Ideally, we establish classroom routines at the beginning of the year, during a period in which both we and our students are engaging in a fresh start. However, it is never too late to re-evaluate or re-establish routines with your students, if you discover gaps in classroom management or that your students have outgrown existing structures.