Classroom Routines for Establishing Positive Academic and Behavioral Outcomes

Teacher: __________Margaret Martell__________ Grade/Subject:________7th grade math_________

School: _____________________________James Madison University____________________________

CLASSROOM Routine/Behavior Expectations

Write positively stated student expectations for each routine below. Be sure to explain what the
behavior looks like and sounds like. Role model each behavior expectation. Re-teach as necessary.

Entering the Classroom
Starting the Day
Attention Signal
Working Independently
Working in Groups
Asking for Help
Transition
Procedures for:
Closing a class activity silent while getting directions from the teacher for the
Change in class
activity
Moving to next class
Hall Pass System
Come into the classroom safely and prepared to learn. (safety
explained in matrix, prepared with notebook, planner,
calculator and pens or pencils)
Take out all materials for class and quietly begin on the do
now handed out at the beginning of class. They will remain
quiet unless they are prompted to have a discussion with a
peer or teacher.
When I want the classs attention, I will politely ask. When a
student wants my attention during teacher instruction, they
will raise their hand.
Students will keep to themselves and work quietly during
independent work. They will not touch or bother other
students. They will remain quiet unless they are prompted to
have a discussion with a peer or teacher.
Students will stay engaged in group discussion during group
work. Students will be engaged if they are actively involved in
group discussion or are active in an assigned role for their
group (scribe, communicator, facilitator).
Students will use the color cards to ask for help from teachers
or instructional assistants. Green means they do not need
help, yellow means they need help but not immediately, and
red means they are stuck and need help to move on.
Before transitions, students will quiet down when they hear
the signal for attention from the teacher. They will remain
transition. During the transition, students will remain quiet
while they perform duties. When they are ready for the next
activity, they will remain quiet until all students are ready.
Once all students are finished with the transition, the teacher
will give the directions for the next activity.
When students are expecting to move to the next class, they
teacher will dismiss them. They will sit quietly while the
teacher gives class reminders. Once the teacher is done she
will verbally signal for the students to pack up and wait for
the dismissal bell to leave.
Students are expected to sign in and out of the classroom and
obtain a hall pass before leaving the room. Students do not

Obtaining Materials/Supplies
Completing & Returning
Homework
Receiving missed work
Contacting Teacher
Procedures for:
Academic Support
Behavioral Support
have to ask permission to use the bathroom but must ask for
permission for any other hall pass privileges. One bathroom
break is allowed per class per student unless otherwise
communicated to the teacher privately.
Students are expected to collect supplies for activities in an
orderly fashion. Supplies needed for activities will either
already be on students desks or one student from each desk
cluster will be called up to get supplies for their group.
Students will get their assigned homework within the last 10
minutes of the class period. The teacher will hand out the
assignment and give directions for the assignment as to when
it is due. Students will turn in their homework at the
beginning of each due date. They will place it in the assigned
bin, fully completed with their name at the top.
Students are to collect their missing work from the missing
work bin after they have finished their do now. Otherwise
they are to collect it on their way out of the classroom.
If students need academic support I will encourage them to
see me during homeroom or at the end of the day during
study hall. Class time is not used for additional academic
support. For students to access behavioral support, like
strategies to deescalate behaviors, I will ask them to make a
meeting with me to discuss how we can tailor strategies to
best fit their needs. I would also advise them to contact
additional school resources for more professional help, as
needed.