Grade
Level/Content Area
1st Grade
PROCEDURES
PROCEDURE
Entering Classroom
SPECIFIC STEPS
1. Walk students to the door.
2. Greet each student at the door with
a hello (students may choose 3
H’s– handshake, high-five, or hug).
3. Students put belongings in their
cubbies (coat, food, backpack).
4. Students put homework in the
homework bin.
5. Students move name on the lunch
chart.
6. Students sit quietly at desk and
begin working on the Do Now.
Lining Up
1. Students will get in active listening
position at their desks.
2. Teacher will call students to line up
based on who is quiet and sitting in
the active listening position, or
randomly (everyone whose first
name begins with the /k/ sound)
3. Girls will line up along the cubbies
facing the door.
4. Boys will line up along the front wall
facing the door.
5. Students will line up at the spot on
the floor that has their name written
on tape.
6. Students will stand with their hands
at their sides facing forward and will
not speak.
7. Teacher will explain the lining up
rubric (from 1-5), giving examples of
the different numbers.
8. When teacher gives the signal of a
5, students may begin walking into
the hall.
Bathroom
1. Students form two lines following
line-up procedure.
2. Students exit the room stopping in
P-6(1): This procedure
for entering the
classroom addresses a
core inefficiency with a
structured routine. (BP)
P-6(2): This procedure
also enables the class to
run more smoothly
because students will
enter the room and
begin their work. (BP)
P-6(1): This procedure for
lining up addresses a core
inefficiency with a
structured routine.
However, it does not
address how the teacher
will first get the attention
of the class. (BP)
P-6(2): This procedure
also enables the class to
run more smoothly because
without it, lining up may
take up additional learning
time. (BP)
P-6(1): This procedure for
going to the restroom
addresses a core
inefficiency with a
structured routine.
However, it does not
address how the teacher
will first get the attention
of the class and then how
students will form lines.
(BP)
P-6(2): This procedure
also enables the class to
run more smoothly because
3.
4.
5.
6.
7.
the hallway at the next door on the
right.
Students proceed until the
bathroom doors.
2 girls enter the bathroom and 2
boys enter the bathroom at the
same time.
Boys use the stalls in the bathroom
so teacher can see students’ feet
Students do not use sinks, but exit
the bathroom and get hand sanitizer
from the teacher.
Student goes to the end of the boys
or girls line and waits silently to
return to the classroom.
Getting Students’
Attention
1. Teacher raises hand and closes
mouth.
2. Waits for all students to follow suit.
Dismissal
1. When the teacher announces that it
is time to get ready for dismissal, all
groups will sit in active listening
position.
2. Teacher will play the dismissal song
(classical music).
3. The teacher will dismiss one group
at a time to go to their cubbies and
get their belongings then return to
their desks and place anything that
needs to go home inside their
backpacks.
4. Once all groups have retrieved their
belongings, the teacher will dismiss
each group as per the lining up
procedure.
Materials Distribution and
Collection
1. When a lesson requires that
students have supplies such as glue
sticks, crayons, or markers, the
materials manager will be
responsible for getting the group’s
materials bucket and bringing it to
P-6(1): This procedure for
getting students’ attention
addresses a core
inefficiency with a
structured routine. (BP)
P-6(2): This procedure
also enables the class to
run more smoothly, even
if it may not create more
instructional time. (BP)
P-6(1): This
procedure for
dismissal addresses a
core inefficiency with
a structured routine.
(BP)
P-6(2): This
procedure also
enables the class to
run more smoothly
during dismissal
because students are
dismissed by group.
(BP)
P-6(1): This procedure
for materials distribution
addresses a core
inefficiency with a
structured routine.(BP)
P-6(2): This procedure
also enables the class to
run more smoothly
because without it,
passing out and
collecting materials
might waste extra
instructional time. (BP)
the table.
2. When the teacher announces it’s
time to wrap up the activity, the
manager will collect all materials
that aren’t being used and place
them in the bucket
3. At the close of the activity the
materials manager will check to
make sure that all materials are
returned to the bucket and take the
bucket back to its designated area.
Narrative
Plan to Introduce Procedures
EVALUATOR: So, thanks a lot for sharing your procedural plans with me. This is
making me think more about how the introduction of the procedures is often linked to how
time for learning is maximized, and in turn, how that affects student performance. Can you
talk me through how you plan to teach one of them to your students? How about the
bathroom procedure?
TEACHER: Sure. We’re obviously going to tackle that one early on – I know that even
6-year-olds have accidents sometimes!
EVALUATOR: Good point!
TEACHER: OK, so after we come into the classroom, do our first day art project
(sticking star stickers on the letters on our name tags), and learn the rules and
consequences, this will be the first procedure I teach. Basically, I’m going to explain to
them that we have procedures so that we can make the very best use of our school time.
We want to learn enough to be brilliant scholars, and we don’t have a minute to waste!
Procedures will help us do things quickly and easily, and they help us by telling us exactly
what to do.
EVALUATOR: OK. And then how will you introduce the bathroom procedure
specifically?
TEACHER: Well, I think I have a great idea! I’m going to get two cardboard boxes and
I’m going to label one as the boys’ bathroom and one as the girls’ bathroom (my kids will
know which is which even though they can’t read because I’m going to put magazine
pictures of boys on one and pictures of girls on the other). I’m going to put those two
boxes in the middle of our carpet circle, and I’m also going to put a long strip of butcher
paper to represent the hallway itself. Here, let me draw you a picture:
HALLWAY (butcher paper strip)
BOYS
BATHROOM
(cardboard box)
GIRLS
BATHROOM
(cardboard box)
Then, I’m going to use about 10 beanie babies to show students the steps of the procedure.
I’m going to line up the beanie babies in two lines “in the hallway” (a girls’ line and a
boys’ line), and I’m going to demonstrate how two boys/two girls go into “the bathroom”
at a time. Then I’m going to show how the beanie babies come back out of “the
bathrooms” in order to get hand sanitizer, instead of using the sinks (I’ll have the real
bottle there with me to fake squirt into the beanie baby paws), and then get right back in
P-3(3): This plan
clearly, and in an
age-appropriate
way, introduces
the procedure to
the students,
using visuals like
magazine
pictures and
beanie babies. It
does not,
however,
provide students
the opportunity
to demonstrate
their
comprehension
of the procedure.
(BP)
line. I’m going to show the students the whole process once, and then I’m going to show
them a chart that has each step of the procedure – both in words and with pictures, since
most of them won’t be able to read – and I’m going to have the beanie babies do the
procedure a second time, with us echo-reading the steps to them. I’m so excited that I’m
teaching first grade – I love puppets and stuffed animals! I hope my kids do too…