Classroom Systems and Procedures: Building Success Through Structure
Classroom systems and procedures serve as the foundational elements that underpin a successful educational environment. Establishing a well-structured framework is essential, as it fosters consistency and predictability, enabling both educators and students to thrive in the learning process. Through the implementation of effective routines, we can mitigate chaos and promote an atmosphere conducive to focused learning. This episode elucidates the significance of these systems, offering practical insights into their formulation and integration within the classroom. By embracing these strategies, we empower our students to cultivate autonomy and responsibility, ultimately enhancing their educational experience.
Structure within the classroom is not merely a preference but a critical necessity, as elucidated by Mr. Funky Teacher, Nicholas Kleve, in this enlightening episode. The discourse centers on the establishment of systematic routines that serve as the bedrock of effective teaching and learning. Mr. Kleve asserts that without a robust framework of systems and procedures, classrooms can quickly devolve into disarray, hindering the learning process and negatively impacting student behavior. He emphasizes that by providing students with a clear understanding of expected routines, educators can significantly enhance their ability to focus on learning rather than logistical concerns.
The episode meticulously outlines various essential classroom systems, including methods for entering and exiting the classroom, handling bathroom breaks, and submitting assignments. Mr. Kleve provides practical examples and strategies for implementing these systems effectively, advocating for the necessity of consistent modeling and reinforcement. He stresses the importance of celebrating successes within these routines, which not only acknowledges student efforts but also fosters a culture of positivity and accountability.
Ultimately, this episode serves as a compelling reminder that classroom systems and procedures constitute the backbone of a productive learning environment. They facilitate predictability, reduce anxiety, and empower students with a sense of independence and responsibility. Mr. Kleve’s insights encourage educators to reflect on their practices continually, ensuring that the systems in place evolve to meet the dynamic needs of their classrooms, thereby nurturing an environment where both students and teachers can thrive and flourish.
Takeaways:
- The establishment of effective classroom systems and procedures fosters an environment conducive to learning, thereby allowing students to thrive academically and socially.
- Without structured routines in place, chaos can quickly ensue, hindering both teaching and learning processes within the educational setting.
- Modeling classroom expectations and routines is paramount; students must be shown precisely how to adhere to established procedures for optimal success.
- Teaching systems effectively requires continuous practice and reinforcement, ensuring that students are consistently aware of and engaged with classroom expectations.
- Reflecting on and fine-tuning classroom procedures is essential; educators must be willing to adapt their systems to better suit the evolving needs of their students.
- Systems and procedures empower students with independence and responsibility, equipping them to navigate their learning environment effectively.
Links referenced in this episode:
Companies mentioned in this episode:
- Be a Funky Teacher
Transcript
Yeah, he's Mr. Funky.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Mr. Funky Teacher inspires greatness, makes you feel good.
Speaker A:Like your favorite playlist.
Speaker A:Keeping that fresh and funky.
Speaker A:Yes, he does.
Speaker A:He got some funky cool ideas to share for all you teachers.
Speaker A:He can empower others, students and teachers.
Speaker A:It's all about hard work and creativity.
Speaker A:He brings out the kindness in everyone.
Speaker A:He's got the passion to teach.
Speaker A:You hear it when he speaks.
Speaker A:He knows how to build strong relationships.
Speaker A:If you're seeking the best, funkiest, he is it.
Speaker A:He will empower you to improve.
Speaker A:You'll be helping others and loving it too.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Yeah, he's Mr. Funky Teacher.
Speaker A:Yeah, yeah, yeah.
Speaker B:This is Mr. Funky Teacher with Be a Funky Teacher dot com.
Speaker B:I'm coming to you with another Be a Funky Teacher podcast.
Speaker B:Today's episode we are going to be focusing on classroom systems and procedures.
Speaker B:Building success through structure.
Speaker B:That's right.
Speaker B:That's what we're going to be focusing on.
Speaker B:But before we get into it, let's talk about those three things I'm thankful for today.
Speaker B:First thing, water.
Speaker B:I'm thankful for water because staying hydrated, it keeps me going through the long school days.
Speaker B:The second thing that I'm thankful for is supportive colleagues.
Speaker B:I'm new to my school district this school year, but I do have some really great supportive colleagues.
Speaker B:Nothing beats having a team that's got your back.
Speaker B:And so I do from fellow educators, the paraprofessionals.
Speaker B:I'm just so thankful for those supportive colleagues.
Speaker B:Third thing, crisp, chilly mornings.
Speaker B:As I've been getting up, I'm noticing that the mornings aren't so humid, aren't so hot when I wake up.
Speaker B:We have there's a crispness in the air when I wake up and go out to my vehicle and head out to work.
Speaker B:And I like those cool, crisp mornings, kind of get in the morning started where it's not so stinking hot in the morning.
Speaker B:So those are the things that I'm thankful for.
Speaker B:Shall we get into it?
Speaker B:All right.
Speaker B:Classroom systems and procedures.
Speaker B:I'm very big in classroom procedures, systems.
Speaker B:It's for me, it's all about trying to build success through structure in the classroom.
Speaker B:Now, why are systems and procedures important?
Speaker B:Why do systems and procedures matters?
Speaker B:We got to think of it like this.
Speaker B:Without systems, chaos takes over.
Speaker B:It really does.
Speaker B:And it can happen so quickly.
Speaker B:I think of students thrive when they know the how of the classroom.
Speaker B:They do.
Speaker B:Systems equal structure and structure equals freedom to focus on learning.
Speaker B:I want to be able to focus on Learning.
Speaker B:I want to be able to focus on being able to teach.
Speaker B:But we've got to have those systems in place because that systems are the things that give the whole classroom structure.
Speaker B:And the structure of a classroom really can help give a strong backbone to a classroom so we can teach.
Speaker B:And there are times when we have to take more time building out systems in a classroom, because if students are struggling with behaviors or if you're at a new place, for example, it just sometimes can.
Speaker B:Can take a little bit more time.
Speaker B:But it doesn't mean we should give up on systems.
Speaker B:This means that we gotta lean into it even more.
Speaker B:So what are some key systems that every classroom needs?
Speaker B:Every classroom needs different things.
Speaker B:I don't care if you're kindergarten.
Speaker B:I don't care if you're all the way up to high school.
Speaker B:What are some systems that we need for a functioning classroom?
Speaker B:Well, one is entering the classroom.
Speaker B:What does it look like to enter the classroom?
Speaker B:How do students arrive and how do students settle down in the classroom to get their day started?
Speaker B:What does that look like?
Speaker B:And then leaving the room, leaving the classroom at the end of the day or end of a class period or whatever that looks like?
Speaker B:When students are leaving the classroom, what does that look like?
Speaker B:What do students need to do?
Speaker B:What are the routines that have to take place?
Speaker B:Bathroom procedures?
Speaker B:What are the signals?
Speaker B:You know, are there signals that we need?
Speaker B:Are there passes that we have to give, or is there a sign out, sign in process in the classroom that, that we have to lean into in term for.
Speaker B:For how students go to the restroom?
Speaker B:Is.
Speaker B:Are there certain expectations around bathroom procedures?
Speaker B:One at a time.
Speaker B:Is there a group that's important right now?
Speaker B:Like how my bathrooms are where I'm at is completely different.
Speaker B:The bathrooms are completely different than they were at my prior school.
Speaker B:And that's okay.
Speaker B:I just had.
Speaker B:I have to modify the systems and procedures to be reflective of the space that I'm in.
Speaker B:Turning in assignments, what does turning in assignments look like?
Speaker B:What.
Speaker B:How.
Speaker B:How does that look?
Speaker B:How does that feel?
Speaker B:What.
Speaker B:What are the procedures in terms of even putting names on top of papers?
Speaker B:And in terms of, you know, is there a certain spot in the room?
Speaker B:Is what does that look like?
Speaker B:What does that feel like?
Speaker B:What is the system in place for that?
Speaker B:Movement and transitions.
Speaker B:If you're moving or transitioning from one subject to a next within a classroom or outside of a classroom, fear you're transitioning and moving to a fire drill.
Speaker B:That's part of movement and transitioning.
Speaker B:If you're going from One thing to another, what does that look like, feel like when you ask students?
Speaker B:I think of when students line up in my classroom to leave the room.
Speaker B:Do they have a certain line order or can they just line up wherever?
Speaker B:What is your expectation around them?
Speaker B:Being quiet or making sure they're ready.
Speaker B:So transitions and movements, moving and transitioning from one thing, one subject to another, one activity to another.
Speaker B:Fire drill, as I had mentioned.
Speaker B:So like a thing, like there's got to be a system in place for that.
Speaker B:Now the next thing I want to lean into here is the importance of teaching systems effectively.
Speaker B:We have to model, model, model, model.
Speaker B:We have to show students exactly what we want.
Speaker B:That modeling is such a critical piece to it.
Speaker B:We have to practice.
Speaker B:Don't just tell, have them do multiple times.
Speaker B:And if it's not done the way that you want it, guess what, you gotta do it more multiple times.
Speaker B:I, I, I, I do a lot of practicing in my classroom.
Speaker B:I'm, I'm nine days in and I still do a lot of practicing, doing a lot of not just telling them I'll try to get, give it, give some feedback.
Speaker B:But then we're practicing and trying to reinforce, hey, this is, I try to correct, but I try to be consistent on, hey, this is how it has to be.
Speaker B:And then we practice it and then we celebrate when we get it right, when, when a system and procedure is running smoothly, we celebrate.
Speaker B:I make it a big deal.
Speaker B:You know, sometimes we have some sort of, we have some sort of celebration.
Speaker B:It could be just words of affirmation.
Speaker B:It could be a sucker or a piece of candy.
Speaker B:Not always, though.
Speaker B:It could be something, it could be some sort of, we cheer, cheer each other on that for, for an effective system being implemented.
Speaker B:But we celebrate in some way because we make it a big deal because that's a part of an effective running classroom, having an effective learning system in the classroom.
Speaker B:So why do systems and procedures benefit students?
Speaker B:Well, it does bring some predictability to the classroom, which can, it can reduce anxiety, anxiety for the teacher, anxiety for students.
Speaker B:It's not that we want to have every little detail in our classroom feeling like it's, it's, it's fully predictable, but we can bring in some of that unpredictability into our teaching to kind of make it fun.
Speaker B:Right?
Speaker B:I mean that, that's the area that the space that we want to be able to lean into to kind of make things kind of kind of fun and, and playful and maybe unpredictable is our actually teaching itself.
Speaker B:Some of the things that we bring in.
Speaker B:But the systems and procedures have to be there.
Speaker B:They have to be there where students know what to expect and that we have every part of the day.
Speaker B:I would argue that every part of the day has to have a system and procedure in place for success because that's where students could get themselves into trouble or a classroom could fall apart really quickly if we don't have a system of procedure in a class that figured out and taught and planned for that.
Speaker B:That's just the bottom line.
Speaker B:And so students also benefit from systems and procedures because then they can focus on learning and not logistical stuff.
Speaker B:It also teaches responsibility and independence.
Speaker B:When you can get a classroom that can, you can lean into, hey, this is how it's done.
Speaker B:We know how it's done.
Speaker B:We practice how it's done.
Speaker B:It really is empowering students with responsibility then and independence.
Speaker B:I love a classroom when it feels like it could almost run without the teacher because students know the systems, they know the procedures in place.
Speaker B:And this, it functions.
Speaker B:So how important that systems and procedures is so important?
Speaker B:So it's like the lifeline for the classroom, I would argue.
Speaker B:And then just reflection, taking time to reflect on systems and procedures.
Speaker B:It really comes down to that.
Speaker B:Even veteran teachers like me need to reteach systems every year.
Speaker B:Sometimes it takes longer to teach systems, sometimes it takes longer to teach systems procedures.
Speaker B:Really though, the time that you invest now plays dividends all year long.
Speaker B:And if students are struggling with this system, I'm reflective also, like, could I tweak it or change it to better meet our class needs?
Speaker B:Could be a better functioning experience for the students because systems and procedures do change.
Speaker B:We don't want to try and try to try to change them willy nilly, just I kind of on a whim anytime and all the time.
Speaker B:Because in students that sends a really confusing message to students where they don't know what they're doing because, oh, it changed again.
Speaker B:We go day after day where, you know, we've had if nine days of school and a procedure or a system has changed nine different times, that's not good.
Speaker B:Or, or we just kind of make it up as we go.
Speaker B:No, even, even this summer I spent a lot of time thinking about and updating systems and procedures in the new space that I'm in.
Speaker B:And there's still things that I'm tweaking, but I'm trying not to tweak it dramatically because I, I don't want to.
Speaker B:I want to give a, a strong, clear, communicative message to the students about how things work and Just reflecting on if a system once again is not working or if it needs to be tweaked, that we come together as a class and talk about it.
Speaker B:And right now I have some systems written on the board as students are getting used to it.
Speaker B:And I direct students to those systems on the board, but particularly around leaving the class classroom and bringing our classroom clothes at the end of the day and starting the classroom in, in the morning with whether, whether it's do it.
Speaker B:I, I think of in my own classroom right now.
Speaker B:I want, I, I have so I have the things written on the board like where students come in that they need to get a, like a bell.
Speaker B:Well they come in, they do a, they get their chair from these desks that have been stacked.
Speaker B:And the reason why I have these chairs stacked is it makes it, the custodians have asked a few things that have actually impacted my systems and procedures in my classroom.
Speaker B:And that's the thing too is you might have other people impact your systems and procedures.
Speaker B:You might like it done a certain way and custodians or other staff might ask that hey, can you kind of tweak something to better adjust for them too?
Speaker B:And I try to accommodate some of those requests when possible to you know, keep people happy but yet still be kind of in a functioning space.
Speaker B:So I have an aboard written things like hey, like get your chair from the stack of towers.
Speaker B:You know, grab, grab your, your container from your locker that we have lockers in our classroom pick up.
Speaker B:Oh, do a mental health check in in the morning.
Speaker B:Do I have it where they pick up a math activity sheet as a bell ringer.
Speaker B:I, I have these things listed just as reminders right now.
Speaker B:Will I even need to have that listed in my classroom after probably a few more weeks?
Speaker B:Probably not.
Speaker B:I hope not.
Speaker B:But I, I, I will see.
Speaker B:I, I'll still have it posted because it's just a good reference.
Speaker B:If students are having an off day and they're not thinking hey, they can refer to this system, it's listed there.
Speaker B:So having systems even written down for students can be beneficial, especially if it's a multi step system.
Speaker B:Can be, it can be a pretty important thing.
Speaker B:And then they'll go back to the reflecting on the systems too.
Speaker B:Constantly reflecting on systems.
Speaker B:And is there something they, we have to think is there something we could do to make a system, tweak it to make it more effective or is there students that might need some extra practice with it or some retraining or repractic.
Speaker B:Those are all things that go into running a successful classroom.
Speaker B:So as we bring things to a close here, I think about how classroom systems and procedures aren't just rules.
Speaker B:They're.
Speaker B:They are the backbone of a successful learning environment.
Speaker B:Teach them, practice them, and live them, and you'll free yourself and your students to focus on what really matters, learning and growth.
Speaker B:Well, that brings this episode to a close.
Speaker B:Talking about systems and procedures, I want you to remember to inspire greatness and young people.
Speaker B:And don't forget to be a funky teacher.
Speaker B:Bye, now.
Speaker A:He's Mr. Funky Teacher?
Speaker A:Yeah?
Speaker A:He's Mr. Funky teacher?
Speaker A:Yeah, yeah, yeah?
Speaker B:SAM.
