## Key Ideas > [!abstract] Core Concepts > > - **Sequences of habits**: Put together individual habits to create smooth classroom procedures that maximise learning time > - **EAST framework**: Make routines Easy, Attractive, Social, and Timely for effective implementation > - **Front-load every time**: Prime students with clear expectations before executing any routine ## Definition **Routines**: Sequences of habits that enable smooth classroom operation, establish fair expectations, and maximise learning time by freeing up working memory for learning. ## Connected to [[Rules]] | [[Norms]] | [[Script Language of Behaviour]] | [[Valley of Latent Potential]] | [[Participation]] --- ## Why routines matter Routines are high-leverage investments for teachers. Five interconnected benefits explain why. Routines save time by converting two-minute tasks into 30-second procedures through slick equipment distribution. They save attention by automating procedures, freeing working memory so students can focus on learning rather than procedures. Less time on procedures allows more focus on student needs, enabling responsive teaching (Marzano et al., 2003). Teachers can observe and support learning rather than managing logistics. Shared routines create class identity and build belonging (Baumeister & Leary, 1995). Predictable environments create safety that helps students thrive (Marzano et al., 2003) because students know what to expect. When routines are automatic, students can dedicate full cognitive capacity to learning rather than figuring out procedures. This connection to working memory limitations (Cowan, 2001; Sweller et al., 2019) makes routines essential for effective learning. Cognitive resources spent navigating procedures are resources unavailable for understanding content. Three concepts form a hierarchy. Tools are individual techniques that form the foundation of behaviour management (Lemov, 2015). Routines are created by stringing together several tools to achieve a broader goal. Scripts are detailed plans of exact words and actions to carry out routines (Lemov, 2015). ## Essential tools for building routines Ten tools form the foundation for building effective routines. "Check for behavioural understanding" asks students to repeat expectations: "Can you repeat back to me the three things we need to do when we enter the classroom?" "Describe and direct" states the behaviour and desired outcome: "You are out of your seat, sit down and focus on your work thanks." "Directed choice" offers controlled options: "You can be quiet and focus on your work or you can move to another seat in the room, your choice." "Make expectations explicit" requires clarity in statements. "Listen up" is not clear, whilst "Eyes on me, no talking, listening to the instructions" is more specific. "Non-verbal" uses hand signals to silently direct behaviour, such as finger to lips for quiet or palms open for open books. "Positive narration" describes positive behaviour to reinforce norms: "The front row have started working silently." "Prime" gives advance notice of what's coming: "You have one minute to finish the activity, then wait silently with eyes on me." "Timer" uses visible timers for clarity and urgency. "W.I.N. conversation" provides structured reflection through three questions: What happened? Impact? Next steps? "100%" ensures all students comply with requests, not just most. ## The EAST framework for routine building Based on behavioural insights research (Behavioural Insights Team, 2014), effective routines are Easy, Attractive, Social, and Timely. Easy routines reduce friction by removing barriers to compliance. Students know exactly where to go and what to do through clear pathways. Consistent, brief instructions use simple language. Visual cues make expectations visible. Lowering content demands initially allows students to practise with easy tasks first. Attractive routines celebrate successful execution through positive reinforcement. Teachers create incentives and rewards for consistent performance. Making routines fun through competitions or timing challenges increases engagement. Immediate feedback acknowledges good routine execution. Showing benefits by explaining time saved and learning enhanced helps students understand the purpose. Social routines act as if the norm already exists: "Thank you for following our routine." Teachers highlight positive examples by focusing on students doing it right, creating shared ownership through "This is how we do things" language. Peer modelling allows students to demonstrate for others. Collective celebration praises the whole class for success. Timely routines are introduced at natural starting points such as the beginning of term or week. Specific cues signal and trigger routine behaviour. Preparation time through warnings before transitions helps students prepare. Regular review reinforces and refines routines. Linking routines to lesson phases creates automatic triggers. ## Core implementation principles Before students enact any routine, teachers must front-load expectations. This means priming students with clear expectations, reminding them of the steps, and checking for understanding of the procedure before execution. For example: "In a moment, we're going to do our mini-whiteboard routine. Remember: get boards ready, think silently, hover face down, show on my signal. What are the four steps... Sarah?" If a routine is not enacted to standard, teachers must maintain standards consistently. Stop the process immediately and have students repeat it as many times as necessary. Standards must not slip. Address the issue calmly but firmly: "Stop. That wasn't our standard for the mini-whiteboard routine. Let's try again, and this time I want to see everyone hovering face down before my signal." Understanding the [[Valley of Latent Potential]] prevents abandoning routines prematurely. Routines will feel clunky and time-consuming at first. This is normal, not failure. Students will need multiple attempts to get them right, as repetition builds habits. Teachers may feel like they're spending too much time on procedures, but this represents short-term pain for long-term gain. Learning may temporarily slow down during the investment phase before returns appear. Once established, routines become automatic and improve learning efficiency. The time invested in Week 1 pays dividends for the entire year. Most teachers quit too early, in the valley, never reaching the payoff. ## Specific routine examples with scripts ### Entry routine The entry routine transitions students from corridor mode to learning mode. The tool sequence combines priming (telling students the routine before entry), making expectations explicit (specifying exactly what "ready to learn" means), and 100% (ensuring everyone complies before starting). The script sequence begins with "In you come, and get ready for learning. Remember what that means," followed by "You've got thirty seconds to be ready to learn. Ready to learn means... Tom?" and concludes with "Equipment on the desk, everything else on the floor or in your bag, and silent." When multiple students are talking, respond with "Everyone stop... looking this way and listening. A number of you need to relearn what 'ready to learn' means." When students have equipment issues, address them directly: "Josh... pencil case. You know the equipment you need." ### Handing out equipment The equipment distribution routine achieves efficient distribution without chaos. Making instructions visible ensures steps are written on board or displayed clearly. Using a timer creates urgency: "We've got 60 seconds to do this. Begin when I start the timer... Go." Correcting instantly and positively narrating addresses issues: "We forgot to do it quietly, sit down, let's try it again. This time when we get up, we will be quiet. In a softer voice: Now, quietly... Go." Ensuring 100% compliance means addressing all students: "Thanks for putting your hand up, I'll answer your question shortly, I just need to make sure everyone has started. Read the instructions again and I'll be right with you." Complex transitions require breaking into smaller steps, checking understanding after each step, and providing time for practise. When the class is noisy during transition, stop the class clearly: "Everyone stop and look this way in 3, eyes on me in 2, everything out of your hands in... 1. We forgot the silent part of the transition. Everyone back to your seats and we will have the chance to practise that again, I know you can do it well, let's have another go." ### Lining up routine The lining up routine creates physical and mental transition from social time to learning time. Wait for two lines, silent, facing front. The teacher states "Recess is over - remember where we're going," then directs preparation: "Hats, earphones, and phones away. Thanks." A reminder follows: "Remember our entry routine - walking in silently, starting on entry task." During execution, greet students as they enter, give the entry task, and avoid long conversations. The routine follows key principles. Clear physical expectations establish two lines facing front. Mental preparation readies students for learning. Removing distractions before entry eliminates barriers. Positive greetings set the tone. ### Whole-class attention and focus The whole-class attention routine secures attention for instruction. Cue the class: "Year 7... pens down, facing me and listening." Stand relaxed at front centre and scan all faces. Wait briefly for residual noise to settle. Reinforce expectations: "Settling down thanks, hands down, eyes and ears this way." Address specific issues with individual reminders as needed whilst ignoring secondary behaviours to stay focused on the primary goal. Example scripts include "A number of students are chatting... You need to be looking this way and listening... Thank you," or "Shannon... that water bottle is really distracting. Leave the water bottle - thanks," or "Melissa..., Lola... you're chatting. Looking this way and listening, thanks." ### Sustaining attention during teaching The sustaining attention routine addresses disruptions whilst maintaining lesson flow. When students lean back, use visual cues: "Jayson... four on the floor, thanks." When students call out, use hand signals for raising hand and remind: "Shannon... Remember our rule for asking questions." When students chat, interrupt: "Excuse me class... Chantelle... Krystal... it's whole class teaching time. Looking this way and listening thanks." When students are not listening, address the group: "A number of you are fidgeting and looking down. I need everyone's eyes and ears this way. Thank you." ### Moving a student The moving a student routine addresses persistent disruption through relocation. The tool sequence follows five steps. Describe and direct: "Miriam, you are talking, work silently so that you and others can make the most of your learning time, thank you." Offer directed choice: "Miriam, you can choose to either work quietly where you are or move to the front of the room. It's up to you." If the student continues to talk, request movement and acknowledge partial agreement: "Miriam, you are still talking, pick up your books and move to the seat at the front, thank you. Miriam: I'll stop now, I promise, just let me stay here. Maybe you will, but you chose to keep talking so you'll need to move up the front now, thank you." If the student still hasn't moved, use take up time with a timer: "Miriam, you have one minute and by the end of that minute I want you to be in the front seat. Thank you. Your time starts... now." Focus on primary behaviour, not secondary behaviour. Ignore minor pouting, sighing, or mumbling and focus on compliance. When students flat out refuse, escalate calmly: "You can choose to move now, or we can follow this up after class – your choice," or "You don't have to move, but if you choose not to, I'll need to let your parents and head of house know about this. Your call." When multiple students are talking or misbehaving, warn the group then act: "I'm hearing a lot of talk from these three students. If the people in this area aren't quiet, I'll move one of you. [After continual disruption] You have continued to talk. Sandra, up the front, thanks. Sandra: That's not fair. Maybe not, you're the person moving now, and I'll be monitoring the other two as well. Thanks Sandra." ## Explicit teaching of routines Seven steps support the explicit teaching of routines. Break down complex routines by identifying each component step and sequencing them logically to make each step specific and observable. Model each step by demonstrating the routine yourself and thinking aloud to show what excellence looks like. Students practise to fluency individually before combining steps, repeating until automatic. Make instructions visible by writing steps down and using visual reminders to combat the transience effect. Justify the steps by explaining why each routine matters to get genuine buy-in rather than just compliance. Check for understanding through verbal quizzes or demonstrations to ensure comprehension before execution. Practise and polish through multiple rehearsals until smooth to build habits through repetition. ## Troubleshooting common issues When routines take too long, check if steps are too complex and simplify them. Ensure adequate initial practise time. Look for bottlenecks in the process. Consider if students understand the rationale. When students are not following routines, verify they know the steps by checking understanding. Ensure you're being consistent in application. Check if the routine serves a clear purpose. Address individual compliance issues directly. When standards slip over time, recommit to consistent application. Re-teach if necessary. Address the drift early. Reinforce positive examples. ## References Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. *Psychological Bulletin*, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497 Behavioural Insights Team. (2014). *EAST: Four simple ways to apply behavioural insights*. Cabinet Office. Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. *Behavioral and Brain Sciences*, 24(1), 87-114. https://doi.org/10.1017/S0140525X01003922 Lemov, D. (2015). *Teach like a champion 2.0: 62 techniques that put students on the path to college*. Jossey-Bass. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). *Classroom management that works: Research-based strategies for every teacher*. ASCD. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. *Educational Psychology Review*, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5 ---