Written by Benjamin Clemons
Procedures in our classrooms provide the framework for operating our schools. Procedures answer a vital question of “How?” in our buildings. We may be more familiar with the questions of “Why?” (to provide high-quality Christian education) and “What?” (our curriculum) because they are highly visible. Procedures, on the other hand, can fade into the background, especially when they run well.
As we explore the importance and the effects of classroom procedures, transportation is a helpful comparison. If you have a vehicle that is capable of going off-road, you can potentially explore vast stretches of open country, drive through streams and over mountains, but you run the risk of bogging down or rolling over. And as exciting as it may be, in the end there’s a lot of mess. This is like the classroom with few or very general procedures. Students have great freedom in regard to when, how, and why they move about, which can be exciting and messy.
Such freedom can work in certain classroom settings or for specific activities within the course of a day. For example, in a multi-grade classroom there may be times of the day when the teacher is delivering instruction to one grade and the other students have a set of guidelines to follow: first work on today’s assignments, next practice memory work, then clean your desk, finally read a book or work on a puzzle. Another instance would be during an art class: the teacher outlines the project, explains the steps, and points out where the needed materials are located. Students are then free to work at their own pace, gathering what they need when they need it. In both of these scenarios, the room will generally run well when timing for classes is somewhat flexible, the teacher has thoroughly explained and taught the expectations, and the students demonstrate appropriate self-control.
A more common transportation experience is driving down a four-lane road. Here most vehicles move in an orderly and predictable fashion, and the curbs, lines, lights, and signals help to regulate the flow of traffic. There is freedom to pass, turn, or stop, but drivers are bound to the layout of the city streets and highways. Many well run classrooms operate in a similar fashion when most activities and transitions have procedures in place that students understand and have practiced. While students are somewhat limited compared to the “off-road” classroom, they are likely to be calmer, quieter, and faster to make any transition.
Such procedures might be seen in a single-grade classroom in a larger school. While there is some flexibility in the timing of classes, other activities—such as bathroom breaks, lunch, or gym—must be coordinated with other classrooms and teachers. This setup might also be beneficial if the classroom contains a large number of children, as a certain amount of efficiency and training are required to move 30 children from place to place or to transition activities. The four-lane road approach is well suited for situations where timing of transitions affects other teachers and classrooms, but the procedures require explanation, teaching, and practice. Clear procedures also help students who do not always display appropriate control by delineating boundaries and setting goals for performance and timing.
A third mode of transportation is railroad. Trains travel on very specific courses by design and do not have the opportunity to turn unless a switch operator has shifted the course for them. For some classrooms and settings, extremely scripted procedures can be implemented and practiced until all students can carry them out automatically. In such a setting, freedom of movement may be exchanged for a highly ordered and efficient implementation of procedures. There are any number of reasons a teacher may seek this type of arrangement.
One place where any school might adopt the “railroad” approach is for special safety procedures like fire drills or lockdown scenarios. Here we want to maximize order and speed to ensure the safety of all people in the building. Some schools seek to structure procedures in this manner in order to get the most out of every educational minute they have available. They have decided that if they can save 10-15 minutes every day by streamlining transitions from room to room or class to class, then they have gained 50-75 minutes of instruction time every week. Another reason to train students and faculty for the “railroad” tactic is if there is strong concern about student behavior. Transitions are a hot spot for student misbehavior, and thoughtful procedures can preempt many opportunities for trouble to start.
Procedures provide the framework, the roads or rails, for us to do things. What needs a procedure? Any activity or transition that you would like done a certain way in terms of safety, speed, noise levels, neatness, etc.
Where to start? Think of the times when trouble or disruptions are most likely to happen. Next, consider the times of day that you find most exhausting. Can you envision how you would like that particular event to go? Write out the steps that would be required. Think through your rationale for adding this procedure and practice verbalizing it the way you would practice presenting content for a lesson. Every procedure must be well thought out, explained, and taught explicitly to students. It is also wise to include an avenue for students to voice feedback, questions, or concerns. Explain, teach, and practice. And safe travels to you and your students.
Martin Luther College offers a course taught by Professor Clemons entitled Classroom Procedures That Work. CLICK HERE to learn more about the course.
Benjamin Clemons (’03) serves as academic dean and professor of urban ministry at Martin Luther College.
Jones, V. F., & Jones, L. S. (2016). Comprehensive classroom management: creating communities of support and solving problems. Toronto: Pearson College Division. Pp. 179-212.
Smith, R. (2004). Conscious classroom management: unlocking the secrets of great teaching. San Rafael, CA: Conscious Teaching Publications. Pp. 80-100.
Wong, H. K., & Wong, R. T. (2014). Proceed With Intent. Scholastic Instructor, 32-33.