What Are Norms and Routines?
Routines are helpful to have in classrooms because they can tell students what is expected of them, and allow smooth transitions between activities and lessons. By me having a simple routine such as what to do when first entering the classroom in the mornings or packing up before recess, I can save time that may be used for instruction instead. I also create an orderly and structured environment where students can spend more time focusing on their learning instead of worrying about what to do during break times. I hope that my routines eventually become habits in the course of the school year.
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Norms are a set of predefined patterns or standards of behavior that students should be following within the classroom. If I create norms, students will have a shared culture of intellectual learning, as well as an open and respectful environment. Like routines, if norms are enforced and if students are correctly guided, such standards will become habit for the students extending beyond their school time.
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I am rather worried that distractions can easily arise once students are unsure of what is expected of them. Establishing norms and routines on the first day of school and making sure that students are following through with these routines whenever necessary is an easy way to ensure that the attention of students is always on their lessons and not on a vague idea of what is next to come throughout the day.
I strongly believe that prganization and classroom management are gained through the use and establishment of norms and routines.
I strongly believe that prganization and classroom management are gained through the use and establishment of norms and routines.
Still confused about the difference between the two as I first was? Check out this handy document below, which clearly defines what both concepts are, but uses the term "rules" instead of "routines". Having this document as a resource when creating my own norms and routines will help me make a clear distinction and give me a good understanding of the terms which will translate into the understanding of my students.
Promoting Choice
What NOT To Do...
The point of creating norms and routines is so that students can focus on their learning. Some describe them as being "rules" where students must be "trained" to follow them, much like soldiers. I vehemently disagree with this idea, simply because students should be completing routines and norms that have some sort of meaning of which they understand. It is not enough to know what one should be doing because in this case, the meaning behind the goal is much more important.
A simple way of allowing choice in the classroom is by giving students norms and routines. I should not be forcing students to complete them, nor should I be completely in charge of creating them either. Having students come up with their own norms for the class is a great way to create a bonding of classmates and the teacher, while also giving them choice to influence the environment of the class in general. Giving them the choice to create routines will show them that they can be in charge of their own learning and therefore their own classroom actions. I can gently guide them through the process of following the routines and norms rather than enforcing them because all students will achieve them at different times. By doing this, I is allowing choice while also focusing on the different learning styles and paces of the students.
Creating a balance between structure and choice is important, but choice and autonomy must first be present in the classroom.
A simple way of allowing choice in the classroom is by giving students norms and routines. I should not be forcing students to complete them, nor should I be completely in charge of creating them either. Having students come up with their own norms for the class is a great way to create a bonding of classmates and the teacher, while also giving them choice to influence the environment of the class in general. Giving them the choice to create routines will show them that they can be in charge of their own learning and therefore their own classroom actions. I can gently guide them through the process of following the routines and norms rather than enforcing them because all students will achieve them at different times. By doing this, I is allowing choice while also focusing on the different learning styles and paces of the students.
Creating a balance between structure and choice is important, but choice and autonomy must first be present in the classroom.
Routines: What They Are and How to Create Them
Routines are set procedures that become habit. Some of these may include:
- Giving a signal to use the restroom
- Packing up before recess
- Signing out when leaving the classroom
- Gathering materials before the start of a lesson
The button at left leads to more examples of classroom routines and also some questions that can help establish them.
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Click the picture for more examples of student-created
routines
Routines can be any number of steps. The key is to create routines that assume order while having a purpose other than to attempt to control the students.
The picture on the left shows a set of routines created for a class by a student. I too, plan on giving my students the choice to create their own routines based on what they feel is important.
One characteristic I really like for my own classroom is how the student added pictures to each sentence. This to me, is a tool for students to use in the beginning when they are still learning the routines. The pictures serve as reminders for the entire class that they should be completing their jobs, and when the routines become habits the pictures will be real-life examples of how the students learned them. It also creates a more personal feel to the routines through the use of a shared community setting in the classroom.
The picture on the left shows a set of routines created for a class by a student. I too, plan on giving my students the choice to create their own routines based on what they feel is important.
One characteristic I really like for my own classroom is how the student added pictures to each sentence. This to me, is a tool for students to use in the beginning when they are still learning the routines. The pictures serve as reminders for the entire class that they should be completing their jobs, and when the routines become habits the pictures will be real-life examples of how the students learned them. It also creates a more personal feel to the routines through the use of a shared community setting in the classroom.
Click the button at right for another real-life example of routines in the classroom.
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~Hand-Signaling
One effective method of choice-rich routines that I plan on using in my classroom is creating a signaling system for when students want to gain my attention. For instance, during private work time instead of raising a hand to ask a question, a student can put one finger in the air. To ask to use the restroom, a student can put 2 fingers in the air, and so on. The point of this is for students to have the choice to always gain my attention for a specific reason, instead of using the traditional hand-raising method. Also, students can create the hand-signals, and can even use other signals such as wiggling fingers for other important classroom routines.
Creating consistent routines such as the one described above creates order in the classroom. A student using those hand signals is not going to focus as much on the signal as he or she is on their work at the time, so this routine adds to the smoothness of the classroom's transitions and daily happenings.
To me, this is a simple way for my students to be able to communicate their needs without disrupting the class, or spending time waiting with their hands raised. We will be able to share a common "language" in the classroom, and I definitely plan on using a system similar to this one day.
To me, this is a simple way for my students to be able to communicate their needs without disrupting the class, or spending time waiting with their hands raised. We will be able to share a common "language" in the classroom, and I definitely plan on using a system similar to this one day.
~Morning Routines
Another important routine to create is one that generates order in the mornings. Students getting to school tend to be excited and talkative, which leads to vital instructional time being taken up to settle down. By establishing a set routine of actions needed to be completed in the mornings, students will be more inclined to quiet down and start their warm-up activity or whatever the I have planned for them that day.
Morning routines can include putting backpacks into closets or cubbies, looking at the blackboard for the day's warm-up assignment, turning in any homework in the bin, and checking or preparing materials needed for the first lesson. While the activity students may be engaging in is not influenced by the routine, students can at least choose how they will prepare for it. In my classroom, I plan on using morning routines to create structure and organization, since students tend to me more focused on starting the day instead of completing tasks in an orderly manner.
Morning routines can include putting backpacks into closets or cubbies, looking at the blackboard for the day's warm-up assignment, turning in any homework in the bin, and checking or preparing materials needed for the first lesson. While the activity students may be engaging in is not influenced by the routine, students can at least choose how they will prepare for it. In my classroom, I plan on using morning routines to create structure and organization, since students tend to me more focused on starting the day instead of completing tasks in an orderly manner.
The video above created by a teacher is another example of classroom routines that are being established and practiced. It helped me better understand the type of language needed to create routines for elementary school students.
Norms: What They Are and How to Create Them
Norms are a set of behavioral patterns students should be engaged in when in the classroom. Such behaviors can include:
- Helping peers if necessary
- Using indoor voices
- Being respectful
- Being kind to others
These norms are established on the first day of school, but students work on them throughout the entire school year. In my opinion, norms are more difficult to form a habit of because they are behaviors intead of actions such as routines. It is difficult for students to change their behavior, but they can adapt to set routines and schedules. Guiding students throughout the year to following these norms can ensure success in the classroom.
The buttons at right lead to more general information about norms and also to a complete list of norms for specific grade levels at a certain school.
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But how can these norms be put into place and how can we expect students to follow them if we are to promote autonomy in schools?
Just because there are norms in the class does not mean that the students' ability of choice is being compromised. If anything, choice is being promoted with norms simply because if there are no set rules, students will have more motivation to learn. In other words, they know that the lack of rules puts them in control of their own learning as opposed to having a teacher explicitly state what needs to be followed in the class.
Having students create their own set of norms for the classroom is a great way for me to promote autonomy when setting behavioral expectations. Students are able to understand what behaviors are then deemed acceptable in a school setting, which can lead to a greater comprehension of the behaviors and acceptance of them as well. I can ask students certain questions to get them started creating the norms, and once students see that there are no set "rules" but community behaviors, they will know that they control their learning experiences.
The button below leads to a blog post that provides teachers some questions to ask students when putting them in charge of their own norm-creating.
Having students create their own set of norms for the classroom is a great way for me to promote autonomy when setting behavioral expectations. Students are able to understand what behaviors are then deemed acceptable in a school setting, which can lead to a greater comprehension of the behaviors and acceptance of them as well. I can ask students certain questions to get them started creating the norms, and once students see that there are no set "rules" but community behaviors, they will know that they control their learning experiences.
The button below leads to a blog post that provides teachers some questions to ask students when putting them in charge of their own norm-creating.
Below are some examples of norms I wish to someday implement in my own classroom. I strongly believe that having a sense of unity in the class by being open and encouraging peers creates a classroom environment where learning can thrive. Therefore, the norms I support promote togetherness as well as constantly being prepared to learn from different class experiences.
They promote autonomy because these norms support and provide motivation. Students will choose to do well in the class because they will be motivated to do so, knowing that they are in control of their own learning as opposed to doing well as a result of rule stating so.
They promote autonomy because these norms support and provide motivation. Students will choose to do well in the class because they will be motivated to do so, knowing that they are in control of their own learning as opposed to doing well as a result of rule stating so.
It feels good to take those rules down. It feels like I’m truly turning the |