Choose 3-5 Routines Students Should Follow Regularly

Choose 3 5 Routines Your Students Should Follow Regularly Rem

Choose 3-5 routines your students should follow regularly. Remember that routines are not rules. Routines are procedures to be followed to help maximize learning and positive behavior. Requirements: Name the grade level and the situation (turning in homework, getting materials, etc.). Describe the steps students should take to complete the routine. Discuss 1-2 SEL standards per routine that would help students successfully perform each routine regularly. Include an APA-formatted cover page, citations (where appropriate), and a References page. Length: long enough to cover each topic, short enough to be interesting.

Paper For Above instruction

In a classroom environment, establishing effective routines is essential for fostering a productive learning atmosphere and promoting positive behavioral practices among students. Routines are systematic procedures that students follow consistently to ensure smooth transitions, organization, and adherence to classroom expectations. This paper focuses on three specific routines suitable for elementary school students, detailing the steps involved and aligning each with relevant Social and Emotional Learning (SEL) standards to facilitate successful execution.

Routine 1: Homework Turn-In Procedure (Grade 3, Elementary School)

In a third-grade classroom, the routine for turning in homework is vital for maintaining organization and accountability. The steps for this routine include: First, students complete their homework assignments and place them in their designated homework folder or notebook. Second, at the start of the day, students review whether their homework is completed and properly placed. Third, students walk to the homework collection station, where they submit their homework to the teacher or place it in a collection tray. Finally, students are responsible for checking their homework receipt or acknowledgment slip if provided.

This routine supports SEL standards such as responsible decision-making (SEL Competency 4) and self-management (SEL Competency 6). By following this routine, students learn to manage their tasks responsibly and develop self-regulation skills necessary for organizational success. Consistent practice of this routine fosters independence and accountability, promoting positive behavior and reducing classroom chaos.

Routine 2: Materials Organization (Grade 2, General Classroom)

In a second-grade classroom, maintaining organized materials enhances learning efficiency. The steps involve: At the beginning of each day, students access their designated storage spaces—cubby, desk tray, or locker—and gather necessary supplies such as pencils, notebooks, and special activity materials. Throughout the day, they return used items to their proper places. At the end of the day, students are responsible for organizing their supplies and preparing for the next day by packing incomplete work and organizing their backpacks accordingly. Teachers can provide visual charts to guide each step.

This routine aligns with SEL standards like social awareness (SEL Competency 1) and responsible decision-making (SEL Competency 4). Students learn to respect shared spaces and demonstrate awareness of their environment, which promotes positive social interactions and self-management. Encouraging consistent organization helps students develop autonomy and reduces disruptions caused by misplaced materials.

Routine 3: Morning Arrival and Daily Check-In (Grade 4, Elementary School)

In a fourth-grade classroom, a morning arrival routine ensures that students start their day in an organized and focused manner. Steps include: Students enter the classroom calmly and put away personal belongings. They then complete a quick self-check or journal entry, noting their goals for the day. Following this, students participate in a brief class meeting or review their schedule, and prepare any materials needed for lessons. Teachers may also ask students to share how they are feeling, fostering emotional awareness. This routine creates a structured start and centers students’ attention on learning priorities.

This routine contributes to SEL standards such as self-awareness (SEL Competency 2) and responsible decision-making (SEL Competency 4). By following this routine, students develop emotional regulation—recognizing and managing their feelings—and set a purposeful tone for the day. A consistent morning routine helps students transition smoothly into learning mode and establishes a positive classroom climate.

Conclusion

Implementing well-established routines such as homework submission, materials organization, and daily morning check-ins significantly enhances classroom management and student success. When routines are clearly defined and practiced regularly, students learn important SEL competencies like self-management, social awareness, and responsible decision-making. These routines support a structured environment conducive to academic achievement and positive social interactions—cornerstones of effective teaching and learning.

References

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• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
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