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Tools for the Teacher’s Toolbox on Classroom Routines and Procedures

Authors:  LaShauna Britt, M.Ed., Daria Lorio-Barsten, M.Ed., BCBA, and Kara McCulloch, M.S.

At this time of the school year, you most likely have classroom routines and procedures in place. But is your classroom running as effectively and efficiently as you would wish, or do you find yourself saying the same things over and over? Are there students who still need frequent reminders about where to get a pencil or what to do once they have completed assignments?

To succeed, all must know what teachers expect in the classroom and be able to identify what those expectations look and sound like (Myers, Freeman, Simonsen, & Sugai, 2017). Effective classroom routines and procedures are evidence-based practices that maximize time for instruction (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). As such, they serve as a foundation for classroom management, which is vital to learning (Lester, Allanson, & Notar, 2017).

Reflecting on their practice helps teachers improve classroom effectiveness. So consider taking another look at your routines or procedures to fine-tune them or make improvements for your classroom. Below are examples of resources on classroom routines and procedures that can help teachers to adjust their practices, if needed, to create an effective classroom with maximized time for learning.

Resources on Routines and Procedures

Classroom management routines reduce challenging behaviors and allow teachers to focus on instruction (Lester et al., 2017). The resources provided in this article can help you establish or refine structures in your learning environments. While setting up routines takes time and effort, the endeavor is well worth it. Structured routines and procedures save instructional time in the long run and provide an atmosphere of organization that maximizes student learning.


Lester, R. R., Allanson, P. B., & Notar, C. E. (2017). Routines are the foundation of classroom management. Education, 137(4), 398-412.

Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom management with exceptional learners.Teaching Exceptional Children, 49(4), 223-230.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.


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