Procedures define a course of events. They are a series of actions done in a certain way. They are established and happen regularly. In a classroom, they roughly translate into a set of routines. For instance, there are procedures for entering and exiting the classroom, how to transition from one activity to the next, and what behaviors and actions are expected from both the students and the teacher. Children crave structure and routines, and it is through classroom procedures that they get them.
The National Education Association (NEA) posted an excerpt, on their website, from LessonLab Skylight. The article titled. Determine Classroom Procedures Before School Starts, focuses solely on classroom procedures, featuring an informative checklist that teachers can use.
If a student gets up to sharpen his pencil while you are teaching, is that all right with you? Is it okay that the whole class jumps up and races for the door as soon as the bell rings? Establishing your classroom climate, setting and practicing classroom procedures, early in the school year is one of the best time saving strategies around. It sets up routines that help you and your students focus on the work at hand. And it creates an environment that is less stressful for everyone.
To help you think about your classroom climate, use this tool from LessonLab Skylight and author-educator Kay Burke (2000). It's a list of questions for teachers to answer as they are creating their own set of classroom procedures.
Whether you are a new teacher or a veteran, this is a great tool to use. Classroom Procedures - Do Students Know What Is Expected of Them for Routine Operations? Directions: Review the following procedures and check the ones your student will need to know and practice.
A. Beginning the class
How should students enter the room?
What constitutes being late (in the room, in the seat)?
How and when will absentee slips be handled?
What type of seating arrangements will be used (assigned seats, open seating, cooperative group seating)?
How will the teacher get students' attention to start class (the tardy bell, a signal such as a raised hand or lights turned off and on)?
How will students behave during Public Address (PA) announcements?
B. Classroom Management
How and when will students leave their seats?
What do students need in order to leave the room (individual passes, room pass, teacher's permission)?
How will students get help from the teacher (raise hands, put name on board, ask other group members first)?
What are acceptable noise levels for discussion, group work, seat work?
How should students work with other students or move into cooperative groups (moving desks, changing seats, noise level, handling materials)?
How will students get recognized to talk (raised hand, teacher calls on student, talk out)?
How do students behave during presentations by other students?
How do students get supplies they are missing?
How and when do students sharpen pencils?
How will students get materials or use special equipment?
C. Paper Work
How will students turn in work (put in specific tray or box, pass to the front, one student collects)?
How will students turn in makeup work if they were absent (special tray, give to teacher, put in folder, give to teacher's aide)?
How will students distribute handouts (first person in row, a group member gets a copy for all group members, students pick up as they enter room)?
How will late work be graded (no penalty, minus points, zero, "F," use lunch or recess to finish, turn in by end of day, drop so many homework grades)?
How and when will students make up quizzes and tests missed (same day they return to school, within twenty-four hours, within the week, before school, during lunch or recess, after school)?
How will late projects such as research papers, portfolios, and artwork be graded (no penalty, minus points, lowered letter grade, no late work accepted)?
D. Dismissal from Class or School
How are students dismissed for lunch?
When do students leave class for the day (when bell rings, when teacher gives the signal)?
Can students stay after class to finish assignments, projects, tests?
Can the teacher keep one student or the whole class after class or school?
What do students do during fire and disaster drills?
E. Syllabus or Course Outline
How are students made aware of course objectives?
How are students made aware of course requirements?
Are students given due dates for major assignments several weeks in advance?
Are students told how they wil be evaluated and given the grading scale?
F. Other Procedures You may need to introduce procedures related to recess, assemblies, guest speakers, substitute teachers, field trips, fire drills, teacher leaving the room, etc. List other procedures that are needed.