PLAN SCRIPT MODEL PRACTICE

Think about... Think about... Think about... Think about...

How you want The phrases and How to show How to rehearse
your students to explanation you the behavioural and reinforce this

CLASSROOM ROUTINES
behave. will provide. expectations. over time.

For example... For example... For example... For example...

I want students to “When entering the Show a video of Practise more

enter the class by... classroom, I want specific routine or initially and then
When switching you to X.. and Y... so demonstrate it live reinforce and adjust
BUILD HABITS FOR A PREDICTABLE, LEARNING-FOCUSED ENVIRONMENT tasks, students... that...” to the class. it each term .

EXPLICITLY TEACH ROUTINES: Avoid merely giving students a list of procedures and
assuming they will understand them. Educators and authors Mark Dowley and Ollie Lovell
Time’s up! Let’s come in explain The Classsroom Management Handbook: “teaching behaviour is the same as
back together. Eyes on teaching any other curriculum”. Furthermore, they propose teachers can transfer effective
me in 3… 2… 1… Thank
WHAT ARE THEY AND WHY ARE THEY IMPORTANT? you. Now, let’s quickly
methods of instruction to teaching behaviour. Explicitly planning, scripting, teaching and
review the Do Now... modelling behavioural routines provides a concrete examples of what success looks like.
A routine is a sequence of actions triggered by a specific cue, occurring with
minimal cognitive effort. Research shows that forming a habit takes about
1
66 days of consistent repetition within a stable context, although simpler
actions may become automatic sooner.1 In the classroom, consistent 2 DOUG LEMOV
routines—such as signalling for attention or using mini-whiteboards for CHOSEN SYSTEM: CHECK ALL STUDENTS’ UNDERSTANDING
Routines give students
whole-class responses—allow students to internalise behaviours more
quickly. This approach helps to free up space in working memory so 3 a clear model of how
to execute common
that students can focus cognitive attention on learning rather than the tasks successfully and PROCEDURE 1 PROCEDURE 2 PROCEDURE 3 PROCEDURE 4 PROCEDURE 5
procedures themselves. Schools should invest time to strengthen routines clear working memory
by having all staff use the same procedures, cues and action sequences. for high-order tasks.2
Cue attention Pose question Give think time Cue attention Show answers
Routines make the classroom predictable so students know what to expect (“1,2 3”, “Eyes (“What is the (“You have 20 (“1,2 3”, “Eyes (“Show me in 3,
in any given lesson. Automating these procedures so they become part of on me.”) name of...”) seconds to...”) on me.”) 2, 1..Go!”)
the environment means that more time can be spent on learning.

BECOMES AN AUTOMATIC ROUTINE: SHOW ME (MINI-WHITEBOARDS)

HOW DO I IMPLEMENT THEM? AGREE ON SHARED ROUTINES: Collaborate with
colleagues to establish a shared bank of routines that
INTRODUCE DIFFERENT TYPES OF ROUTINE: Author and promote consistency and alignment. Focus on quality over CHUNK PROCEDURES AND MAKE THEM AUTOMATIC: To ensure students
educator Doug Lemov outlines three types of routine central PEPS MCCREA understand why routines are established, provide them with the general rationale and
quantity—select a small number of high-impact routines
to helping students internalise actions and form shared habits. that are essential for a positive learning environment. For Effective routines explain how the routine is beneficial. For example, ‘In this class, we keep noise levels at
Ultimately, when such routines are automated, students can save example, entry routines, transitions etc. Clearly define and set students up for an appropriate level so that we can all concentrate and learn without being distracted.’
their cognitive energy for engaging with the material rather than communicate these routines across departments, with success, free up Another crucial element to note that deliberate practice can foster automaticity. Do this
the process of learning. Some examples of academic, procedural students, and with the wider community to develop a shared the precious mental by selecting a system (such as CFU), breaking down the routine and practising each
and cultural routines are illustrated in the diagram below: understanding. As students engage with these routines,
capacity needed for procedure in isolation. This system of procedures will become automatic over time.
creativity to flourish,
regularly monitor their effectiveness. If a routine isn’t working, and act as a collective
revise it as needed, and periodically refine the procedures to ACKNOWLEDGE
ACADEMIC PROCEDURAL CULTURAL ritual which can You all listened
ensure they remain impactful. foster belonging—a
ROUTINES ROUTINES ROUTINES beautifully to the
key ingredient in passage and read
PRAISE
These enable... These enable... These enable... meaningful education. along carefully.
Well done
everyone.
Students to Students to Students feel and
properly and fully manage class shared values, CREATE A PLACE OF BELONGING: Educator Peps
engage in learning materials and norms and Mccrea explains routines “act as a collective ritual which READ MORE
activities. transitions. aspirations. can foster belonging.”4 In other words, they make students Teach Like a Champion
For example... For example... For example... feel safe. Lemov’s ‘Threshold’ routine, emphasises the 3.0 by Doug Lemov
importance of belonging because involves teachers
The Power of Routines:
standing at the door to greet students as they enter, building Evidence Snacks by Peps
ACKNOWLEDGE AND PRAISE STUDENTS: Teachers can support students in
Cold Calling, Think, ‘Do Now’ Activity, SLANT/STAR, rapport and setting clear expectations before they even step understanding and successfully following classroom routines by providing specific praise
Mccrea
Pair, Share, Choral Threshold Entry, Peer Feedback
Response, ‘Think- Exiting Class, Tasks, Active
into the classroom. For example, warmly address students about the expected behaviours. Acknowledge when expectations have been met and use
The Classroom
Write, Pair-Write, Distributing Listening, by name and remind them of the first steps upon entry into Management Handbook praise when expectations have been exceeded. For example, “Brilliant job, everyone. I am
Share’. Learning Materials. Respectful Talk. the classroom: “Morning Holly. Sit down quietly and start the by Mark Dowley and Ollie very pleased with how you entered.”3 This helps to reinforce positive behaviours and build a
Do Now activity. Thank you.” Lovell culture of consistency and respect in the classroom.

POSTER Designed by Jamie Clark | @XpatEducator | jamieleeclark.com

REFERENCES

1. Gardner, B., Lally, P., & Wardle, J. (2012). Making health habitual: The psychology of ‘habit-formation’ and general practice. British
Journal of General Practice, 62, 664-666.

2. Lemov, D. (2021). Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path to College. Jossey-Bass.

3. Australian Education Research Organisation (AERO). (2023). Acknowledgment and praise: Practice resource for primary
and secondary schools. Australian Education Research Organisation (AERO). Retrieved from: https://www.edresearch.edu.
au

4. Mccrea, P. (2024). The Power of Routines. Evidence Snacks Newsletter. Retrieved from: https://snacks.pepsmccrea.com/p/
the-power-of-routines.