2c: Managing Classroom Procedures

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As we wrap up the third week of school we are seeing students become more familiar in their classroom routines.  Classrooms that function smoothly are an essential support for student engagement and good instruction.  Have efficient routines been established in your classroom community?  Does your class feel as though it could run itself?

This week we are digging into Danielson’s Domain 2: Classroom Environment by focusing on Component 2c: Managing Classroom Procedures.  The elements that make up component 2c are:

• Management of instructional groups
• Teachers help students to develop skills to work purposefully and cooperatively in groups or independently, with little supervision from the teacher.
• Management of transitions
• Many lessons engage students in different types of activities: large group, small group, independent work.  It’s important that little time is lost as students move from one activity to another; students know the drill and execute it seamlessly.
• Management of materials and supplies
• Teachers have all the necessary materials at hand and have taught students to implement routines for distribution and collection of materials with a minimum of disruption to the flow of instruction.
• Performance of classroom routines
• Overall, little instructional time is lost in activities such as taking attendance, recording lunch count, or the return of permission slips.
  
  
  
  

In a proficient classroom in Managing Classroom Procedures:

There is little loss of instructional time to effective classroom routines and procedures.  The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful.  With minimal guidance and prompting, students follow established classroom routines (Danielson Rubric, 2013).

Possible examples...

• Students get started on an activity while a teacher takes attendance.
• The teacher has an established timing device, such as counting down, to signal students to return to the carpet.
• The teacher has an established attention signal, such as dimming the lights or raising their hand.
• One member from each group collects the materials.
• Clean up is fast and efficient.

In a distinguished classroom, instructional time in maximized  due to efficient and seamless classroom routines and procedures.  Students take the initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies.  Routines are well established and may be initiated by students (Danielson rubric, 2013).

What might this look like?

• Students redirect classmates in small groups not working directly with the teacher to be more efficient in their work.  
• Students propose an improved attention signal.
• A student redirects a classmate to the table he should be at following a transition.
• Students independently check themselves in at an attendance board.

Things to reflect upon...

• Are all of your routines functioning smoothly?
• Is your instructional time maximized due to your routines and procedures?
• Are students playing a role in carrying out the classroom routines?
• Do students know what they are supposed to do and where to move during transitions?

Resources:

Danielson Rubric

The Well Managed Classroom (by Harry Wong)

30 Classroom Procedures to Head Off Behavior Problems

* Much of this work about the Danielson Framework comes directly from a "Teachscape" information document called "Framework for Teaching."

Comment Topic of the Week:

Share a routine or procedure that maximizes instructional time in your classroom.

Join the conversation!