2.4 Use transitions, routines, and procedures

2.4 Use smooth and efficient transitions, routines, and procedures to maintain instructional momentum
A.) Routines, procedures, and transitions

Simply put, successful teaching is not possible in a chaotic environment.  To ensure learning, students must be engaged in meaningful activities, which requites that they be able to find their materials and know how to work with their classmates and that non instructional routines don’t consume undue amounts of time.   In well-managed classrooms, transitions are seamless, with students assuming considerable responsibilitiy for smooth operation.

A. Routines, procedures, and transitions
Considerations for Practice at Level 3
Establish procedures for each transition and teach those procedures to students; practice the procedures throughout the year.
Model transition procedures for students.
Have a procedure for collecting homework.
Have a procedure so students know what to do if they finish their work early.
Have a procedure that ensures students will be able to get information and work when they return from an absence.
Establish routines for what to do in noninstructional duties, such as when a student doesn’t have a pen or pencil; use of the bathroom; comes to class without a book.
Considerations for Practice at Level 4
Students discuss what procedures would work best for each transition and decide how to apply them to each situation.
Students correct each other when procedures are not followed.
Students indicate they need practice to reinforce the procedures.
Students assume responsibility for making systems work.
Students take initiative in a range of procedures related to materials and supplies, such as passing out papers, collecting everything needed by their table group, or putting materials away neatlyh and efficiently.

Resources
Routines and Transitions (Powerpoint)
http://teachingchannel.org/videos/new-teacher-classroom-management
Wong, The First Days of School