Direct teaching of a procedure includes the following:
p Modeling for students to see exactly what it looks like in action.
p Practicing until the procedure is mastered.
p Tenaciously adhering to it until integrated.
It is the responsibility of the teacher to have procedures clearly stated.
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p Reinforcement to make sure students absorb it and know that we con- sider it important.
In short, to establish routines we need to communicate procedures clearly, teach them directly, ensure that students understand and can practice them effectively, and revisit or have students practice them again when we notice they are slipping. Here are some additional thoughts to consider about procedures and routines:
p Along with teaching a procedure, provide the rationale for why it is im- portant and how it will be beneficial to students.
p Plan strategically which procedures to introduce when and how many to introduce at once. Korinek (2016) states:
Rather than simultaneously opening all specialty areas, centers, or equip- ment in the classroom for independent student use . . . strategically focus on a limited number of areas, model their use, and practice with feedback to ensure most students are using spaces and materials appropriately prior to introducing new options (Brown, 2013; Kenworthy et al., 2014). (p. 234)
p Post procedures for students to reference when they are still not sure what to do.
p To support students with limited reading skills due to age, disability, or language differences, add pictures along with words to allow students to be increasingly independent in following a procedure.
p Notice and acknowledge when students are practicing routines effec- tively. Catch them doing well rather than focusing on what they aren’t doing.
p Periodically, evaluate how well routines are working and whether you are getting the most mileage out of them. Take action when they need to be revisited, reviewed, or practiced again with feedback.
p Include students in assessing the effectiveness of the routine and in de- ciding what needs to happen to improve or modify it.
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Exhibit 9.1 Teaching a Routine
1. Explain: a. Define the procedure in concrete terms and give a reason for it.
b. Demonstrate the procedure; don’t just tell.
c. Demonstrate a complex procedure step by step.
2. Rehearse: a. Have students practice the procedure, step by step, under your
supervision. After each step, make sure that the students have performed the step correctly.
b. Have the students repeat the procedure until it becomes a routine. The students should be able to perform the procedure automatically without teacher supervision.
3. Reinforce: a. Determine whether students have learned the procedure or whether they
need further explanation, demonstration, or practice.
b. Reteach the correct procedure if rehearsal is unacceptable and give corrective feedback.
c. Praise the students when the rehearsal is acceptable.