Instructional Playbook

Expectations, Rules, and Routines

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A well-managed, successful classroom environment includes three key components: (1) Expectations: clear general guidelines for all students (be respectful, be kind, etc.), ( 2) Rules: explicitly stated directives that are tied to school-wide expectations and are consistently enforced, and (3) Routines: established patterns of behavior that provide structure and predictibility. Establishing and teaching classroom expectations, rules, and routines builds a positive classroom culture for ALL students and help students to know where to be, what to expect, and how they can be successful behaviorally. Some examples of common routines to establish in classrooms are: finishing early, arriving tardy to class, asking for help, online etiquette, calming corner, transitioning between activities, turning in assignments, obtaining supplies, using technology or equipment, using the restroom, sharpening pencils, and cell phone use. Expectations, rules, and routines: create a stable, predictable, consistent environment by making expectations explicit, provide guidelines for behavioral expectations with consideration for all students’ needs, support consistent teacher behavior, reduce stress from unpredictability in the classroom, facilitate students operating in a state of calm, create intentional regulation of activities and events, provide structure to increase the likelihood of appropriate, effective skills, and reduce the likelihood of inappropriate behavior, and build trust through positive, supportive relationships between students, staff, and families.

Critical Actions for Educators

CLASSROOM EXPECTATIONS Clearly explain expectations prior to activities, using scaffolds as appropriate (e.g., visual cues) Expectations are consistently reviewed, prompted, and retaught CLASSROOM RULES Limited number (three to five), clearly defined, and positively stated Align with school rules Rules are readily accessible visually Consistently enforced Model and practice with positive and corrective feedback Transitions occur smoothly with minimal disruptions Routines are age appropriate CLASSROOM ROUTINES