Classroom Routines

The power of routines

There’s something about the first week of a new term that always feels like a blank page. New pupils, fresh books, tidy displays and a chance to set the tone for the year ahead. Over time, I came to realise that how I began that first half term was just as important as what I taught and how I taught it.

Routines might not be the most exciting element of teaching and sometimes it can feel like you are dampening pupils’ expectations of your lessons, but they are the backbone of a successful classroom. They create structure, reduce anxiety for everyone involved, and maximise time for learning.

Establishing routines

Those first lessons are key!

In those initial lessons, I always make it a priority to establish and (more importantly) model key routines. Entry and exit procedures, how to ask for help, transitions between tasks, expectations for group work, the rhythm of lessons and even how books should be presented. These might seem like small things, but together they shape the classroom climate.

At the beginning of my career, I oscillated between worrying about being too rigid and putting into practice the advice of my mentor at the time: ‘Don’t smile until Christmas’. However, I don’t think either approach worked and what I noticed very quickly was that the absence of clear routines led to confusion and inconsistent behaviour. It became clear that even though they will never admit it, pupils crave boundaries. Routines don’t restrict relationships: they actually strengthen them by providing safety and clarity.

So the following year I became unapologetically clear from the very start – in hindsight I could have started to embed routines at any time but I had decided the first term of a new year was the perfect time – I do not abide by this view now : ). I used slides, posters and cut outs to glue into books to outline expectations, practised routines with pupils, and narrated what was going well.

Over the years I tailored my approach to include verbal praise or correction. Positive anonymous reinforcement became a core part of my classroom language. Comments like “I can see a few people over here have started the task already. Brilliant focus” or “Most of you are showing me you’re ready by facing forward and tracking the speaker. Well done” went a long way in setting the tone.

I also used anonymous correction often. “We’re just waiting on a couple of people to have the correct heading and date set out before we move on.” No names. No calling out. Just calm nudges that helped everyone reset.

It might feel repetitive in the moment, but that repetition is what turns instructions into habits.

Reinforcing routines

One of the biggest challenges with routines isn’t setting them up. It’s sticking to them. By the third or fourth week, when the marking piles stack up and pressure builds, it can be tempting to let things slip. But it is even more important to continue to reinforce and even return to establishing routines if this is required – trust me it will make this aspect of your practice so much less stressful.

Consistency is something that is so important for pupils. It removes grey areas. It takes away uncertainty. And it ensures every pupil, regardless of background or ability, knows what to expect and what is expected of them.

This doesn’t mean becoming robotic or inflexible. It means holding the line where it matters, especially when it would be easier not to. For me, that meant clear entry routines in silence that led into a ‘Do Now’, one voice at once in the room, respectful listening and clear signals for transitions.

The importance of routines

Routines aren’t just about behaviour. They can reduce workload, support all learners in your classroom by providing that consistency and help build a positive classroom culture.

Once these routines become second nature, pupils use less energy navigating the how of the classroom and had more focus available for the what. That is when the real learning can take off.

When pupils got it right, make sure to narrate it. “Lots of thoughtful, independent responses happening right now. This is exactly the level of focus we aimed for.” This kind of positive anonymous reinforcement helps build confidence and strengthen shared expectations.

Start as you mean to go on

If you’re in the early weeks of term and wondering whether it’s worth practising that entry routine one more time, trust that it is. The time invested now pays off across the entire year.

Routines are the foundation of your classroom. Build them intentionally.

And if you’re looking back and thinking something needs tightening, it’s never too late to reset. Be honest with pupils, explain the why, and re-establish expectations with clarity.

Here’s to a year of purposeful teaching, calm classrooms and routines that support both you and your pupils.

Additional resource

If you’d find it helpful, I’ve got a free checklist of high-impact classroom routines plus examples of language for anonymous reinforcement and correction. Download below.

Routines.pdf

Download PDF • 176KB