Procedures

Procedure: Start of Class Routine / Bellwork

Opening: The start of the class can be a chaotic time. Everyone’s drifting in as they get here, you’re trying to get all your things put away and not lose anything. It can be overwhelming quickly. We’re going to have a simple to follow opening routine that you can confidently sit down and be productive with as soon as you are ready.

Explain: Class transition time can be distracting. Before you enter the room, end your conversations and please enter ready to work. As you enter the room, find your seat and put your things away. On the board there will be an assignment written for you to start on immediately. Take out only what you need to work and get started, quietly on the assignment. Throughout the process, please be mindful of others working and be quiet so they can concentrate.

Rehearse: So, today, we have a simple worksheet that you were given when you entered the room. You were requested to work on it immediately, and you did so. That is perfect and what I expect every day. Thank you for making that transition smooth.

Reinforce: Next day, have it ready and gently remind those who enter loudly or who are looking lost about what to do. As a transition from the Bellwork to instruction time, thank them again and re-explain the process.

Procedure: Putting away bags and coats.

Rationale: We will be a nomadic classroom, using another teachers room for our classtime. As a consequence, everyone in our classroom needs to be cognizant of how we use the space and are respectful of each other while we are here. I expect everyone to be able to walk thru the aisles without tripping over each others things. Likewise, you won’t be able to leave things with me long term - there’s no room, so it should all be taken out with you.

Explain: With no lockers at Walton, you will always have a backpack and your coat with you. When you come in, please hang your coat on the back of your chair. Please take out what you will need for the day, and then secure your bags under your chair, or very neatly beside it. Look and see if someone can walk by you safely, if they can, you’ve done it correctly. If they can not, please clean up your area and secure your bags.

Rehearse: So, right now, gather your things and secure them. Can you get thru the aisles around you? Are you blocking anyone else from moving? Make sure it’s all clear.

Reinforce: Everytime I walk the room, I need to be checking for compliance on this one. Letting aisles be blocked lets the students control the space in a way that is unsafe and unacceptable.

Procedure: Calling to Attention

Rationale: Often times in this class, we will be working alone or in groups and your attention will be on your peers or your work. This is totally normal. Sometimes, the discussion happening can be loud. No one should be shouting over the room for attention!

Explain: When I need your attention, I will raise my hand. As soon as you see me with my hand raised, you will stop talking, put your pens down, and give me your attention. You will also raise your hand. When I have everyone’s attention and can see everyone’s hands up and eyes on me, we will all put our hands down and go over the topic I needed to address.

Rehearse: Right then, have the whole class do it with me once and talk them thru the process.

Reinforce: Try to the do the process at least once more that day organically, and a few more times over the course of the first three days.

Procedure: Getting my attention, or participating in full class discussions

Rationale: at times you will need to indicate that you need my attention directly, you need to ask a question, or you need to add a comment to the discussion. This covers all of those interactions.

Explain: It’s very simple, just raise your hand and wait. If you had a question, or need my attention, I will try and indicate to you that I saw and will get right to you when I can, so that you can put your hand down. If we are in discussion, I want you to be respectful of others who are speaking, so please if you are not immediately called on, put your hand down while someone else is making a point. If your comment is still relevant after their comment, then raise your hand again to be recognized.

Rehearse: Right then, have someone raise their hand, calling them by name so I can keep learning names. Explain that you would indicate that you saw it, and they can put their hand down now. They are in the queue to be spoken with. Ask if there are any questions. Use the procedure if there are.

Reinforce: Throughout the class, anytime someone else is speaking, make the point when they are done or saying, “If you had questions or comments to follow on from hers, you would have waiting until she is done with her question and then put your hand up to be recognized”. Bring the procedure up at every juncture until it becomes automatic.

Procedure: What to do when you’ve finished the current assignments

Rationale: We will work on group projects or individual projects often thru the semester. Sometimes you will not use the whole time allotted for the work. Here’s what to do when you complete the assignment but have a few minutes left.

Explain: This class covers English Literature. We will almost always have a book we are reading. If you get to a point where you are done and waiting for the class, I expect you to either take out our current reading book and read, or take out your notebook and be reviewing quietly. You may do either, but the point is that if you have a moment of free time in this classroom, it should be spent quietly and productively while the rest of the class finishes their assignment.

Rehearse: So, right now, where are your “Refugee” books? Locate those, and quietly pull them out. If you have a different book you are reading, that’s acceptable too. You can be reviewing the books while you wait. Good, thank you for doing that quickly and quietly.

Reinforce: As we progress, and as I am circulating thru the room, I need to be reminding them that there’s always reading to be done.

Procedure: Dismissal

Rationale: The bell is not for the students. It’s for the teachers. It’s there to tell me that the main class time is over. We are not dismissed as a class until I dissmiss the class.

Explain: At the end of the class, as we are preparing for the end, I will walk them thru putting their things away and explain that the bell does not dismiss them. I will explain that when the bell rings, I expect them all to wait until I have told them they may leave. I will continue to speak for a moment until just after the bell, thank them for doing as they were requested, and then bid them a good rest of the day.

Rehearse: This one needs to be done as the bell comes up, so the rehearsal step is the first time, but it will need to be done each and every time until it becomes second nature.

Reinforce: Walk thru this very intentionally each and every day, setting them up for success by reminding them of the procedure just before it’s about to be used at the end each day.