Module 3

​

Positive Classroom Practices: Develop Predictable Routines Module

QR Code: Pre-Check

Positive Classroom Practices

Summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms. 

​

Center on PBIS. (2022). Supporting and responding to student’s social, emotional, and behavioral needs: Evidence-based practices for educators (Version 2.0). Center on PBIS, University of Oregon. www.pbis.org.

​

Supporting and Responding to Students’ SEB Needs 

Page 10

​

Practices to Create

Positive Teaching and Learning Environments

​

​

Let’s focus on Developing Predictable Routines

​

Developing Predictable Routines: �Critical Features

1. Establish a predictable schedule and clear procedures for each teaching and learning activity and transitions between activities.
2. Post steps for specific routines to promote independence.
3. Teach routines and procedures explicitly.
4. Practice regularly and re-teach throughout the year.
5. Provide specific feedback for students’ use of routines and procedures.
6. Promote self-managed or student-guided schedules and routines.

1. Establish a predictable schedule and clear procedures for each teaching and learning activity and transitions between activities.

Consider routines for: �• Arrival and dismissal�• Transitions between activities �• Accessing help �• What to do after work is completed �• Technology use

• Handing out materials �• Making up missed work

2. Post steps for specific routines to promote independence.

For example, consider teaching a routine about what to do when they enter and prepare to leave the classroom

3. Teach routines and procedures explicitly.

It’s important to explicitly teach (describe, model, practice) each step of a routine and have students practice in the setting they will use the routine until they are fluent.

https://www.teachhub.com/

​

4. Practice regularly and re-teach throughout the year.

​

Teach routines at the beginning of the year and periodically reteach routines when you notice they are not being followed and/or after breaks in school (e.g., winter vacation week).

BRUCE MILLS / THE SUMTER ITEM

​

5. Provide specific feedback for students’ use of routines and procedures.

​

Offer both positive and corrective feedback when students are practicing routines.

• For instance, “Great job coming into class, putting your homework and materials away, and getting right to work on the “Do Now!”
• Or, “Let’s be sure our voices are turned off when we line up to go to lunch so that we don’t disturb anyone when we’re in the hall. Let’s try that one more time.”

Kenny Eliason

​

6. Promote self-managed or student-guided schedules and routines.

​

To build students’ independence, create and teach students to monitor their own implementation of routines and schedules. This might include what to do during independent work time or chores to do in the classroom before leaving for the day.

https://www.dsdprofessionaldevelopment.com/

ACTIVITY: Review and Reflect

• Review the critical features with developing classroom routines.
• Reflect on what routines are important for you and your students.
• Think of 3-4 classroom routines that you have or need in your classroom.
• Complete the Classroom Routines Planner.
• Compare your planner with a trusted colleague. Get feedback and revise.

Classroom Routine Planner

QR Code: Post-check

Thank you!

​

​

Please contact Lindsay Fallon, Ph.D. (lindsay.fallon@umb.edu) with any questions.

​

Created by Lindsay Fallon, Adam Feinberg, Julia Kausel, Diana Laenen, Andrea Molina Palacios & Emily Romero

​

April 2023