Learners with social, emotional and behavioral challenges tend to be acutely sensitive to the
environment. When they detect a warble in the structure, consistency or predictability, they perceive it
as a lack of stability and become more reactive. Reactivity leads to an increase in behavior problems.
What better time than a new year to revisit your classroom rules, procedures and routines! Perhaps
the structure needs some tightening. Maybe some procedures have gone raggedy. And those classroom
rules—are they posted in the same place? Is the paper yellowing? Is it time to change some or all of
them? Is nuisance behavior increasing?
A “Make Over” is a great way to renew classroom expectations and revitalize classroom management!
Consider following the schedule below or creating your own with consideration to grade level and need.
The keys to establishing solid procedures, routines and rules are:
- Be specific and consistent.
- Model. Practice. Notice and Appreciate.
- Cue before and congratulate until the practice becomes second nature.
Day 1: Explain “Make Over” Week Initiative and Do an Overall Assessment: (10 minutes). For HW: Ask
students to think about what routines, procedures and rules are in place and what changes might be
needed. Begin the make-over with procedures and routines.
Day 2: Classroom procedures and routines—(20-30 minutes, 1 or 2 days). With students, make a
master list of all procedures and routines that need to be in place, for example: lining up, late to class,
changing groups, sharpening a pencil, going to the restroom, interruptions, independent work, etc.
(Either in small groups or whole class.) Assign small groups of students to work on specific procedures
or routines. Collect and review. (If preferred, prioritize the list and put a couple into practice with entire
class.)
Day 3: Rules—(20 minutes). Have students go over the rules. Consider each rule to determine if it
is needed, designed correctly, and what the consequences should be when not followed. Rules are
positively stated—behavior that is expected. For example, we are polite and courteous. (Say please and
thank you. Ask before taking. Keep our hands to ourselves, etc.) Students should know ahead of time
what the consequences will be for not being polite and courteous. EG, simple redirect, redo, time out…
Day 4: Put Procedures & Routines into Practice (20 minutes). Select 2 procedures and focus on these.
Put a Y chart on the board. Ask students what the procedure looks like, feels like, and sounds like. Then
have them practice the procedure. For instance, if students are moving from independent seat work into
small groups, what does the practice of moving look like, sound like, and feel like? (Cove every aspect
from desk to the body!) Have one or two students model the procedure. Have the whole class practice
it. Notice, name and appreciate every student who does it correctly. Practice the procedure each day
until it becomes second nature. Revisit the plan if the procedure begins to get raggedy again.
Day 5: Look in the “mirror.” Do a micro-formative assessment of the week. Ask students what has
improved and what needs to be improved. Select the procedures to work on the following week and
determine if there is to be any whole class, team, or individual incentive. (NOTE: whole class incentives
work best when positive attention is paid. These backfire when one student who has difficulty becomes
the scapegoat, so be sure not to set a student up for negative social feedback.)
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