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a ready-to-run workshopTeaching & Rehearsing Procedures
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Teaching & Rehearsing Procedures (Workshop)

Having good procedures is not enough; students have to be taught them, the way you teach anything else. Teaching and rehearsing procedures, explain, model, practice, reinforce, and reteach until they are automatic, is what turns a procedure from a poster on the wall into a smooth classroom routine.

Key takeaway

Having good procedures is not enough; they must be taught, explained, modeled, practiced, reinforced, and retaught until automatic, which turns a procedure from a poster on the wall into a smooth classroom routine.

Format
PLC / team meeting
Length
45 minutes
Group size
Any (works 4-40)
Who can run it
Any teacher-leader
You will need
Slides (5)Printed handoutA rough procedure in mindA timer
Aligned to
Learning Forward: Learning DesignsInTASC 3: Learning EnvironmentsPBIS; research on procedures
Share / assign

Why it works

Teachers often decide on procedures (how to line up, turn in work, transition, get help) but assume telling students once is enough, then grow frustrated when students do not follow them. Research and effective practice show procedures must be explicitly taught like academic skills: explain the procedure and why, model it (and model the wrong way), have students practice it, reinforce it when done well, and reteach when it slips, until it becomes automatic. This teaching and rehearsing, especially early and after breaks, is what makes procedures actually work, reducing disruption and freeing time for learning. A procedure that is announced but not taught and practiced will not stick.

The research: PBIS; research on teaching classroom procedures.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

    The core activity: teach a procedure like a skill

    Teachers leave with a procedure planned to teach, model, and rehearse.

    Teach and rehearse, don't just announceA procedure announced once will not stick. Explain, model, practice, reinforce, and reteach it until automatic, the way you teach any skill, to make it a smooth routine.

    Facilitator notes

    An announced procedure that is never taught will not stickTelling students a procedure once is not teaching it. Explain, model, practice, reinforce, and reteach until automatic, or it will not work.

    Adapt it

    Participant handout

    One page for every teacher. Print it, or save it as a PDF.

    K12 Academics · Professional Learning

    Teaching Procedures: like a skill

    <b>Make it stick:</b> explain and model, have students practice, reinforce and reteach, until the procedure is automatic.

    1. The procedure that is not running smoothly:
    2. How I explain and model it (including the wrong way):
    3. How students practice it:
    4. How I reinforce and reteach it:
    5. A procedure to teach and rehearse this week:

    Make it stick

    Like a skill:

    Common questions

    I told my students the procedure, so why don't they follow it?
    Because telling once is not teaching. Procedures must be explained, modeled, practiced, reinforced, and retaught until automatic, like any skill. Teach and rehearse them, do not just announce them.
    How do I teach a procedure?
    Explain it and why, model it (and the wrong way), have students practice it, reinforce it when done well, and reteach when it slips. Repeat until it is automatic, especially early and after breaks.
    Isn't rehearsing procedures a waste of time?
    The time invested early saves far more later, smooth procedures reduce disruption and free time for learning all year. Rehearsing is an investment, not a waste.

    Go deeper

    Build it into a bigger day

    Workshop
    Routines & Procedures
    Workshop
    Transitions & Attention Signals
    Workshop
    First Weeks & Classroom Setup