Classroom Routines and Procedures
Let's go!
Morning arrival and opening routine
Arrival & Greeting Cue: Door is open, calm music or welcome message playing, greeting poster/sign at the entrance. Time Expectation: 0–2 minutes after entering Students will then enter quietly. Greet the teacher using their preferred greeting, such as a wave, handshake, fist bump, smile. Teacher Role: Greet each student by name. Observe mood and energy for a quick emotional check-in. Reinforce positive arrivals with a warm tone. Students will know if that was done correctly by the teacher using positive reinforcement. You can use praise and even a points system.
Continue
transitions between activities
Listen for the Signal Cue: “1-minute warning,” chime, or countdown Time: 30–60 seconds Student Action: Finish current work, listen up Teacher Role: Give clear next steps and set expectations I then have my students: Get Ready Cue: “Take out the next material and show that you are ready." Time: 30–60 seconds Student Action: Get materials, sit ready Teacher Role: Model, praise readiness The students will model to me that they are ready, show their listening ears, and have all of the proper and necessary material ready on their desks.
Continue
End of the day dismissal
Positive Feedback: Liam checked his desk, packed his folder, and is reading silently, excellent job.” Nonverbal Ques: Give thumbs-up, a quiet smile, or a nod to students following the steps.
Visual checklist: Show steps on the board or wall Consistent timing Dismiss at the same time daily Calm atmosphere: play soft music or dim lights Praise routines: “Great job packing quickly and quietly today!”
Cue: “It’s time to clean up. You have 2 minutes.”Time Expectation: 2–3 minutesStudent Actions: Stop all work, throw away trash, organize desk/table, return supplies to proper places. Teacher Role: Set a visual timer or countdown. Circulate to support students and reinforce clean spaces
Everything starts with a spark. An intuition, an image, a question. Exploring is opening the door to the unexpected. Here you can let your curiosity fly and turn any idea into the beginning of something unique.
Your idea is already here, now it's time to move it. Add interactivity, play with the rhythm, surprise with details. The static is left behind: create experiences that trigger clicks, gestures, and desire for more.
What you create makes sense when someone lives it. Share your content to inspire, teach, or move. This is the final step of the journey, but also the beginning of new connections.
Continue
Asking for help in the classroom
As the teacher, model the Right Way Teacher Action: Model both correct and incorrect ways to ask for help. Example: ❌ "I don’t get this!" while interrupting ✅ "I tried number 3, but I’m stuck. Can you help me?" Nonverbal Feedback: Use thumbs-up, a smile, or a quiet nod to affirm the student is doing it correctly without disrupting the class. Student Self-Checks Teach them to ask themselves: ✅ Did I try it first? ✅ Did I raise my hand or use the help signal? ✅ Did I wait calmly? ✅ Did I ask clearly and kindly?
Have the students try before coming and asking the teacher.Cue: Visual on the board or anchor chart: “Try 3 Before Me” Time Expectation: 1–2 minutes of independent effort Student Action: Re-read directions Check anchor charts, notes, or examples. Try your best before stopping Teacher Role: Teach and reinforce a “try-first” mindset. Post visual supports for reference Having the student wait calmly. Askign questions clearly.
Continue
Thank you!
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Classroom Routines and Procedures
Justice Leighton
Created on September 2, 2025
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Transcript
Classroom Routines and Procedures
Let's go!
Morning arrival and opening routine
Arrival & Greeting Cue: Door is open, calm music or welcome message playing, greeting poster/sign at the entrance. Time Expectation: 0–2 minutes after entering Students will then enter quietly. Greet the teacher using their preferred greeting, such as a wave, handshake, fist bump, smile. Teacher Role: Greet each student by name. Observe mood and energy for a quick emotional check-in. Reinforce positive arrivals with a warm tone. Students will know if that was done correctly by the teacher using positive reinforcement. You can use praise and even a points system.
Continue
transitions between activities
Listen for the Signal Cue: “1-minute warning,” chime, or countdown Time: 30–60 seconds Student Action: Finish current work, listen up Teacher Role: Give clear next steps and set expectations I then have my students: Get Ready Cue: “Take out the next material and show that you are ready." Time: 30–60 seconds Student Action: Get materials, sit ready Teacher Role: Model, praise readiness The students will model to me that they are ready, show their listening ears, and have all of the proper and necessary material ready on their desks.
Continue
End of the day dismissal
Positive Feedback: Liam checked his desk, packed his folder, and is reading silently, excellent job.” Nonverbal Ques: Give thumbs-up, a quiet smile, or a nod to students following the steps.
Visual checklist: Show steps on the board or wall Consistent timing Dismiss at the same time daily Calm atmosphere: play soft music or dim lights Praise routines: “Great job packing quickly and quietly today!”
Cue: “It’s time to clean up. You have 2 minutes.”Time Expectation: 2–3 minutesStudent Actions: Stop all work, throw away trash, organize desk/table, return supplies to proper places. Teacher Role: Set a visual timer or countdown. Circulate to support students and reinforce clean spaces
Everything starts with a spark. An intuition, an image, a question. Exploring is opening the door to the unexpected. Here you can let your curiosity fly and turn any idea into the beginning of something unique.
Your idea is already here, now it's time to move it. Add interactivity, play with the rhythm, surprise with details. The static is left behind: create experiences that trigger clicks, gestures, and desire for more.
What you create makes sense when someone lives it. Share your content to inspire, teach, or move. This is the final step of the journey, but also the beginning of new connections.
Continue
Asking for help in the classroom
As the teacher, model the Right Way Teacher Action: Model both correct and incorrect ways to ask for help. Example: ❌ "I don’t get this!" while interrupting ✅ "I tried number 3, but I’m stuck. Can you help me?" Nonverbal Feedback: Use thumbs-up, a smile, or a quiet nod to affirm the student is doing it correctly without disrupting the class. Student Self-Checks Teach them to ask themselves: ✅ Did I try it first? ✅ Did I raise my hand or use the help signal? ✅ Did I wait calmly? ✅ Did I ask clearly and kindly?
Have the students try before coming and asking the teacher.Cue: Visual on the board or anchor chart: “Try 3 Before Me” Time Expectation: 1–2 minutes of independent effort Student Action: Re-read directions Check anchor charts, notes, or examples. Try your best before stopping Teacher Role: Teach and reinforce a “try-first” mindset. Post visual supports for reference Having the student wait calmly. Askign questions clearly.
Continue
Thank you!
Home