How do I establish procedures for my class?

Ms. Dorothy,
I am almost finished with my teaching practicum, and though I won't be starting my own class till the Fall, I've been thinking about all the little routines of the classroom.  How do you go about teaching all those daily things about bathrooms and snacks and pencil sharpeners at the beginning of the year? I'm nervous I won't be ready.
- Student Teacher

There was a great post recently on Edutopia about this with some decent suggestions.

Something to keep in mind is that if you start out by teaching some simple procedures for these routine situations, they won't become a problem for  you later.

There is a wonderful book called The First Six Weeks of School for the beginning of the year that many brand new teachers have found extremely helpful - it's also useful for teachers who need to re-group and establish procedures that weren't there before.

Keep in mind that it isn't just about having rules and regulations in place, it's about establishing rapport and making sure that needs are met in the classroom.  Students shouldn't feel the need to "escape" your class if you are focused and prepared and the learning is engaging.  

If you begin from the assumption that what you are doing, what you are having them do, is engaging and interesting and worthwhile work, then you can also assume that a request for the bathroom comes from genuine need. 

When in doubt, consider an office situation. Would you have regulations in place about the use of the bathroom or watercooler in your office?  What might they look like? Would you have a set time when all the female workers could use the rest room?  Would the entire office staff wait outside the bathrooms and go one at a time because it was "bathroom break time?" Would you limit the number of times each staff member could use the bathroom in a day? Would you time their trips to the bathroom?

If the bathroom or fountain is a place to meet an actual need, it should be used when it is needed.  Try keeping a pass by the door that students can take as they exit, so you will know when someone is out.  

If you are concerned about interruptions during teaching, consider again the office. Would someone be comfortable to get up in the middle of a presentation and exit to use the bathroom?  Would they raise their hand and give a signal to do so? Would you expect them to have gone before or after the presentation?  

Consider presenting these questions to your students when establishing routines of respect for your room. Chances are that students will understand the need to remain in the room during a lesson and to discretely exit when necessary during an independent work time. 

If you find that students are racing to grab the pass when it is returned, stop what you are doing and re-group.  They are simply not engaged in whatever you have them doing and you need to do something differently.


You've already figured out that if you spend the time up front on creating how things are done in your room, you will have more peace long term.  You're going to be fine!

How do I stop a teacher from yelling?

Ms. Dorothy -
I run an afterschool program and have an assistant who will be doing her student teaching in January. She has several years of experience in working with kids, but not with me.
The problem is that she yells at kids and 'gets in their face'. When I talk to her about it, she seems to understand, but continues to do it when the kids are not listening and when she thinks I'm not around. I have shared my philosophy about mutual respect supported by firm boundaries, but she doesn't seem to be listening.
Any great Ms. Dorothy insight?
- After School Teacher

One of the hardest things to learn, without living to a ripe old age, is how fragile life is.

There are two great sayings that get passed around. I don't agree with either, and I've modified both.

First is the Golden Rule. "Do unto others as you would have done unto you." This one presupposes that how I feel, and what I want, is right for everyone. It neglects the cultural and personal preferences of "other" and it allows us to keep "self" at the center of all interactions

So, my Platinum Rule is "Do unto others as they would have done unto them." Check in first. Ask if a hug is welcome before hugging.

Ask the students to help devise a way to get their attention and remind them to tune in when they are not listening.

The second is "Live every day as if it is your last." This one invites you to give freely without concern about holding back something for later. And yet, it is still centered on the self.

Being a teacher isn't about the self. It's about the other.

So, I prefer "Live every day as if you will live forever, and no one else will." Be more kind than you think is called for. Give away more than you think you can. Be gentle and remember, there are no guarantees that this won't be the LAST thing they hear.

If we stop and take the perspective of the child to heart, we will "first do no harm." (That's one I wouldn't modify.)

Help her to see her interactions with the children differently & perhaps her approach will change.

How do I get my class to behave?

Ms. Dorothy -
My class is very talkative and uncooperative. Every time I turn around, they are chatting again. I have set up so many different reward scenarios where they earn something for doing something consistently, but they don't want anything badly enough to actually stick with it. What do I do? They like having lunch with me, and they like having extra recess time, but they won't behave enough to earn it. It just seems to be getting worse, and we are losing so much learning time! What can I do to change their behaviors?
-Discouraged 3rd grade Teacher

Your impulse to reward them for positive behavior is a great one, because setting up punishments will only exaggerate the student-vs-teacher feeling that an uncooperative class has.


It sounds like they like you, but perhaps they don't see you as an ally yet. I'm also wondering if there is some important issue or underground dynamic in this group that requires a lot of discussion that you might be missing.


What if you were to give them something they are interested in before they give you the behaviors you want?


Invite the class to have lunch with you. Make it fun and call it a classroom restaurant day. Free them from the cafeteria, sit and chat and socialize with them. See if you can catch on to what it is they are spending so much time talking about. Join the discussion and offer time in class to talk further as a group about what is consuming their attention.


Learning to communicate clearly, to listen to one another, to agree or disagree respectfully, to contribute to a discussion, to weigh opinions and seek compromise are all important skills to learn in 3rd grade. Does it matter if you provide the content for a Socratic seminar or if they do?


This is valuable learning, so don't think of it as "lost" teaching time. Teach the skills of discussion around their issues and provide them a means for bringing topics to the group.


Try using a notebook with some rules about no individual names or put downs. Let them go and write topics for later discussion in the notebook.


Once you establish those positive structures, you can negotiate with them for more time on other content. "If we can focus and finish this math now, we will have more time to set up the room for a restaurant lunch, or for a class issues forum."


Sometimes getting the reward first and expecting the behaviors to follow works to establish in their minds that you want them to have the reward, and it removes the feeling that it is an empty promise.

How do I meet the needs of 5, 6 and 7 year olds?

Ms. Dorothy -

I am running a music enrichment program with Kindergarten, 1st and 2nd grade students. I'm experienced in doing this with older students, like middle or high school, and these high energy young ones are uncharted territory for me! Couple of questions for you.. How do I teach and engage to that level? Or what are some key principles to keep in mind for this age? How best do I look at this class and how to hold the space appropriately to allow their knowledge and beats to flourish? How do I keep it fun and engaging for all the ages? Help?!

- Music teacher

High School to Kindergarten is a big leap. No wonder you are feeling unsure of yourself! Those little guys need as many opportunities for expression as they can get, so I know this is going to be a great experience for all of you.

First of all, relax, and don't sell yourself short. You know what you are doing when it comes to the material, and students are students, no matter how tall they are.

Essentially you can't teach a room, or an age, or a grade; all you can teach is the person in front of you. Get to know these students for who they are. They will show you what is important to them within the first few minutes.

I like to think of it as putting the students first and letting the content be a tool. Instead of teaching Music to young children, try teaching young children the whys and hows of Music. There is a difference. It works for any content you want to teach, and any students.

Be prepared to move with them, to be excited with them, to get loud with them, and to enjoy them. They will need some order and routine to help them understand the structure of their time with you, and they will need variety and novelty to stay engaged.

The best thing you can bring them is a challenge, so don't be afraid of using the same language and content you would teach older students. Just break it down with them to things that are familiar and let them share how they connect to it.

Basic principles to keep in mind when working with children: Smile often. Sing instructions. Establish routines. Be genuine. Follow their lead. Respect their individuality. Enjoy their creativity. Inspire them with possibilities. Encourage them with laughter. Believe in them.

And Have fun!