I am not quite sure that I understand your question, but I will attempt to answer. To me, routine is the qway you do things. For example, in my room, students do morning work, choose for lunce, go to the restroom, come back and check morning work…it is a schedule that we follow. I think that having a routine puts students at ease and lessens discipline problems. Students know exactly what comes next. Some might thing this gets boring. Well, you can put the surprise in the subject matter, not the subject. I hope this helps.

Routine helps accomplish what you plan because the kids know what to expect, and you don’t have to explain something new every day. For example, if you expect them to take out their writing notebooks and write 5-7 descriptive sentences every single day, they will do it automatically after the first three times. Usually, it can sort of control behavior and help the students feel secure because they aren’t just wondering what today will bring, or what today’s chaos will be like, or what the heck youi’re expecting from them THIS time! And yes, it totally helps the teacher’s confidence too because the kids are well-managed and that alone will boost confidence!

i just took a CRM class and we did a assignment on this, this is my assignment, the top information is from the professor the rest (examples) is mine:

Use Routines to Simplify Decision-Making

Because of the immediacy and simultaneity of the classroom, the demand for the teacher’s time and attention exceeds the supply. Teacher time is a limited commodity that must be reserved for important tasks that require the teacher’s skill and knowledge. Predictable or reoccurring tasks are handled with pre-established procedures. Routines are automatic ways of accommodating reoccurring tasks or immediate class needs so that the teacher is freed up for more important learning endeavors

Predictable tasks are events that can be foreseen. Many predictable tasks occur regularly so that both the time as well as the method of completing the tasks can be planned. For example, gathering materials for the recess period outdoors occurs at scheduled intervals during the day as does preparation for lunch and end-of-day dismissal. Many predictable tasks, however, arise where the exact time of the occurrence is not known. Teachers can predict that pencils must be sharpened and noses wiped, but the exact time of such need is beyond prediction. Routines are the strategies teachers teach to children that prescribe the methods for meeting personal needs with minimal disruption to the class.

Routines have infinite variations but all are designed to achieve four basic goals:

Routines should…

• minimize the time spent on the task

• minimize the opportunity for disruption

• maximize student responsibility

• minimize adult control and teacher involvement

Routines cannot be prescribed but must be developed by the teacher in concert with the school environment, the status of the students, and the teacher’s preferences.

Here is a sample routine for students addressing their personal needs that arise periodically like sharpening a pencil, going to the water fountain, obtaining supplies (paper, dictionary, etc.). The routine for addressing a within-class personal need is similar in all cases:

The students need to quietly get up from their seats when the timing is appropriate, such as not sharpening their pencil during a lecture, or when someone else is up and take care of their need in the least amount of time possible.

The routine will be taught during the first week of school and will be taught by demonstration and examples, such as when someone does need to take care of a personal need when that need is done we will discuss the routine that is to be followed for that. The routine will be monitored by observation to make sure that the students are not taking advantage of it and getting out of their seats and goofing off.

The routine fits the four goals above in the following ways:

o The students will take care of their needs as needed so not everyone will be doing the same thing at the same time.

o The students will be taking care of their needs as quietly as possible and the students will not be distracted every time you give permission to each student.

o The students are responsible for taking care of their own needs when the timing is appropriate and they have to decide when that is and how important it is that they do that task.

o The teacher no longer has to give permission for each need and only needs to monitor the actions occurring.

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