We have a number of routines in school that ensure classrooms and corridors are calm, students find instructions easy to follow and that learning is always prioritised.

Every teacher follows these routines as we know that consistency supports all students. Clarity provides reassurance and confidence, and students know what to expect in every single classroom.

Below is a summary of the principles and practice of our culture and learning routines.

This video also helps to demonstrate how and why we have our routines:

 

Culture Routines

Entry to the Classroom

Principles:

• Consistency provides clarity and minimises stress for students 
• Excellent behaviour management starts at the door
• Welcoming students sets the tone and builds positive relationships
• Demonstrating enthusiasm to teach students develops positive relationships
• We have high expectations of every student

Practice:

• Students line up in single file in silence
• Teacher stands at the door and greets the students
• Students enter in calm and orderly manner
• Students sit in allocated seat, take equipment out and turn planner page to green
• Students complete Do Now activity in silence
• Teacher takes register once all students on task

Exit from the Classroom

Principles:

• A positive exit sets the tone for the students’ next lesson
• Ensuring the room is left tidy fosters respect for each other and the learning environment
• Students learn to function and thrive with higher expectations

Practice:

• Students pack books away 3 minutes before the end of the lesson
• Students should stand behind desks in silence
• Teacher dismisses them from the door, only when in silence, a row at a time

Morning Welcome

Principles:

• We are welcoming students into the school community
• A calm and orderly line-up reinforces expectations on uniform, behaviour, personal development, school culture
• We model respect and high expectations
• Peers see each other and establish high expectations as the norm
• Key messages can be communicated clearly and consistently

Practice:

• Teachers meet and greet, then model silence for students to follow
• Students line up in alphabetical order
• Tutors check uniform, behaviour, jewellery, shirts tucked in, chewing gum, hoodies and coats removed
• Issues dealt with by Year Leader
• YL/HOKS signals hand up for silence
• HOKS/YL speaks to whole year group
• Tutor leads group to tutor room in silence, remaining in single file in alphabetical order

Learning Routines

Do Now

Principles:

• A consistent start to lessons builds stability and routine 
• This builds students’ independence and self-regulation
• It reduces extraneous cognitive load as students have security and predictability
• This sets the tone for a calm and orderly lesson
• This therefore allows maximum learning time and opportunity for the rest of the lesson

Practice:

• The Do Now activity is on the board when students enter the classroom
• Instructions on the ppt should be 100% clear
• Teacher does not explain the task
• Students complete in silence and teacher monitors from the front
• Should take no longer than 5 minutes
• An opportunity for students to write in full sentences
• Teachers use cold calling and no opt out to question

Non-verbal signals 

Principles:

• A simple, clear, repeated routine allows learning to move from one phase of a lesson to the next
• Learning is maximised and opportunities for disruptions are minimised
• Flexible, responsive teaching is increased
• The more precise and repeated the signal, the more embedded it becomes
• Avoids teachers having to raise their voice: reduces stress for teacher and students
• A calm learning environment supports students’ cognitive load

Practice:

• Hands up and count down to silence
• The teacher states clearly what you want students to do when you make the signal
• Before using the signal, the teacher walks students through the process verbally with students; check for understanding
• Rehearse and repeat the signal
• Students are praised for doing the right thing

No opt out questioning and cold calling

Principles:

• Knowing they may be required to respond to a question mentally prepares students
• All students have to attend to their learning
• If students do not think, they will not learn
• An opportunity to check for understanding and to deepen thinking
• Improves teachers’ understanding of individual students’ learning
• Develops students’ confidence as they will always be able to respond correctly to a question
• Sets high expectations for all students

Practice:

• The teacher communicates to students that you won’t be asking for hands up
• They ask the question, then say the student’s name
• If the student can’t/won’t answer, the teacher will go to another student and then come back to the first student
• If they answer correctly, the teacher will follow up with a deeper thinking question
• If they answer incorrectly, the teacher will give them the information they need, then ask the question to them again
• The teacher praises students who help each other answer questions and have a go when they’re not sure