When and How to Reteach Classroom Routines

Consistently observing students as they carry out routines is one of the most effective ways to ensure a smooth-running classroom. Research shows that classroom management is a key factor in creating a productive learning environment (Marzano, 2003). There are a few key reasons why observing routines is essential: first, knowing you’re paying attention encourages students to stay on task. Second, it allows you to confirm that expectations are being met consistently. Lastly, it gives you the opportunity to address any misbehavior quickly before it escalates (Wong & Wong, 2009).

This last point is critical, as misbehavior often occurs during routines and may involve multiple students at once. By stepping in swiftly, you can prevent the situation from spiraling out of control. This aligns with the idea of "proactive classroom management" (Jones, 2012), which emphasizes the importance of addressing issues early. Carrying a documentation clipboard can help track and correct issues, even when you step outside the classroom (Emmer & Evertson, 2013).

As long as the routine was taught thoroughly the first time, maintaining a watchful eye will keep things running efficiently. Offering a quick reminder of your expectations before you give the signal to start is another good way to keep students focused (Marzano, 2003). It’s always better to remind students of expectations before misbehavior occurs. Once misbehavior has happened, the only appropriate response is to follow your classroom management plan (Wong & Wong, 2009).

When Should You Reteach a Routine?

You should reteach a routine when a majority of the class goes off-task at the same time, making it difficult to address individual accountability. This often happens right at the beginning of a routine or during transitions, such as moving into the hallway or heading outside for recess (Emmer & Evertson, 2013).

The moment you see a routine falling apart, it’s best to pause, reset, and send students back to their seats or previous location to repeat the routine. If this isn’t feasible right away, wait until you have the class together again and reteach it in full (Jones, 2012).

The most important part of fixing a broken routine is acknowledging that when several students are misbehaving at the same time, it’s not just a student issue—it’s a sign that something in your instruction or reinforcement of the routine wasn’t clear enough (Wong & Wong, 2009). Like a coach owning responsibility for an unprepared team, you must take ownership of the class not meeting expectations.

Some reasons routines may go awry include:

- The routine wasn’t taught in enough detail the first time.

- Close observation hasn’t been maintained.

- Students weren’t consistently held accountable.

- The expectations set for the routine weren’t high enough (Marzano, 2003).

Whatever the reason, the solution is the same: reteach the routine with greater clarity and detail. Whether you’re working with elementary students or high schoolers, a poorly executed routine needs to be corrected. If you let it slide, it will start to impact other aspects of the school day, including academics (Jones, 2012).

How to Effectively Reteach a Routine

When reteaching a routine, it’s important to include the following steps:

- Demonstrate the routine thoroughly and clearly.

- Show students what *not* to do as well as what to do, to help clarify the right behavior (Emmer & Evertson, 2013).

- Raise your expectations and ask for more focus from your students.

- Be explicit and specific in your instructions so there is no ambiguity about what you expect (Wong & Wong, 2009).

For your class to maintain high standards of behavior and academic achievement, a culture of excellence must be established and reinforced at all times. Routines are a foundation for this culture. When they are taught—and if necessary, retaught—with precision, they support a productive and well-managed learning environment (Marzano, 2003).

References

Emmer, E. T., & Evertson, C. M. (2013). *Classroom management for middle and high school teachers* (9th ed.). Pearson.

Jones, F. H. (2012). *Tools for teaching: Discipline, instruction, motivation*. Fredric H. Jones & Associates, Inc.

Marzano, R. J. (2003). *Classroom management that works: Research-based strategies for every teacher*. Association for Supervision and Curriculum Development (ASCD).

Wong, H. K., & Wong, R. T. (2009). *The first days of school: How to be an effective teacher*. Harry K. Wong Publications, Inc.