CLASSROOM MANAGEMENT

Classroom Procedures for Success: A Step-by-Step Teaching Guide

15 September 2024/ By Zineb DJOUB

It’s not possible to conduct instruction and enhance students’ learning in a poorly managed classroom. No matter how engaging the tasks and clear the explanations, establishing classroom procedures from the beginning of the year is essential. Students need to learn how to behave and we can’t expect attentiveness and discipline without first teaching them the procedures that prevent chaos and disruptions.

What are classroom procedures?

With the wide variety of activities we have during the school day, we’re likely to waste a lot of academic learning time organising and explaining how students should approach each task.

We should admit that managing students’ interactions and helping them transition from one activity to another is also challenging.

That’s why it’s essential to have a structured process for getting things done in the classroom in an organized way—this is where classroom procedures come in.

Unlike classroom rules, which dictate how students should behave, procedures focus on how students should engage with learning.

Classroom procedures communicate specific expectations for behaviour, whereas rules establish general standards.

Importantly, procedures don’t come with rewards or penalties for compliance; they simply outline how things are to be done.

When setting your classroom procedures, think about the structure and flow you want in your classroom. There are two major types of classroom procedures to focus on:

Instructional procedures: These are routines that guide how students should behave and engage with instructional tasks. They include, for instance, how to ask and answer questions, participate in group work, do assignments and submit them, take notes during the lesson, etc.

Managerial procedures: These are routines that organize the structure of the classroom. They help maintain order and support instructional flow. Examples include what students should do when entering the classroom, where to find the assignment, what to do if they finish early, how to request a restroom break, and the process for dismissal.

How to teach classroom procedures?

Simply telling students about your classroom procedures is not enough. These procedures must be taught thoroughly so that students understand and engage in following them.

As Fred Jones states in his book Tools for Teaching (2012): “The only way to make the implementation of procedures affordable is to make them a matter of routine”.

You may think that devoting time to teaching classroom procedures at the beginning of the year is not as valuable as knowing your students or building rapport. Yet, this investment will pay off in the long run.

According to research, the most effective teachers spend the first two weeks of the semester teaching their procedures and routines. Teachers who do not make this investment repeatedly face the same behavioural issues throughout the semester.

Therefore, regardless of the grade level you teach, make up the time for teaching your classroom procedures during the first weeks of school. Never assume that students are old enough to know how to behave.

When you teach classroom procedures, you’re not losing instructional time but proactively managing your classes to maximise it.

It’s never too late, even if you have not done this in the first weeks. You can still incorporate your procedures into your lessons. Just be thoughtful about how to plan for it!

Here are the three steps you can follow to teach your classroom procedures:

1. Teach classroom procedures

It’s essential to have your classroom procedures ready on the first day of school. Yet, be sure to simplify them and clearly state them before introducing them to students.

Before posting the procedures, explain them to your students and emphasize their relevance in maintaining a positive learning environment. For instance, when explaining the dismissal procedure, you might say:

Okay, class. I’d like to go over how we’ll handle dismissal every day so that everyone understands what to do when it’s time to leave. When the bell rings, do not rush out the door. Instead, I’ll ask that everyone remain seated.

First, make sure your workspace is clean—pick up any trash, gather your supplies, and check your desk to see if you left anything behind. Once I’ve determined that everything is in order, I’ll dismiss you by rows or tables.

Remember that no one leaves until I give the signal, so stay seated and wait for your row to be called. This allows us to leave in an organized manner and keeps the classroom tidy for the next day. “Any questions?”

After explaining your procedure, show and demonstrate it. You can ask students in groups to demonstrate the procedure. Praise each student to ensure they understand the correct procedure.

2. Rehearse all procedures

Do not expect the students to learn all the procedures in one day. They need guided practice to perform each procedure correctly and become part of their learning routine.

So, have students practice the procedure repeatedly until they can perform it automatically without your supervision.

For example, to teach the dismissal procedure, involve your students in a rehearsal or guided practice. You might say, “Let’s pretend the bell has just rung. What are you supposed to do?” Then, you’ll observe their performance and provide feedback or corrections as needed.

So, rehearsal should be interactive, allowing students to practice while receiving guidance.

3. Reinforce classroom procedures

Reinforcing your procedures is meant to determine whether students have learned the procedure or whether they need further explanation, demonstration, or practice.

It involves reminding students of the procedure, correcting it immediately when it’s not followed and encouraging them to make it automatic.

In the case of the dismissal procedure, remind the class of this procedure a few seconds before the bell rings at the end of the class.

If any students begin to leave at the bell, calmly and authoritatively ask them to return to their desks. Then, look around the room and say: “This is the correct procedure (explain why). Thank you. See you tomorrow, and have a nice day”.

An effective classroom has STRUCTURE. When you establish and teach classroom procedures, you’re creating this structure that sets up the class for success. So, revise and improve these procedures each year for maximum efficiency. Here lies your effectiveness.