Many of the routines of the school day have been frayed by the pandemic.\u00a0From kids unable to engage in work to walking out of class altogether, we are seeing norms and relationships stretched and tested like never before. This might even be described as \u201cnormal\u201d right now \u2014 as in that it\u2019s the norm, it\u2019s typical and (sort of) expected (note: not \u201cnormal\u201d in the more colloquial sense of \u2018the way it\u2019s supposed to be\u2019). It makes me wonder if intentionally centering relationships and routines could help ease things?<\/p>\r\n\r\n\r\n\r\n

That\u2019s what teaching is, isn\u2019t it? It\u2019s about being in community with young people. At least that\u2019s what has been true for me. Sure, it\u2019s also about \u201cteaching\u201d them things – but a wise person once said we don\u2019t teach subjects\u2026we teach children. And they sure teach us a lot, too.<\/p>\r\n\r\n\r\n\r\n

Wobbles<\/h2>\r\n\r\n\r\n\r\n

It took me a while to learn how to be with my students. My first year teaching, I danced between tight control and laissez-faire. My students waffled from rebellion to no boundaries. (Spoiler: neither really worked out like I\u2019d hoped.) It was kind of a mess. But it was a caring and connected mess. We had fun at least. But I still hadn\u2019t figured out how to be. What was my role as the \u201cadult\u201d in the room? As the teacher?<\/p>\r\n\r\n\r\n\r\n

Sometimes we call this part of teaching \u201cclassroom management\u201d, but the more I think about that term and what it implies the less I like it. I don\u2019t want to \u201cmanage\u201d students; I want to nurture their learning. I don\u2019t want to have \u201ccontrol\u201d of my class, I want to engage them. I don\u2019t want to instill a culture of \u201ccompliance,” I want to co-create a community of caring and curiosity.<\/p>\r\n\r\n\r\n\r\n

Routines that become\u2026routine<\/h3>\r\n\r\n\r\n\r\n

In the summer following my first year teaching, my team attended a Developmental Designs<\/a> professional development workshop. And it was a game changer. (Full disclosure: I am such a believer in the Developmental Designs ways that I have become a trainer.) I learned a different way to be in relationship with my students. I learned how to share power and scaffold responsibility so that my students could partner with me and one another in co-creating our learning space. And I learned very concrete ways to accomplish these aspirations.<\/p>\r\n\r\n\r\n\r\n

It was in this workshop that I first learned about Boynton & Boynton\u2019s research on classroom management and the importance of proactive management. Essentially, the Boyntons found that if we spend 40% of our time building relationships with and among our students, and 50% of our time establishing and practicing routines, we\u2019ll only need to dedicate 10% of our management time to reactive strategies \u2014 dealing with things that aren\u2019t going as intended.<\/p>\r\n\r\n\r\n\r\n

Too good to be true?<\/h3>\r\n\r\n\r\n\r\n

It kind of sounds too simple, doesn\u2019t it? But after aiming for that formula for several years (and practicing routines ad nauseum), I found it to be mostly true. And while these numbers may not hold up in the collective trauma that is school-during-covid, I still believe that we find our power to fly in relationships and routines.<\/p>\r\n\r\n\r\n\r\n

But how?<\/h3>\r\n\r\n\r\n\r\n

According to Boynton & Boynton\u2019s research, approximately 50% of our \u201cmanagement\u201d efforts should be directed to developing and practicing routines. In my experience, no routine is too small: how to sharpen a pencil, how to move a chair, what to do when the bell rings. All of the seemingly small, inconsequential things that somehow halt the flow.<\/p>\r\n\r\n\r\n\r\n

Are you noticing any patterns of where things are going not-so-well? Is it when students enter the room? Is it transitions? Is it independent work time? Make a list of important routines (bonus if you can do this with your colleagues and students). Then, hone in on a couple of these routines and think about how they should go. What are the steps to success? Break it down into super small parts. First do this yourself. Then together with students \u2014 leave room for their ideas and suggestions. How could we make this better\/more effective\/quicker\/less disruptive? What are the benefits to us as a group if this goes well? Why would it be important to make sure this happens smoothly?<\/p>\r\n\r\n\r\n\r\n

Practice, Practice, Practice<\/h3>\r\n\r\n\r\n\r\n

Then, practice. And practice some more. Like, literally get up and do the steps you just articulated. Have the students practice. It will feel silly! That’s ok. It\u2019s also ok if it takes half (or all) of your class to get this important routine down. Because this is an investment in the future. As they say in Developmental Designs, \u201cgo slow to go fast!\u201d<\/p>\r\n\r\n\r\n\r\n

Then tomorrow, perhaps a quick reminder of how the routine goes. And don\u2019t forget to notice success! If it took 17 fewer seconds for students to transition today, that\u2019s something! If you accumulate enough of that \u201csaved time\u201d you could even celebrate with a game of silent ball!<\/p>\r\n\r\n\r\n\r\n

Finally, when routines begin to slip again (and they will, especially after a long weekend or vacation, but really any time), practice again. Invite students to review the routine, why it matters and take a minute to practice. Rinse. Lather. Repeat.<\/p>\r\n\r\n\r\n\r\n

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