Having a classroom routine can help children know what to expect and make each day run smoothly. Routines are also important in ensuring that actions are completed safely and can help prevent accidents. Therefore, it makes sense to implement procedures in your classroom.

Beginning of the day. When they arrive at school, children must be clear about where to put their things, where they should wait until lessons begin and how they will know it is time to make their way to the classroom. For example, is there an alarm or whistle telling them it is time for lessons?

Entering the classroom. Some examples are lining up outside the classroom before a lesson, coming in only when told, and walking rather than running.

Leaving the classroom. The same applied when leaving the classroom. Rules should be put in place for when children should or should not leave the classroom. To avoid accidents, children should be fully aware of how they should leave the room.

Late arrivals. What is the system for children who arrive late? Do they need to report to the reception or office, and do they need to provide explanations for lateness?

Being in the hallway. If there are times when children should or should not be in the hallway area, they need to be told. The behavior expected of them in this area needs clarifying.

End of lessons. Do materials need tidying away at the end of the day, and where do they go? When are children allowed to leave the classroom?
Leaving the building. When are children allowed to leave the building? Who will supervise them?

Meeting parents. There should be a clear set time that parents arrive to collect children, and they must be aware of this. Children need to know where to go at the end of the school day and not leave the premises without permission.

Late collection. If a child’s parents are not there at the agreed collection time, then there should be a protocol in place to ensure the child is safe and supervised until an adult arrives to collect the child. Inform parents what to do if they are unexpectedly delayed.

How students get supplies. Areas of clarification include when children are allowed to access supplies, asking permission, and where they can or cannot go to collect supplies.

How students sharpen pencils. Should children sharpen their pencils at their desk and then remove debris as they leave the classroom, or do they need to sharpen pencils directly into the bin.

Collecting homework. Children need to know where and how to collect their homework, how and when it needs returning on completion, and what to do should they require assistance.

Finishing assignments early. If assignments are finished early, do the same procedures still apply, or are they different?

Transitioning between activities. Issues may include tidying aware materials no longer needed, getting new supplies, understanding the tasks, and working in different groups necessitating movement around the classroom.

Participation in learning centers. Where, when, and how children may access learning centers are all areas for clarification.

Sign language. Using signs and gestures is an effective way of getting the whole class to cooperate with certain aspects of the day. Establish signs for quiet time, pay attention, go to the washroom, and ask questions.

Group assignments. During group activities, communication is important. Establish rules about taking turns in discussions, how they should communicate, and acceptable noise levels.

Being a classroom helper. Classroom helpers need clarification about their roles and what your expectations of them are in your classroom.
Helping others. When and how children may help other students and not appropriate for them to do so.

Parents newsletters. Decide on the regularity of newsletters and what information should be included in them. Also, decide who should contribute to the newsletters.

Inappropriate behavior. Make it clear from the start what behavior is unacceptable and what the consequences are as a result of inappropriate behavior.

Parent contact. On what occasion are parents contacted, and who is responsible for making this contact? How can parents contact you to raise any concerns?

Students are feeling sick. There should be procedures for when a child feels sick that apply to all classrooms in a school.

What to do during free time. Are children limited to where they can go and what they can do?

Using the school library. Children need to know what occasions they may use the library and what the rules are in the library.
Preparing for lunch. If there is a system of who goes when for their dinner.

Garbage rules. The disposal of garbage is an opportunity to teach children about recycling. Create separate areas for the disposal of different materials.

Fire drill. The safety of children is the predominant concern at all times. Ensure the school has a proper fire drill in place and that this is practiced regularly, so children know exactly what to do in the event of a fire.

Lining-up. Learning to stand in a queue is something children should learn quickly as it is part of many different aspects of the school day. They need to know where and when to the line-up.

Indoor/outdoor recess. If there are different areas for different classes, the children need to know this. Also, they need guidance regarding behavior during recess.

Circle time. There should be set times when you have circle time, and the children need to know what to expect during this activity, what your expectations are, and how they should behave.

Daily schedule. Children often respond well to set classroom routines and knowing what is happening at each part of the day. This may be particularly important for some children with special educational needs.

Weekly schedule. As with the daily schedule, children respond well to a weekly routine and know what is happening each day.

Students birthday. It is nice to celebrate each individual’s birthday in some way, perhaps by singing to them at the beginning or end of the day. Keep a record of dates of birth so that nobody is forgotten.

Displaying students’ work. Decide which work is displayed when and how often you will change displays.

Using computers. If there are a limited number of computers available in the school, you may need to organize a booking system to decide which classes can use computers and when.

Grading. Not all pieces of work will need to be graded. It would help if you thought about which work is part of the learning process and what actually needs grading. Will you grade homework? When will you complete the grading?

Report cards. What are the report cards used for? Who is responsible for their completion? Are parents involved in monitoring?