Opening and Closing Routines That Will Supercharge Your Classroom
Creating effective opening and closing routines in your classroom is crucial for cultivating a positive and productive learning environment. Whether you teach the earliest learners, an elective, special education, or any other subject, routines serve as the backbone upon which classrooms operate. Routines play a pivotal role in classroom management, student success, motivation, and more.
What Are Opening and Closing Routines in the Classroom?
Opening and closing routines are the habits, actions, or expectations you and your class engage in on a regular basis that bring order to your classroom. Opening routines set the tone for learning while closing routines provide a moment for reflection, consolidation of learning, and recognition of achievements. When students leave the classroom with a sense of accomplishment, it bolsters their motivation and confidence. Ultimately, opening and closing routines act as the glue that holds the learning process together.
A Tale of Two Classrooms
Consider two classrooms: one led by Allison, a sixth-grade math teacher, and the other by Anita, who teaches high school Spanish.
Allison’s classroom relies on conventional routines: before each class period, she goes to the hall or doorway and greets her students. They trickle in, some stopping to chat with her or each other, others run to get water before the bell rings. When it does, students return to their seats with a little prompting from Allison, she takes attendance, reviews what they did the day before, and then dives into instruction. Students practice the concepts on a worksheet, maybe talk about the answers they got with friends. At the end of the class period, she has them turn in their assignments, pick up trash, and then line up at the door.
There’s nothing wrong with Allison’s classroom - it functions like many classrooms do. Allison drives forward learning and her classroom routines emphasize that. We know this because students consistently ask her “Now what?” when they complete an assignment. She is the owner of knowledge and routines; she gives instructions that her students follow (after she repeats them a time or two!)
Anita’s classroom is a little different. Like Allison, she greets students at the door her students also chat and get water and all the other things they need to get done. When the bell rings, she briefly explains a conversation activity to the group that will help them practice “to be” conjugations, and in moments, the room is abuzz with conversation. After the five-minute activity, she pulls up a slide deck that shows each student’s name, the lesson they are working on, and the table they are assigned to. She lets them know that everyone needs to be done with lesson 5 in order to have familiarity with the concepts on the quiz on Friday. Throughout class, Anita works with students individually and in small groups, while most students complete instructional videos and practice activities at their own pace. At the end of the class, Anita brings everyone together to share their glows and grows before dismissing them.
Anita's classroom approach showcases a shift in perspective, one that empowers students to take ownership of their learning. Her classroom, along with many Modern Classrooms worldwide, demonstrates the possibility of providing students with the tools they need to seek answers independently, rather than relying solely on the teacher as the giver of knowledge. This approach builds a classroom infrastructure that operates autonomously while educators work directly with students in one-on-one and in small groups.
4 Opening Routines for Student-Centered Classrooms
Opening routines provide opportunities to build community among learners and help students focus on the tasks ahead of them.
Tell me something good: This activity brings students together to share any announcements with the class, particularly something good. This can be academic or not, and it can allow your class to get to know one another beyond what they see of one another in class.
Do Now, or some other form of check-in: These quick check-ins can be academic or SEL-based. Some educators even use a combination of the two! These can take many forms - as one-on-one chats, paper/pencil slips, digital forms, or anything in between. As class starts, review entrance slips and check-in with students as needed.
Set goals for that day’s learning: This can be a difficult activity in a traditional classroom, but in a self-paced classroom, these goals can help students stay on track. Make your progress tracker an interactive tool by reviewing pace expectations an working with students to set learning goals for the day.
Accountability groups: You can also have students meet in small groups to set goals and discuss how they can support each other throughout the class period.
7 Closing Routines for Student-Centered Classrooms
Like opening routines, closing routines allow for connections between learners, but they can also create a space to reflect on the day’s work. It is important for students to see their success - and this is a great way for those achievements to be celebrated.
Closing huddle shoutouts: Bring students together and allow them to share shoutouts for their peers. Modeling this to begin with is a great way to help students build one another up.
Exit tickets: Like check-ins, these quick check-outs can be academic or SEL-based (or a combination!)
Accountability groups: Have these groups meet again and discuss how they did. Provide the option to share out to the whole group.
Reflection on goal setting: Give students space to reflect on the goals they set at the beginning of class. Students can share with partners, in a whole group discussion, or on paper in an exit ticket.
Peaks and valleys: This reflection activity is helpful as both a personal and whole-class improvement tool. Help students to celebrate their achievements and set goals for the future.
Countdown timer: Use a timer to help students visualize when work time will stop and clean-up time will begin. Try a digital timer on your progress tracker so students can easily see how much time they have left to work.
Leveraging Technology in Classroom Routines
If you have access to technology, it can be harnessed to enhance your routines. Integrating digital tools and platforms into your routines can make them more engaging and efficient. Some ideas:
Digital check-ins: Use online surveys or apps to facilitate a quick check-in or check-out. Not only will this give you student-level data that can guide your work, but you can get a class-level view, as well, allowing you to instantly gauge students’ emotional states and prior knowledge.
Interactive whiteboards: Use interactive whiteboards and smartboards to display collaborative questions and pacing trackers. This can not only facilitate discussions but help struggling students to find support amongst their peers.
Online peer recognition: Use virtual platforms to enable students to recognize and celebrate their peers' achievements, whether it's through a virtual applause system or digital badges.
Adapting Routines for Diverse Learners
It's essential to remember that classrooms are filled with diverse learners, each with unique needs and abilities. Adapting your opening and closing routines to cater to these differences is a key aspect of inclusive teaching:
Differentiation: Tailor your routines to accommodate students with varying learning styles and abilities. Provide options for students to choose how they engage with the routine, whether through written responses, verbal sharing, or artistic expression.
Multilingual support: In multicultural classrooms, consider providing routines in multiple languages or utilizing translation tools to ensure that all students can participate and understand.
Accessibility features: Make your routines accessible to students with disabilities by using inclusive design principles. Ensure that digital content is screen-reader friendly and that physical spaces are wheelchair accessible.
Implementing opening and closing routines is not a one-size-fits-all approach. To make these routines truly effective, it's crucial to gather feedback from your students. Their insights can help you ensure routines suit their needs and preferences.
Consider conducting anonymous surveys or class discussions to collect feedback. Ask students about their favorite routines, those they find less engaging, and any suggestions they may have for improvement. By involving students in the process, you not only empower them but also demonstrate that their opinions matter.
Remember, opening and closing routines are more than just classroom rituals; they are the building blocks of a positive and productive learning environment. By continuously refining and adapting these routines, while seeking input from your students, you can supercharge your classroom and create a space where learning thrives.
Samantha du Preez is a former educator with experience teaching in California, Arizona, and South Korea. She earned her bachelor's in English and journalism from the University of Arizona and her master's in curriculum and instruction from the American College of Education. Although she hasn't been in the classroom for several years, she continues to empower educators, improve access to quality educational opportunities, and impact education.
She lives in Detroit, Michigan with her partner and a menagerie of pets. You can find her writing, painting other people's pets, or sharing a meal with her neighbors most days. Find her on Twitter @samantha__dp
Looking to learn more about student-centered classrooms? “Mastery-based learning is one of the three core practices of a Modern Classroom, alongside blended instruction and self-pacing. But what does the term mastery-based learning really mean?” Read more.
