Choose 3–5 Routines Your Students Should Follow Regularly

Establishing effective routines in the classroom is fundamental to creating a structured learning environment that promotes positive behavior and maximizes student engagement. Routines differ from rules in that they are consistent procedures students follow to facilitate daily classroom operations smoothly. This paper discusses three essential routines applicable to elementary school settings, specifically focusing on a third-grade classroom, which includes turning in homework, acquiring classroom materials, and starting the day. For each routine, I will describe the step-by-step process students should follow and connect relevant Social-Emotional Learning (SEL) standards that support successful execution.

Routine 1: Turning in Homework

The first routine involves students turning in their completed homework assignments. In a third-grade classroom, this routine is scheduled to occur daily at the end of the school day. The steps students should follow include: (1) completing the homework assignment by the designated time, (2) placing their homework in their personal folder or designated tray, (3) walking quietly to the homework submission bin or tray at the front of the classroom, (4) depositing their homework into the bin, ensuring the assignment is visible for the teacher to review, and (5) returning quietly to their seat. This process encourages responsibility and organization.

Supporting SEL standards, Routine 1 aligns with Standard 2B, which emphasizes organization and self-motivation. By following this routine, students develop skills in managing their responsibilities and recognizing the importance of completing tasks independently. Additionally, Standard 2A is supported as students learn to control impulsive actions (e.g., rushing or rushing through the process) and manage their emotional responses related to completing work.

Routine 2: Getting Classroom Materials

The second routine involves students preparing for instruction by gathering needed materials at the start of each day or before lessons. In a third-grade classroom, students are expected to follow these steps: (1) listen for the signal that materials are needed, (2) stand quietly and raise their hand to indicate they need materials, (3) wait patiently until acknowledged by the teacher, (4) collect their necessary materials from designated storage areas, and (5) organize them at their workspace to ensure readiness for the lesson. This routine fosters independence and preparation skills.

This routine supports SEL standards, especially Standard 3C, which involves understanding societal norms and expectations such as responsibility and respect for shared resources. It also enhances students’ self-management skills outlined in Standard 2A, as they control their impulses to interrupt and develop patience and attentiveness.

Routine 3: Starting the Day

The third routine pertains to the beginning of the school day, helping students transition smoothly into learning. Steps include: (1) entering the classroom quietly, (2) hanging up backpacks and coats in assigned areas, (3) greeting the teacher and classmates respectfully, (4) completing a morning warm-up activity or review, and (5) settling into seat and preparing for the day’s lessons. This routine supports emotional regulation and readiness for learning.

This routine aligns closely with Standard 3B, emphasizing respect for individual differences and building a positive classroom community. It also promotes self-control, as students learn to regulate their emotions and behavior upon arrival, fostering a focused and respectful learning environment.

Conclusion

Implementing clear, consistent routines such as turning in homework, preparing materials, and starting the day can significantly impact student success and classroom climate. These routines enhance organizational skills, emotional regulation, and social awareness, aligning with SEL standards. By teaching and reinforcing these procedures, educators foster responsible, independent, and respectful learners capable of thriving both academically and socially.

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