Climate of High Expectations:  The Routines

Consistency...Consistency....Consistency

​Effective routines produce a more productive day.  Consistency with the routines gives students the stability and predictability that they require to ensure that they stay on task throughout the day.
Do your students know your classroom routines so well that they could run the class without you?
How often do you practice your routines with students to reinforce them?
Do you provide opportunities for students to self-monitor and take responsibility in your classroom?
We hope you share your routines for establishing a climate of high expectations, so that others can maximize their class time with kids at Lampasas ISD.

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 PictureKimberly Pearce at Hanna Springs can work with a student one on one while her entire class remains quietly working in the background. They know the routines and follow them.

​Warm-Ups:

An opening assignment is an effective routine that can set the momentum for the day.  Teachers with high expectations understand that every moment counts, so engaging students in "Welcome Work" daily can maximize their teaching time.  
  • Do you use bell work type activities to engage students in a defined task from the moment they enter the classroom? 
  • How do you use warm up activities to reduce behavior problems?
  • Do you have a routine of your own for posting the bell work before students arrive?  
  • Where do you post your daily opening assignment so that students can locate it quickly and complete it independently? 
  • What ideas do you have for aligned and meaningful bell work that can be completed in 5-8 minutes? 

Cool Downs:

Your lesson was delivered beautifully.  The students were engaged, but how do you know they got it?  Rigorous classrooms have no free time at the end.  That time at the end of class can be used to assess your students' learning.  
  • How do you close the lesson at the end of class?
  • Do you have exit ticket ideas that you use with students?

Please share with everyone! 
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Transitions:

Every teacher knows that the school day - no matter the grade - contains many planned and unplanned times of transition and interruption.  Having procedures solidly in place will benefit the learning of all students and allow you, as the teacher, regain valuable instructional time. 

  • How do structured and purposeful transitions support a rigorous classroom?
  • What are some ways that you signal a transition to your students?
  • Why might it benefit the classroom environment to have a few different transition routines? 
  • When do you practice procedures for transitions and potential interruptions with your students? 
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Extension Activities:

Students never need to be "finished" with learning.  Giving opportunities for those who finish assignments early to enrich and extend their understanding of concepts is vital to establishing a rigorous learning environment. 
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  • How often do you plan extension and enrichment lessons as you plan your core instruction? 
  • Do you plan extension and enrichment activities for all levels of learners? 
  • Do your extension activities provide opportunities for cross-curricular learning? 
  • Are your students able to independently access enrichment and extension activities? 
  • Are your instructions for enrichment and extension activities explicitly stated for students to understand and complete with minimal teacher support? 
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Student Responsibilities:

A classroom that fosters a positive learning environment is one in which students are held accountable and encouraged for being a part of the daily happenings of the classroom.  Teachers who encourage student responsibility make a conscious effort to not do for the students what students can do for themselves. Effective teachers also set up an environment that consistently nudges students toward greater responsibility. 
  • What responsibilities do you expect your students to accept?
  • How have you designed your classroom management to promote students taking ownership in the daily happenings of the class? 
  • Are your expectations of responsibility clearly stated to the students?
  • In what ways do you nudge reluctant students toward greater responsibility? 
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