Summary of "106 - Organization, Procedures and Routines - Session 1 - Lesson 3"
Session overview
This lesson (Session 1, Lesson 3 of Course 106: Organization, Procedures and Routines) focuses on student organization and classroom procedures that help students take ownership of their learning environment. Key themes include clear routines, consistent visual expectations, student responsibility, teacher flexibility, and building systems that support academics, behavior, transitions and special needs.
Core concepts
- Student ownership: give students responsibility for their desk and materials so they feel pride and accountability.
- Clear, taught routines: predictable beginning-of-day, in-day, transition and end-of-day procedures reduce confusion and off-task behavior.
- Visual supports: post learning targets (e.g., “I can” statements), behavior expectations, schedules and step-by-step visuals (for example, breathing strategies).
- Organized physical environment: desk arrangement, material placement, helper systems and designated baskets/tubes speed routines and reduce teacher management time.
- Positive reinforcement and motivation: small rewards (for example, “desk fairy”), classroom jobs, and public recognition (photos to parents via ClassDojo) reinforce routines.
- Teach independence and reflection: use planners and end-of-day reflection so students can self-evaluate and share progress with families.
- Flexibility and accommodation: adapt layout, seating, and routines to support foster grandparents, support staff, students with hearing impairment, substitutes, and schedule changes.
- Teacher self-reflection and adaptation: remain consistent but ready to modify procedures based on student needs and logistics.
Detailed procedures, routines and classroom systems
Desk ownership and arrangement
- Use individual desks (rather than only tables) so students are more aware of surroundings and materials.
- Rearrange seating about once a month or sooner if needed; consider students’ social needs when grouping.
- Establish a “desk fairy” routine: check desks and deliver small rewards to students who maintain clean, organized desks.
- Hold a weekly/Friday desk clean-out day for students to clear and organize contents.
Beginning-of-day routine
- Greet students at the door (high five, fist bump, smile).
- Students hang backpacks/coats, go to their seats and prepare desk materials.
- Start with AVID planners: set daily goals, list specials, and have students write a complete sentence (integrates daily writing).
In-day and transition routines
- Teach and rehearse quick, quiet transitions using visual cues and signals.
- Use a doorbell or other signal for carpet time.
- Teach “first → next → last” sequences for activities and substitute routines (for example: put planner away, get phonics materials, come to carpet).
- Make expected steps explicit (for example: have phonics materials ready before carpet).
End-of-day routine
- Require backpacks and coats to be at seats at a set time and packed orderly (gloves/hats contained).
- Keep routines consistent even if schedule changes; teacher flexibility is required.
Materials and desk organization system
Provide consistent storage and visible reference photos so students know the explicit order and stations:
- Phonics materials — on top
- Reading/writing materials — next
- Science/social studies materials — next (if applicable)
- Math — always on the bottom
Use baskets/tubes for:
- Journals
- Snack basket (part of morning routine)
- Pencil tubes (limit access to sharpeners — teacher-controlled)
- Work-in-progress basket
Use durable supplies (for example, crayons that last multiple years).
Student helpers and classroom jobs
- Assign weekly helpers (for example, “Eagle helper,” “lucky duck” number pick).
- Offer special privileges for helpers (special desk, materials, assist with lunch count).
- Share photos of helpers with families via ClassDojo for positive communication.
Behavior expectations and supports
- Post large school/classroom behavior posters (respectful, responsible, safe) and co-construct class-specific meanings.
- Use these posts as references during behavior conversations.
- Provide a calming corner/safe place:
- Teach how and when to use it (timer, rules to prevent misuse).
- Supply visual strategies (for example, “take ten breaths” pictures), soft objects or quiet space.
- Model and rehearse calming strategies explicitly.
Instructional organization and cooperative learning
- Use Kagan strategies and partner work; have partner dots and cooperative-learning visuals.
- Use classroom microphones or sound systems for students who are hearing impaired.
- Teach presentation skills and respectful peer feedback.
Communication, reflection and family connections
- Use AVID planners to start and end the day with reflection questions: What did I do well? What could I improve?
- Encourage students to report reflections to families to build the school–home bridge.
- Send photos and positive notes to families via ClassDojo.
Accommodations and support staff considerations
- Arrange classroom flow to accommodate foster grandparents (walker access) and other support staff.
- Teach students appropriate ways to approach adults (ask permission for hugs, don’t run up).
- Clarify that support staff are professionals who support instruction but don’t replace the teacher.
Practical tips and flexibility
- Use large reference photos of classroom setups to remind students of expectations.
- Be consistent but ready to change layouts, routines and visuals when they don’t work.
- Use simple visual cues for voice volume (for example, lights) but be prepared to reconfigure if they fail.
Course wrap-up and assignments
Summary points:
- Classroom organization: pre-plan, remain flexible, and know your students.
- Teacher organization: be consistent yet reflective and willing to adapt.
- Student organization: encourage ownership and pride in the classroom.
Assignments for recertification/credit:
- Write a reflection essay on the material presented and how you will incorporate it into your practice.
- Make a discussion post in the Balanced Learning Academy Forum (Session One class thread).
Upcoming sessions: time management and self-care.
Speakers and sources featured
- Course presenter / classroom teacher (appears to be Mrs. Madden)
- Foster grandparent: Grandma Norma
- School administrator (connected to the foster grandparent program)
- Students (class of 15; helpers such as “Eagle helper”)
- Support staff and substitute teachers
- Families / parents (recipients of ClassDojo communication)
- Programs and tools mentioned: AVID planners, Kagan strategies, ClassDojo, Balanced Learning Academy Forum
End of summary.
Category
Educational
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