Sample Teaching
Routines
Adapted from
Dawson & Guare (2010)
Teaching Routines:
Beginning/End of Day
• With student input, develop a list of
steps and put in appropriate order
• Identify time the routine should be
completed and write on the checklist.
• Review and practice to-do list in
advance with adult prompting/cueing
• Execute routine, fading from most to
least prompts
Gradual release:
• Prompt student to begin and cue each step in process
• Prompt student to begin and ask, “What do you do next?”
• Prompt student to begin, tell student to go through steps,
check in periodically, check in at end to sure all steps complete
• Prompt student to begin and check in when done
• Prompt student to begin, no check in when done
• Student follows procedure independently
Teaching Routines:
Beginning/End of Day HOMEWORK
© Lisa Dieker, 2013
Teaching Routines:
Long-term Projects
• Help student identify potential
topic
– Brainstorm, weigh pros/cons,
evaluate breadth/depth, feasibility
• Determine resources needed
– Where are they?
– When/how will I get them?
• List project steps and develop a
timeline by working backward
from due date
– Use planner, phone calendar/apps,
text messages, etc.
Teaching Routines:
Writing a Paper
• Help student identify topic and content
– Brainstorm, identify favorites, weigh
pros/cons
– “Tell me everything you know or would like
to know about ___”, then organize content
by sub-topics.
– -OR- Review assignment criteria and
determine content for each area.
• Write opening paragraph
– “What do you want people to know after
reading this?”
– Why do you think people might be
interested in reading your paper?”
• Develop structure for remaining paragraphs,
starting with topic sentence.
– Use connecting words to link sentences,
paragraphs, or ideas
• Reinforce positive aspects of performance.
Teaching Routines:
Studying for Tests
• Ensure that an organization plan for
tracking test dates is in place.
• 5-7 days before test, create a study
plan
– Select one or more strategies for
studying
• Variety can sustain interest, timer can sustain
attention
– Make sure that student knows what
materials or time is needed for each
strategy
• Start early – aim for 4 days prior
• Schedule time for sleep the night
before
• Evaluate strategy effectiveness after
test.
Teaching Routines:
Study Strategies
 Reread text
 Reread/organize
notes
 Read/recite main
points
 Outline text
 Highlight text
 Highlight notes
 Use study guide
 Make concept
maps
 Make
lists/organize
 Practice test
 Quiz myself
 Have someone else
quiz me
 Study flashcards
 Memorize/rehearse
 Create “cheat sheet”
 Study with friend
 Study with group
 Study session with
teacher
 Study with a parent
 Ask for help
Teaching Routines:
Organizing
Homework/Notebook
• Develop list of elements to be
organized
– Unfinished/finished homework
– Resource materials (e.g., charts,
guides)
• Work with student to develop
structure of organizational system
– Tabs for finished/unfinished
homework, by class or content area,
etc.
– Separate folders for separate classes
– Color coding, post-its, dividers, etc.
• Set time for daily check-in on use
of system, fade when ready
Teaching Routines:
Managing Effortful Tasks
• Develop academic task list and have
student rank 1-10 in perceived
challenge (1=easiest; 10=hardest)
• Break down task into small steps –
each no longer than X minutes
– (X=current student attention/effort
span)
– Allow student to break task down if
possible
– Student should “begin with end in sight”
• Provide break or reinforcement at end
of each task
– For more challenging/aversive tasks,
increase power of reward
• Praise effort over accomplishment or
ability
Teaching Routines:
How to Take Notes
• Discussion: Why is taking notes
important?
– Record info for later
– Helps students focus and pay attention
• Assess students’ current note-taking
strategy
– Does it organize the material in a
meaningful way?
– Can you extract key concepts or main ideas?
– Can you apply what you are noting to prior
learning or personal experiences?
• Model various forms of note-taking 
Encourage students to try all and select
favorite
• Scaffold support with partially complete
versions
Teaching Routines:
How to Take Notes, cont’d
• Cornell Notes: 2-3 column format
– Center: write down what teacher says
– Left column: note “big ideas” or key
concepts
– Right column: link to prior
knowledge, personal reflections,
questions
– For Power Point, highlight key
concepts, write reflections on notes
area
• Concept Mapping
– Start with central idea, branch out
sub-ideas
Dawson & Guare (2010)
Teaching Routines:
Problem Solving
1. Talk to student about problem:
– Empathize with feelings: I can see
this is really upsetting for you.
– Summarize general understanding
of problem: Let me see if I
understand: you are upset you
wanted to play basketball, but the
court is full.
– Define problem: You’re not sure
how to make sure you get a turn at
basketball.
Teaching Routines:
Problem Solving, cont’d
2. Brainstorm solutions (as many as
possible for limited time, e.g., 2
min)
– Don’t evaluate – just listen!
3. Have student pick one solution
(or pick a few and narrow down)
4. Ask if student needs help carrying
out choice
5. Talk about what will happen if
solution doesn’t work
6. Praise for coming up with good
solution and for following
through.
Teaching Routines:
Problem Solving, cont’d
• Proactively teach coping skills and
model their use
From the Center for Social-Emotional
Foundations of Early Learning (CSEFEL)
http://csefel.vanderbilt.edu/modules/
2006/solutionkit.pdf
Teaching Routines:
Problem Solving, cont’d
• Use Problem Log as a tool for
– Data collection
– Debriefing about triggers and
behaviors’ impact
– Discussing/practicing desired
behaviors
• Provide classroom
troubleshooting time for
anonymous discussion of
students’ problems
– “Emotional Parking Lot” – place for
students to rest their troubles and
let teacher know they need to talk
when possible.
Print resources available from Jenine Sansosti
upon request.
Problem Log
Name: _______________________________
Date: _______________________________
Describe the problem in your own words. Remember, use an “I statement.”
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Extra Details:
Where did it happen?
 At home
 On the bus
 Cafeteria
 Hallway
 Classroom
 Playground
Other _________________________
How did you feel?
 Angry
 Sad
 Scared
 Happy
Problem Log
Name: _______________________________
Date: _______________________________
What did you do to solve the problem?
 Hit back
 Yelled
 Stop and Think
 Broke something
 Turtle
 Ignored it
Technique
 Told an adult  Ran away
 Lengthened
My Fuse
 Brave Talk
How well did it work?
Poorly
Not So Well
Okay
Good
Great
What could you do different next time?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Also consider teaching…
• Homework
collection
routine
• Making
homework
plans
• How to pay
attention
• Desk/locker
cleaning
• Managing
open-ended
tasks
• Controlling
one’s temper
• Controlling
impulsive
behavior
• Managing
anxiety
• Managing
changes in
schedule
• Learning not to
cry over little
things
• Learning to
solve problems