Although certain aspects of teaching are natural (e.g., parents teach children and coworkers share and give advice on how to complete projects), other parts require work that is intricate and nonintuitive (Ball & Forzani, 2011; Ball & Forzani, 2009). Teaching involves a specialized knowledge of content as well as an ability to think and act simultaneously.
A set of general, core practices underlie the teaching profession and can be interpreted across multiple disciplines (Ball & Forzani, 2011; Ball & Forzani, 2009; Windschitl, et al., 2010). In an effort to guide future teachers in the practice of teaching rather than knowledge about teaching, calls to reform teacher education programs have focused on using high-leverage teaching practices (HLTPs) as a framework for coursework and experiences. Thus, future teachers learn to break down a practice, such as questioning, into smaller components. For example, micro-practices for questioning might include identifying gaps in student knowledge, using students' experiences and interests to connect new and old content, and anticipating student misunderstandings. As a result, teachers plan their questions by reflecting on, planning for, and practicing these smaller components. Although these HLTPs were designed to assist teacher education programs, in-service teachers also find them useful to guide reflective practice and lead to improved student outcomes.
Many HLTPs focus on instruction; however, they can also help educators break down those crucial teacher-as-manager practices that set the stage for learning. Three such practices are implementing organizational routines, building respectful relationships with students, and setting long- and short-term goals with students. The remainder of this article explores these three practices and associated teacher reflections and actions to foster implementation in the classroom.
Implementing Organizational Routines
Routines are a series of steps or activities that maximize learning time. According to Teaching Works, organizational routines might include a sequence of activities to manage time, space, materials, and even students. According to Campbell and Wahl (2015), routines clarify expectations for students, provide consistency and smooth transitions, and reduce stress for students and the teachers. One way to consider which routines might benefit you or your students is to reflect on one week of school and notice where students needed extra reminders or the class lost learning time in transitions.
Figure 2. Additional examples of implementing organizational routines.
Figure 2. Additional examples of implementing organizational routines.
Setting the Stage for Success with High-Leverage Practices-table
Noninstructional Task | New Routine |
|---|---|
| Reminding students to get on task | Create a behavioral contract with students. When students are off task, they will refer to the contract, identify their behavior, and explain why this behavior was inappropriate. |
| Collecting and distributing papers | "Create a folder for each student that remains in the classroom. The folder can include the day's worksheets or assignments and previously graded items. To organize the materials, consider color-coding folders by class, assigning students numbers, and arranging folder items chronologically. Create a ""homework area"" where students submit homework. To reduce congestion in this area, consider placing it away from the door or other high-traffic areas such as the teacher's desk, the pencil sharpener, or the trash can." |
| Repeating directions | "Clarify directions in advance. Write directions on the board. Ask students to discuss the directions with a classmate and then again as a full class." |
| Calling attendance | "Use pictures and seating charts to quickly identify absentees. Create a buddy system in which each student tells the teacher if his or her buddy is not present. Use a folder system to visually check attendance (i.e., students who do not take their folders are not in class). Integrate a daily warm-up journal that students pick up from a shelf designated for their class. Journals left on the shelf belong to absent students." |
| Integrate a daily warm-up journal that students pick up from a shelf designated for their class. Journals left on the shelf belong to absent students. | Use a buddy system in which each student collects the work for his or her absent classmate, writes the student's name on the paper, and places it in a designated area (which could be labeled by number or color). |
| Responding to questions during collaborative work | "Provide help cards to students and groups. When a student or group needs assistance, they turn a card over so the teacher can see that help is needed (rather than hearing a cacophony of students calling for help). Integrate a rule of ""ask three before me"" in which students ask other students or groups for assistance before calling on the teacher. Use sticky notes to provide ""hints"" to students or groups to ensure you do not provide more assistance than you intend. This also serves as a record that students can consult." |
| Responding to questions such as "why are we doing this?" | "Write objectives, can-do statements, and agendas on the board. Connect exit tickets directly to objectives (e.g., students can demonstrate knowledge before leaving class)." |
Building Respectful Relationships with Students
Student learning is enhanced when a caring relationship exists between student and teacher. According to Campbell and Wahl (2015), "caring, trusting relationships with students are absolutely the most important ingredient in an enjoyable, effective classroom" (p. 26). Often the day-to-day activities of a classroom teacher make it difficult to build a rapport with students and truly know them. Yet, good relationships likely reduce potential behavioral problems, lead to academic success, and create a sense of community and belonging (Campbell & Wahl, 2015). To build relationships, teachers need to first learn about their students. Campbell and Wahl suggest teachers begin with what they know about students and then create learning experiences based on these identified interests or goals. By doing this, teachers also learn when they need to be especially sensitive or when they should recognize students for successes outside of school. Teachers can create recognition areas or a period of the class when students can share their successes unrelated to the class. Teachers can even place students in groups based on either similar or different interests or personalities.
Setting Long- and Short-Term Goals
Setting expectations for learners is the start of a continuous dialogue between students and teachers. Students use expectations to know where they're headed and how they'll get there. Expectations can include both behavior (e.g., how to enter the class or how to turn in homework) and content (e.g., what students are learning, how they will demonstrate their understanding, or how all of the lessons fit together). Teachers can clarify expectations by involving students in goal-setting and self-assessment of their progress. For example, teachers can create can-do or objective statements for each unit. As leaners progress through the unit, they check off various statements and provide evidence for how they can accomplish that particular goal. Teachers can give students sticky notes, and as students leave for the day, they write and stick on the wall "what stuck with them today."
The beginning of the school year provides an opportune time to reflect on the routines that create a successful learning environment. By using the management HLTPs that focus on implementing organizational routines, building strong relationships with students, and setting long- and short-term goals, teachers can anticipate classroom disruptions or student misunderstandings in the planning phase, reflect, and act accordingly (see Figure 5). In this way, teachers will begin the year ready to guide learners effectively through content exploration.
