3 Thinking Errors about teaching routines

Many teachers have common thinking errors when they are teaching or reflecting on classroom routines. Over the years, I've heard many comments like this:

  • I've taught my expectations. They should know this by now. 
  • How many times do I have to tell them what to do? 
  • I shouldn't have to teach my expectations over and over. 
These thought patterns raise your stress level, but they do not change behavior, help your students learn, or make you happy. 

I suggest that you notice these thoughts as they come up in your mind, but do not react to them. Here are some examples. 

You think:  I've taught my expectations. They should know this by now. Ahh. I am having this thought again. It's a should thought. Every child learns at a different rate. If it was mid way through kindergarten and a student was struggling with skipping, I wouldn't be upset at the child for their current skill level. They haven't fully learned my expectations yet, so I need to teach them in a way that is different or just keep practicing like any other skill. I would not lecture a child for not being able to skip. I would break it down into smaller steps. I just need to reteach in smaller steps. 

You think: How many times do I have to tell them what to do? This is a should thought as well. I'm really thinking that I shouldn't have to tell them what to do. If I need to remind them while they are doing the routine, that is a sign that they are not at the independent practice stage yet. 

If I am teaching long division and a student needs a reminder for each step, that is a clear sign they need more guided practice and independent practice.  It might be that my students need more guided practice with feedback. It also might be that my students need more independent practice with feedback. 

Am I letting them do the routine without any reminders as a class and then giving them feedback at the end? Maybe the problem is that I never moved past guided practice with routines. 

I shouldn't have to teach my expectations over and over. This is a should thought. The situation is what it is. If I compare it to what I think it should be, I'm going to feel frustrated. 

Do I need to teach my expectations because students really don't know what they are or because they are choosing not to follow them. I need to start by assuming that students actually do not know what they are. How can I find out if this is true? 

I could ask the class to do the procedure or demonstrate the expectation for a lesson and really observe. I would purposefully not give a single reminder. Without reminders, what percentage of the students are following the expectations? If that number is high, it is a clear sign that they didn't actually learn what I taught. I need to reteach in a better way. 

If that number is low, I need to be following my classroom management plan. What is my plan and am I following it consistently with all students that do not have specific behavioral accommodations in a 504 or IEP plan? 

I encourage you to talk back to your thoughts. Your thoughts can cause you to feel more stressed, or they can help you feel calmer and be a more effective teacher. Relationships, Relevance, Routines and Reinforcement are the key to a strong classroom community. 

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