Classroom Routines - The habits our brains crave
In the complex world of education, pedagogy and evidence-informed practice that we find ourselves in, sometimes going back to the simple basics of human behaviour is what brings out the best in students and teachers alike. We are all creatures of habit, and just as we find in our own lives away from the classroom, routines are often the things that we crave to pave the way for a structured and coherent day to day life. Our classrooms are therefore no different to this. Without clear and consistent routines, a learning environment can be unorderly, unstructured and chaotic. Classroom routines are therefore the unsung heroes of effective teaching, providing a structured framework that enhances behaviour, fosters consistency, and lightens the cognitive load on students.
In this article we take a deeper look into the significance of classroom routines, drawing insights from prominent educational voices on classroom routines and behaviour management from both sides of the Atlantic in Doug Lemov and Tom Bennett, underlining the transformative impact routines can have on both educators and learners.
Patterns, routines, predictability and order
One of the primary reasons routines are crucial for school children lies in the brain's innate desire for patterns, routines, predictability and order. The human brain thrives on patterns, as they provide a sense of security and stability. Routines offer a structured framework that allows children to anticipate and comprehend their daily activities. Predictable schedules create a sense of safety and reduce anxiety, enabling children to focus more effectively on their academic tasks.
In addition to the cognitive benefits, routines play a crucial role in emotional regulation. Knowing what to expect on a daily basis provides a sense of control, empowering children to navigate challenges with greater resilience. Emotional stability, in turn, enhances the overall learning experience by creating an environment conducive to concentration and effective information processing.
Socially, routines instil valuable life skills such as teamwork and collaboration. Many group activities in school, including group projects and team sports, require a collective adherence to schedules and routines. By participating in these activities, children not only develop interpersonal skills but also learn the importance of dependability and cooperation.
Behavioural foundations
Any experienced classroom teacher will probably tell you that one of the biggest advantages to the naked eye of implementing classroom routines is their positive impact on student behaviour. Consistent and well-established routines create a sense of predictability and security, helping students understand what is expected of them. Knowing what to expect fosters a comfortable and secure environment where students are more likely to exhibit positive behaviours, such as attentiveness, cooperation, and respect for their peers and teachers. Predictable routines also help children manage their time effectively, enhancing their ability to focus on tasks and participate actively in class.
According to the work of Doug Lemov, author of ‘Teach Like a Champion’, routines act as behavioural anchors, guiding students through the daily rituals of learning. When students know what to expect, it reduces anxiety, stress and uncertainty, contributing to a more focused and conducive learning environment.
Tom Bennett, echoes this sentiment by emphasising the role of routines in establishing clear boundaries. In his book ‘Running the Room’, Bennett advocates for explicit teaching of behaviour expectations through routines. By setting and reinforcing these expectations consistently, teachers create an atmosphere where students feel secure and are more likely to exhibit positive behaviour.
Teaching good behaviour through routines
While some may argue that children should inherently know how to behave, the reality is that teaching good behaviour is a vital component of a child's holistic education. Children are highly influenced by their environment, and without proper guidance, they may pick up negative behaviours that hinder their personal and academic growth. Teachers, as mentors and role models, have the responsibility to shape these behaviours positively, reinforcing the values that will contribute to a well-rounded and successful future. By actively teaching and modelling good behaviour via positive routines, teachers provide a roadmap for students to navigate social interactions effectively.
Expecting children to instinctively know how to behave may overlook the fact that they are still in the process of learning and developing. Instead of assuming that children will naturally grasp appropriate conduct, teachers have the opportunity to explicitly model and reinforce positive behaviours through established routines. For example, a morning routine that begins with a greeting and sharing of positive affirmations sets a tone of respect and kindness for the rest of the day. Such intentional daily reinforcement fosters a positive classroom culture that extends beyond individual routines into the broader learning experience.
Consistency breeds success
Classroom routines provide a consistent framework that not only guides student behaviour but also facilitates a smoother flow of instructional activities. When routines are established and adhered to, students can better anticipate transitions and activities, leading to a more efficient use of instructional time.
Doug Lemov's work emphasises the idea that the most effective teachers are masters of routine. By consistently employing routines, educators establish a rhythm that allows for seamless transitions between tasks. This continuity minimises disruptions and maximises the time dedicated to learning. In Lemov's view, the predictability inherent in routines allows for a more efficient use of instructional time, fostering an environment where learning becomes the primary focus. Furthermore, Tom Bennett highlights the impact of consistency on behaviour management. In his work, he advocates for the idea that routines act as a safeguard against behavioural issues, as they establish a normative pattern that students can follow. This, in turn, creates an atmosphere where disruptive behaviour becomes the exception rather than the rule.
Cognitive load and automated habits
The cognitive demands placed on students in a learning environment are immense. From processing new information to navigating social interactions, students are constantly managing a complex array of tasks. Classroom routines serve as a powerful tool to alleviate some of this cognitive load by automating certain aspects of the learning process.
Doug Lemov’s books ‘Teach Like A Champion’ and ‘Practice Perfect’ are big advocates of the fact that daily classroom routines can transform into habits, freeing up mental bandwidth for more cognitively demanding tasks. When both teachers and students become adept at routines, these actions become automatic, requiring less conscious thought. This not only allows students to focus more on the content being taught but also promotes a sense of independence and self-regulation.
Tom Bennett's perspective aligns with this idea, emphasising the role of routines in creating a conducive environment for learning. By reducing the cognitive load associated with managing daily tasks and expectations, routines empower students to engage more deeply with the academic material. Bennett argues that, when routines become ingrained habits, students are better equipped to navigate the complexities of the learning process.
Where to start?
If you’re now on board with the need to develop effective classroom routines for all the reasons that we’ve outlined above, then you may now be asking yourself - where do I start? Or where should I start first? The answer is to think about all the things that happen in your classroom (from children entering to children exiting) and reflect on where a set of simple routines might either speed things up, make things clearer or easier, reduce wasted time, or enable students to do things without having to think about them.
You might look at entry routines into the classroom eg. How they enter and what they immediately do after they enter and sit down. By creating a strong and consistent routine here you can ensure that your students enter in the correct manner, sit down and get to work on your starter/bell activity immediately - all whilst you’re meeting and greeting and then doing your register.
You might also want to think about transitions between tasks, or how students give out or collect books/equipment in? Transition time between tasks can be done really well, really quickly and really smoothly without fuss; or on the other hand it can become the nemesis of the teacher that can derail your lesson and take you a few mins to get students back into a productive work mode.
And finally, you might want to think about exit routines. In secondary schools where children move between classrooms every hour, the way that teachers let their students leave the classroom at the end of the lesson, impacts on how students arrive at the next teacher’s classroom for the next lesson. Therefore, spending time thinking about calm and orderly exit routines (end and send), might just help every teacher out in your school. We all know that if students leave in a chaotic and unstructured manner, that there’s a high probability that they’ll need settling down in their next lesson before the teacher can even start.
Summary
The implementation and reinforcement of positive classroom routines demands a deliberate and conscious daily effort by teachers. By establishing routines that are clear, consistent, and purposeful, teachers can create a learning environment that not only fosters positive behaviour but also reduces cognitive load and allows students to redirect their energies and thoughts into the more difficult matters that they come across in their lessons. As creatures of habit, our brains are wired to seek out, and be comfortable in consistent and familiar environments. We must remember that our children are no different and that our learning environments need to embrace this, if we want them to be the best that they can be.
