My classroom procedures are introduced early in the year, in the order needed, but none without modeling and direct instruction of classroom community expectations.  I rely on knowledge of how people learn, using the benefits of behaviorism and constructivism to ensure desired results.  Below is a cursory list of some fundamental routines that align with our Community Conventions.

Arrival/Departure
(Conventions: 1-Respect and 3-Encouragement)
    I make a pointed effort to greet each student by name each day when they arrive.  When all students have entered, I circulate around the room doing my best to make a meaningful connection with each child.  I try to talk to students about anything but schoolwork to emphasize my interest in them as unique individuals.  Students stow belongings, mark attendance and lunch count, then prepare for seatwork.  
    At the end of each day, tables are called one-at-a-time to collect their belongings.  Discussion is allowed only between immediate neighbors so that all can hear the intercom for bus pages or afternoon announcements.  As students are dismissed by me, they ensure tables are straight and place their chairs on top.  I wait at the door to slap high fives, shake hands or whatever exit salutation they prefer...head bonks on my hand are popular.  This interaction is my opportunity to provide a quick, concise positive reinforcement regarding each student’s performance during that day and send him or her off feeling good about our relationship and school.

Seating
(Conventions: 1-Respect, 3-Encouragement and 4-Learning)
    I initially allow students to choose their own seating on the first day, until I get to know each personality and can decide what seating arrangement will work best for this team, this year.  I change this assigned seating as needed to ensure community development and a variety of combinations so that students will experience many differences and learn to work with every other student at some point.  



Discussions
(Conventions: 1-Respect, 2-Best Effort, and 3-Encouragement)
    During group discussions students are expected to speak one at a time and show attentive listening skills (heads up, eyes on speaker, no talking).  This is thoroughly modeled and practiced with role-playing  at the beginning of the year and occasionally thereafter as necessary.  Students are to raise their hands to speak and, in certain situations, fellow students will have the opportunity to call on one another, rather than me always choosing who gets to respond.   To ensure participation, the Town Halls function round-robin style initially, then volunteers may continue the conversation. This will give me a chance to monitor who dominates discussion and who needs practice or motivation to participate.  Our community focus is explicitly on being a safe place for contribution where students are taught how to encourage one another to participate.  Students will be told this directly as well as witness increased enforcement of the Community Chest for put-downs or ridicule.
    When discussion is allowed during independent work, it is only within a group or with immediate neighbors at low volumes.  When it becomes disruptive, I give one warning to the entire class.  If they don’t respond immediately, I head to the Community Chest. 

 

Transitions
(Conventions: 1-Respect and 2-Best Effort)
    Students are informed and expected to transition between activities and areas smoothly.  Between lessons, students are given one minute or less to switch material as necessary, including sharpening pencils.  At the one-minute mark, I begin the activity.
    For transitions to other parts of the building, we use what my first class affectionately named a "SutterLine".  (A SutterLine is straight, silent, with right shoulders one inch from the wall, hands behind the back, eyes forward.)  Line Monitors are an assigned classroom job.  The first monitor is responsible for pacing the class and showing appropriate behavior while walking.  Each student will be charged to emulate the behavior of the person in front of him or her.  The next monitor is in the middle, modeling appropriate line behavior.  This way, if the monitors are acting appropriately, we can pinpoint where problems are occurring.  The last person in line is the monitor responsible for shutting doors and noting anyone who falls out of line.  This way, if everyone is in a SutterLine, I only have to ask one person to confirm the whole class made it to our destination.
    Note: I have struggled with the lack of authenticity and absurd need for the skill of walking in conformity outside of the military, but have conceded that in elementary school, this is the best way to travel within a building and to manage a large group of children.

 

Grouping
(Conventions: 1-Respect, 2-Best Effort and 4-Learning)
    Grouping is used as a regular measure to develop interpersonal skills and cooperation as needed per lesson requirements.  When direction is given, students will have one minute to arrange themselves.  At the one-minute mark, I pick up the first marble for the Community Chest.  Due to the variations of lessons, behavior in groups may have different expectations and tolerance that I apply as needed.  With adherence to our Community Conventions, appropriate behavior is expected.





Supplies
(Conventions: 1-Respect, 2-Best Effort and 4-Learning)
    Students and parents are informed early through the Sutterblog, newsletters, and class discussion of materials necessary for the year and for each activity as it approaches.  It is expected that each student  provide his or her own materials; however, frequently used supplies such as paper, pencils, scissors and colors will be maintained class use.  There is a log for students to sign out materials as they are used or borrowed.  This log is used to monitor individual’s need or abuse.  When groups or the whole class uses these supplies for activities, the log is not  used.
    Each table has a basket of the basic supplies (pencils, checking pens, post-its, sharpeners) for daily use.  It is a classroom job for someone at each table to inventory these items each day to ensure everything is available for the next day.

 

Celebrations
(Conventions: 1-Respect, 3-Encouragement and 4-Learning)
    I try to teach with a critical pedagogy of celebration so that the class can discuss, with respect, the pros, cons and indifferences of diverse beliefs.  I want to engage my students in thinking about why we celebrate anything and base our classroom celebrations not on traditional holidays, but on our classroom community values.  We have three main celebrations during the year: Halloween party, a Winter Open House and a Spring Open House.  
    Most kids and parents are let down that our room doesn't have a Valentine's party.  I teach a theme of love, peace, and unity all year, thus my expectation is that we should be expressing these virtues daily in the world I'd like to live in, eliminating the need for one specific day or party.  Our class is allowed to share Valentine cards on a voluntary basis so long as each classmate receives one. 
    Academic achievement and social character are celebrated at the students’ discretion.  When I see academic improvement or accomplishment, I notify the individual and give him or her the choice of public recognition for work.  Either way, I celebrate it personally with the student and his or her family.  When a student shows significant social character in accordance to our conventions or some other way, I celebrate the act publicly to emphasize and promulgate value on social character.


New Students
(Conventions: 1-Respect and 3-Encouragement)
    New students joining our room are strategically partnered with an established student.  At the beginning of each year. I assign partners to make the new student feel welcome and to learn our conventions sooner.  Because one new person can change the dynamic of a team, we revisit teambuilding activities more heavily to incorporate the new team.

Town Hall

    Town Halls, scheduled weekly, are orderly group discussions for individuals to share important events in their lives, current events in society or anything else that is on their minds to return us from the academics that often separate us, to the things that connect us all as people.  I  provide prompts for thought and discussion as well as share personal information as part of the group.  This is also a forum where we sing songs that are related to our conversation topic.  

Energy Exorcism

    This is a brief, directed break between content areas when students can stretch,sing, do yoga, and occasionally talk freely.  My theory is to alleviate disruptive behavior during learning time by providing an appropriate outlet opportunity.

Catch-Up Period
(Conventions: 2-Best Effort and 3-Encouragement)
    During this sporadic period, students have a chance to begin homework from any content area in a structured environment with teacher assistance.  Appropriate use of this time would include writing in Writer's Notebooks, silent reading, Reading Journals, cleaning tubs or homework.  However, this irregularly scheduled period may be shortened depending on fluctuating time requirements for other content areas.