Routines are an important way to establish norms, set expectations, and otherwise build positive relationships in the classroom environment. They help students and teachers to be on the same page.

Every educator wants and can have: a classroom that is respectful, active, collaborative, and growth-oriented.

Practice: Transitions

• Transitions are any point in the instruction when students must switch focus from one activity to another.
• All good transitions share the same characteristics. They are timed, practiced, and purposeful.
• Some examples of transitions include:
  • Students coming in from the hall to begin formal instruction in class 
  • Whole-class instruction to group work
  • Instructional conversation to silence
  • Planned instruction to spontaneous “teachable moment” instruction
  • Planned instruction to unplanned interruption (phone call, fire drill, emergency visitor)

Practice: Student-Led Guidelines for Using Materials and Space

I can explain why students should participate in creating guidelines for materials and space in the classroom.

• In classrooms where resources are readily available and students use them effectively and prudently, substantial time has been spent creating guidelines for the use of these resources. Those guidelines are most powerful and most closely followed when students themselves have contributed to their creation. 
• Teachers can establish non-negotiable guidelines regarding safety or propriety to start the process. After this, however, students are capable of working with you to create (and perhaps later revise and improve) rules that allow for the fair distribution of resources and keep areas in the classroom useful and safe.

In the video what does the TEACHER do? What are the STUDENTS doing?

What impact will this have on the classroom environment ? Instruction?