COMMUNICATING AND DIRECTLY TEACHING PROCEDURES
A first set of questions to ask about the use of routines is, Do the students know clearly what’s expected of them in the way of procedures and routines? Do they know what they’re supposed to do?
“Since a procedure explains how you (teacher) want something done it is the responsibility of the teacher to have procedures clearly stated” (Wong & Wong, 2009, p. 170). Effective communication requires behaviors similar to those for communicating expectations for work, including:
p Being direct: procedures are explicitly brought to students’ attention.
p Being specific: all important details are explained.
p Communicating with positive expectancy: a “you can do it” flavor.
The next set of questions is, Do students know how to do what is expected? One of the most common misconceptions about routines is that procedures can simply be announced and that students should know how to behave by now. “Procedures become routines when students do them automatically without prompting or supervision” (Wong & Wong, 2009, p. 170). A routine is a well- rehearsed procedure designed by us. Therefore, it must be taught (Exhibit 9.1).