Effective classroom management creates safe and supportive learning environments for all students. This explainer is part of a suite of foundational resources for beginning teachers, teachers working in new environments, or experienced teachers who want to refine or refresh specific elements of their classroom management practice. They can be used to individually reflect on and refine one’s own practice, or as shared resources to support mentoring and other collaborative and whole-school approaches to improving classroom management.
The Australian Education Research Organisation (AERO)’s guidance is based on a synthesis of the most rigorous and relevant research evidence and guidance on classroom management from a wide range of research experts and expert practitioners across Australia and internationally.
Whereas rules are short instructions for conduct or action, routines are sequences of recurring tasks or actions – for example, entering the classroom – taught by the teacher and practised by students to become automatic (Lemov, 2021). Routines help students understand and do what’s required of them to complete a recurring task or activity safely and respectfully. The efficient, effective and automatic execution of routines increases learning time and helps free up students’ working memory to focus on learning. Students will require varying supports to understand and develop the skills to complete routines in safe, respectful, learning-focused ways.
Routines are strengthened by a whole-school approach, with shared understanding and consistent application across the school (Evidence for Learning, 2023; McDonald, 2019). This provides consistency and predictability so students and their families know what’s expected of them and what they can expect from all staff across all settings (AERO, 2024).
To explicitly teach a routine:
- Introduce each routine, or ask students to recall it if already known, and discuss with students why it’s important.
- Model and describe the routine to your students by demonstrating it in action (‘I do’).
- Support students to practise the routine, providing support and adjustments as needed (‘We do’). Practise the routine until everyone can do it the best they can, acknowledging and praising students’ progress.
- Ask students to complete the routine independently when ready (‘You do’), continuing to check for understanding, provide feedback and support when required, gradually removing scaffolding as appropriate.
- Reinforce and maintain the routine consistently through acknowledgement, praise and practice.
Effectively implementing routines requires alignment with the whole-school approach, consideration of students’ diverse needs and the use of a range of skills, including acknowledgement and praise, circulation, clear communication, deliberately pausing, non-verbal corrections, scanning and voice control.
Adapted from Archer and Hughes (2011), Bennett (2020) and Lemov (2021).
Routines should be based on the school community’s values and perspectives to create safe, supportive and inclusive learning environments. It’s important that teachers recognise and value diverse student and community perspectives and provide support to students when needed to create classroom conditions that are inclusive and conducive to learning (Alice Springs [Mparntwe] Education Declaration, 2019; Australian Institute for Teaching and School Leadership, 2022; Disability Discrimination Act 1992;
Disability Standards for Education 2005; 2020 Review of the Disability Standards for Education 2005, 2021). This means starting by listening to and understanding students and families and building that understanding into efforts to strengthen relationships.
Students may demonstrate safe, respectful, learning-focused behaviours in different ways. For example, while eye contact may be routinely expected by many teachers, some students may have been taught that it is disrespectful or culturally inappropriate and, as such, may feel uncomfortable making eye contact. In this case, these students may demonstrate active listening and engagement in learning in other ways.
The importance of teaching routines
Routines give students certainty about what’s expected in the classroom by providing consistency, predictability and structure (AERO, 2021). Well-designed and -established routines enable students to independently complete them with little involvement from the teacher, reducing interruptions and increasing teaching time (Archer & Hughes, 2011). It’s easier for students to demonstrate safe, respectful, learning-focused behaviours within routines when they’re given clear sequences of the expected behaviour (Bennett, 2020).
Explicitly teaching, modelling and practising the expected behaviours of routines until they become automatic helps free up students’ working memory to focus on learning (Lemov, 2021). To support students, a teacher should establish routines for specific tasks or times of the school day, such as entering and exiting the classroom, gaining all students’ attention, students gaining teachers’ attention, moving through the school and for specific learning activities. Students who’ve learned the expected behaviours and routines, and had sufficient opportunities to practise to the point they become automatic, won’t have to think about these things while focused on learning (Chaffee et al., 2017; Simonsen et al., 2008).
Teaching and maintaining routines
Routines should be taught explicitly to students in the same way as curriculum content and skills. Teachers should identify routines that are necessary for their context, considering their students’ backgrounds, experiences, neurodevelopmental profiles, needs and the school’s expectations. Some students will require adjustments and additional support to follow the routine.
Introduce specific routines the first time they’re required – likely spread out over the first few weeks of school to avoid students feeling overwhelmed (Archer & Hughes, 2011). Explaining why a routine is required and its connection to behaviour expectations is key to establishing shared understanding (Bennett, 2020). Breaking a routine into a small number of discrete steps, and providing opportunities to revisit this and practise it over time, allows students to master the routine and commit it more easily to long-term memory (Lemov, 2021).
Students require support to learn and practise each step of a routine, as routines must be taught, rehearsed and reinforced to be learned (Lemov, 2021; Wong & Wong, 2018). Check students’ understanding by modelling a routine correctly and incorrectly and asking students to identify the differences (Archer & Hughes, 2011).
Teachers can support students in understanding and successfully completing classroom routines by providing specific praise and constructive feedback about expected behaviours. Routines can be displayed visually on the board or a poster to provide a reminder and a scaffold for students who need more time and ongoing guidance to learn and follow them. Teachers can also discuss what the routine ‘looks like’ and ‘sounds like’ with their students (Archer & Hughes, 2011).
Mastering any behaviour takes practice. The more students practise, the better they get at it and the less they need to focus on this in ways that might distract from the content of their learning.
Teachers need to allow time for students, and themselves, to become familiar with new routines (or time to relearn a routine that may have slipped). Changes to routines can concern some students.
Where possible, give advance notice, explaining the reason for the change, discussing the support available and checking in throughout the transition to encourage and support the student.
Routines should be consistently monitored and revised daily, weekly or monthly as needed.
Scenario
This scenario provides a practical example of the evidence summarised in this explainer. It provides insight into one teacher’s approach to establishing and maintaining a routine with their class to create a safe, supportive and inclusive learning environment.
Identify the routine
Ms Kelly identifies several recurring processes that would be helpful to teach and practise so they become automatic for her students. One of these is packing up and leaving the classroom at the end of the lesson. She finds that this time is often rushed, students sometimes engage in unsafe or disruptive behaviours and the classroom is not always left tidy.
Clarify the steps and expectations
Referring to the school-wide routine, values and rules, she identifies the key steps and behaviours for packing up and leaving the classroom, identifying adjustments to be made and additional support for students’ specific needs:
| What I do | What students do | |
|---|---|---|
1 | Wrap up the final learning task with sufficient time to pack up. | Focus on the learning task and seek help when needed. |
2 | Gain all students’ attention. | Stop and listen to the teacher when attention is requested. |
3 | Remind all students of the expectations for finishing the lesson, including packing away equipment and tidying the room. Check for understanding. | Listen to the expectations for finishing the lesson. Clarify anything unclear. |
4 | Monitor and reinforce the behaviour expectations while students finish the lesson. | Follow the expectations for finishing the lesson and pack up materials safely and respectfully. |
5 | Position myself so I can see all students before and when they leave the classroom. | Stop and listen to the teacher when attention is requested. |
6 | Gain all students’ attention. | Listen to the expectations for leaving the classroom. Clarify anything unclear. |
7 | Remind all students of the expectations for leaving the classroom. Check for understanding. | Say goodbye to the teacher and leave the classroom calmly and safely, taking everything I need with me. |
8 | Dismiss students, monitor and reinforce the behaviour expectations and interact positively as they leave, including outside the classroom. | Move calmly and safely to where I need to be next. |
Teach and practise the routine
Ms Kelly introduces the routine to the class and displays the steps visually on the board. She explains that the routine helps ensure there’s enough time to stop the learning task, return materials to their places and leave the room calmly and safely. She discusses with the class how the routine benefits students, others (including the cleaners and those who also use the room) and herself. Students identify similarities between this situation and other times they stop activities and leave an area, such as after meals, training, rehearsals and special events.
Ms Kelly models each step and clearly explains both her and students’ roles. She discusses with students the reasons for each step and where they may have experienced similar or different expectations, discussing why these may vary. She supports students to practise each step, providing scaffolding and support for students who need it, and specific feedback about what students are doing well and what they can refine to make the routine safer and more efficient. Students clarify anything that’s unclear and then practise again.
Reinforce and refine the routine
Ms Kelly monitors and provides support for students to complete the routine whenever it’s needed and, over time, students become more familiar and efficient with it and start to remind each other of the steps. Ms Kelly reduces the time allocated to the routine, while ensuring there’s still enough time to tidy the room, dismiss students and connect with them as they leave.
Adjust and maintain the routine
Sometimes in lessons, Ms Kelly finds she loses track of time and doesn’t leave enough time to complete the routine. She decides to set an alarm 10 minutes before the end of the lesson to begin wrapping up the learning task and start the exit routine. She’ll use the alarm until she’s confident she doesn’t need it.
She also notices occasional unsafe and disruptive behaviours during the routine, so she increases her monitoring, reminders and support until students more consistently demonstrate safe and respectful behaviour.
Initially, and at the beginning and end of each term when students may need more reminding, Ms Kelly allows additional time at the end of lessons for practising and refining the routine.
She provides additional visual and verbal prompts for students who need them and acknowledges students for their efforts to complete the routine efficiently and respectfully.
When new students arrive, Ms Kelly provides an overview of the routine to them and asks another student to explain it and support them as the class completes the routine. She checks that the new student understands the routine and discusses with them any clarification or additional support they require.
For more guidance
The following resources in AERO’s classroom management suite provide practical guidance and support related to teaching routines.
Practice guides
- planning for classroom management
- gaining all students’ attention
- rules and routines
- students entering the classroom
- students exiting the classroom
- students gaining teacher attention
- students moving through the school
Professional learning resource
Reflection resources
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guildford Press. (pp. 121–129)
Bennett, T. (2020). Running the room: The teacher’s guide to behaviour. John Catt Educational. (pp. 161–205)
Dowley, M., & Lovell, O. (2024). The classroom management handbook. (pp. 20–23; 28–31; 47–117). John Catt Educational.
Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college. Jossey-Bass. (pp. 385–417)
McCrea, P. (2020). Motivated teaching. Ingram Content Group. (pp. 57–67)
McDonald, T. (2019). Classroom management: Engaging students in learning. Oxford University Press. (pp. 122–130)
Wong, H. K., & Wong, R. T. (2018). The first days of school: How to be an effective teacher (5th ed.). Harry K. Wong Publications. (pp. 138–196)
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guildford Press.
Australian Education Research Organisation. (2021). Focused classrooms: Managing the classroom to maximise learning. https://www.edresearch.edu.au/resources/focused-classrooms-practice-guide/ focused-classrooms-practice-guide-full-publication
Australian Education Research Organisation. (2024). Rules and routines. https://www.edresearch.edu.au/ guides-resources/practice-guides/rules-and-routines
Australian Government. (1992). Disability Discrimination Act 1992. https://www.legislation.gov.au/ C2004A04426/latest/text
Australian Government. (2005). Disability Standards for Education 2005. https://www.education.gov.au/ disability-standards-education-2005
Australian Government. (2021). 2020 Review of the Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005/2020-review-disability-standardseducation-2005
Australian Government Department of Education, Skills and Employment. (2019). The Alice Springs (Mparntwe) Education Declaration. https://www.education.gov.au/indigenous-education/resources/alicesprings-mparntwe-education-declaration
Australian Institute for Teaching and School Leadership. (2022). Building a culturally responsive Australian teaching workforce. https://www.aitsl.edu.au/teach/intercultural-development/building-aculturally-responsive-australian-teaching-workforce
Bennett, T. (2020). Running the room: The teacher’s guide to behaviour. John Catt Educational.
Chaffee, R. K., Briesch, A. M., Johnson, A. H., & Volpe, R. J. (2017). A meta-analysis of class-wide interventions for supporting student behavior. School Psychology Review, 46(2), 149–164. https://psycnet. apa.org/record/2017-26745-001
Evidence for Learning. (2023). Effective behaviour supports in schools: Guidance report. https://evidenceforlearning.org.au/education-evidence/guidance-reports/effective-behaviour-supportsin-schools
Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college. Jossey-Bass.
McDonald, T. (2019). Classroom management: Engaging students in learning. Oxford University Press.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
Wong, H. K., & Wong, R. T. (2018). The first days of school: How to be an effective teacher (5th ed.). Harry K. Wong Publications.
Keywords: classroom management, engagement, disruption, disruptive behaviour