Post written by Kerry Griswold Fitch
Piano instructor Frances Clark once said, "Teach the student first, the music second, and the piano third." We must first teach our students our expectations and how to be successful in our classrooms before we jump into content. When you have procedures and routines in place, your time with students is maximized—and time is a sought-after commodity, whether you come from an affluent district or one battling budget cuts. In order to acquire more time, we must spend time on properly rehearsing expected routines and procedures with our students (Wong & Wong, 2004). When students are on task and meeting your expectations, you can then give them the careful and thorough observation and feedback they need.
WHERE TO START
Expectations tie right into your procedures and routines. In September, ask yourself, "What do I expect all students to know and be able to do?" My consistent top five expectations were as follows:
- Respect yourself, others, and the environment.
- Always try your best.
- Know the proper way to ask to leave the room (nurse, bathroom, etc.)
- Know how to acquire materials (pencil sharpening, asking for paper, etc.)
- Know how to transition from one task to another
Routines and procedures for these common expectations helps all successfully participate in class. For many years, I taught 9th grade in a poverty-stricken district, and my students came from a range of socioeconomic backgrounds and academic abilities. Although I always received a diverse group, my routines and procedures helped level the playing field and create a safe place where learning could thrive. Students knew what was
