Classroom Routines

Tomlinson says that “clear and predictable classroom routines are probably the difference between productivity and chaos for classrooms…” (pp. 47).  Now that I know I will be teaching in my own classroom next fall, I am making mental checklists of all the procedures I need to teach my new students. I know that I must teach these procedures in order for our classroom to run smoothly and efficiently. It will take time to teach them in the beginning, but it will save so much more time later on.

Some of the procedures I need to teach are:

·      Starting the school day

·      Turning in homework

·      How/when to ask to use the restroom

·      How/when to ask to sharpen a pencil

·      Lining up

·      Walking in the hall

·      Transitioning between activities

·      Lunchroom etiquette

·      Asking for help

·      Attention signals

·      Classroom jobs

·      How to find missed work if absent

So, how are classroom routines related to differentiation? I’m still learning, but so far I am gathering that routines give students a chance to develop autonomy in the classroom. It also lets them to have an active role in making sure that the classroom runs smoothly from day to day. It helps them be proactive and to take stewardship for aspects of the classroom. It helps build a sense of community and pride. And, finally, when everyone is taking part in creating an efficient learning environment, it helps free up the teacher to focus on other important things.

Classroom Environment

Creating a positive classroom environment is vital. It establishes the tone and atmosphere is which teaching and learning will happen. Tomlinson says that the classroom environment will “support or deter the student’s quest for affirmation, contribution, power, purpose, and challenge in the classroom” (pp. 37).  Walls, furniture arrangement, bulletin boards, artifacts, materials, charts, posters, learning materials, and exhibits are all part of the classroom environment. Students, parents, and colleagues can get a sense right away of the teacher’s personality and goals by examining the classroom environment.

However, the classroom environment is more that just physical attributes. The affective attributes are just as important. The teacher’s demeanor and interactions with students play a huge role in the classroom climate. Do the students have a voice in the classroom? Are they seen as individual learners? Does the teacher take time to get to know students individually? Are individual cultures and learning styles respected? These are questions that every teacher must honestly consider.

Below are a few of my favorite ideas and tips for creating a positive classroom environment:

Physical Environment

·      Organize the geography of the classroom in a way that conveys flexibility
·      Represent various cultures and backgrounds through books, posters, and décor
·      Make space in the room for all kinds of learners, including students who need quiet and those who need interaction
·      Commend creativity by providing many materials for students to work with
·      Use lots of color and interesting things to look at in the classroom

Affective Environment

·      Greet students at the door each day
·      Call on students equitably
·      Teach multiple perspectives
·      Create opportunities for students to get to know one another and form connections
·      Use exit slips, journals, or class meetings to give students a safe place to communicate with the teacher and express concerns