CopyofCEModule7_ImplementingRoutines_Handout.pdf
Teach! Institute
Implementing Routines
Objective: Champion Teachers will be able to…
● plan and i
Apr 13, 2025
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CopyofCEModule7_ImplementingRoutines_Handout.pdf
Teach! Institute
Implementing Routines
Objective: Champion Teachers will be able to…
● plan and implement routines through Double Planning and Interactive Modeling.
Write First & Debrief
How might it feel to be a student in a classroom where a teacher has a good understanding of Interactive Modeling?
In a classroom where the teacher does not have a good understanding of Interactive Modeling?
Interactive Modeling Template: First Five Minutes
Procedure
Purpose: We have no control over what happens with students from when they leave us in the afternoon to when
they come to us in the morning. Having a strong, predictable, and calming start to the day helps students transition
into a new environment. This plan allows the teacher to build connections with students, maintain safety, and
support students to be productive during the first five minutes.
Preparation before the lesson:
❏ Create anchor chart.
❏ Prepare the “Take One” table with a sample Do Now students will complete as they practice.
❏ Make sure students have a sheet of paper they can use as their “homework” in this lesson.
❏ Make sure students already know their assigned seats.
❏ Have a bag/backpack to use as a model, as well as a seat and desk at the front of the room in your model.
❏ Ask two students to help you model the procedure. Show one of them how to be the teacher and another
will be the student during their model portion.
Reminders:
❏ Have students seated in a way that they can see the model and the whole procedure.
Steps Teacher will... Students will...
1. Say what you
will model and
why.
“Today, we are going to learn how we start
the first five minutes of class. The first five
minutes are really important because they are
an opportunity for me to greet you, see how
you are doing and for you to get organized
and start learning. Every minute of learning
counts, especially at the beginning of class.”
Listen and look at the teacher.
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2. Model the
behavior.
“I am going to model the procedure for you
with Julia helping me as the teacher. Watch to
see how I do each step. Turn to look at me as I
walk out the door.”
Walk to the door taking your bag with you.
Step 1: Greet the teacher.
Stand at the door to greet the teacher.
“Good Morning, Ms. Jackson” (Julia’s last
name).
Shake hands with a firm handshake looking
Julia in the eye.
Step 2: Get supplies and sit down.
Go to the “Take One” table. and take one
paper.
Walk directly to the assigned seat without
talking to anyone.
Step 3: Put homework on desk.
Take out “homework” and put it on the top
left corner of the desk. Put bookbag under
your chair.
Step 4: Start Do Now.
Take the pencil from the desk and begin
working silently on the “Do Now” you picked
up from the “Take One” table.
“Model over. Thank you for your help, Julia.”
Julia walks to the door standing where she can
see the hallway and the classroom.
Students look at the teacher at the door.
Julia says, “Good morning, Mr./Ms. ___.”
Students continue watching the model.
3. Ask students
what they
noticed.
“Let’s talk about what you noticed as I
modeled. We are going to start at the
beginning and go step by step. Raising hands,
what did you hear me say and see me do as I
began?
“Listen for: you looked the teacher in the eye,
shook hands firmly, and greeted her by name.
Students respond naming the criteria for
success: look in the eye, firm hand shake,
greeting by name.
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“What about step 2? Raising hands, what did
you hear me say and see me do next?”
Listen for: took a Do Now, went directly to
your seat without talking to anyone.
“And step 3? Raise your hands to share.”
Listen for: took out your homework, put it on
the top left hand corner and put the backpack
under your chair.
“And finally, the last step. Raising hands to
share.”
Listen for: silently started Do Now right away
using the pencil on the desk.
Students respond naming the criteria for
success: took a Do Now, went directly to your
seat without talking to anyone.
Students respond naming the criteria for
success: took out your homework, put it on
the top left hand corner and put the backpack
under your chair.
Students respond naming the criteria for
success: silently started Do Now right away
using the pencil on the desk.
4. Invite one or
more students to
model.
“Now it’s your turn to show me how to do it.
Can I have a volunteer to show us how to do
this?”
Call on the student you pre-taught. “Thank
you, Marcus. Grab your backpack and take
this blank sheet of paper to be your
“homework.”
“Julia, will you help as the teacher again?”
“Watch Marcus as he transitions into the
classroom. What is he saying and doing?”
Marcus and Julia begin the model.
Students watch Marcus and Julia.
Marcus greets Julia with eye contact, a firm
handshake, and says, “Good morning, Ms.
Jackson.” Julia says, “Good morning, Marcus.”
Marcus picks up a Do Now and silently goes
straight to his desk. He takes out his
“homework” from his backpack and places it
on the top left corner of the desk. He places
his backpack under his chair. Using the pencil,
he silently starts working on the Do Now.
5. Again, ask
students what
they noticed.
“Let’s talk about what you noticed as Marcus
modeled. We are going to start at the
beginning and go step by step. Raising hands,
what did you hear me say and see me do as I
began?”
Listen for: you looked the teacher in the eye,
shook hands firmly, and greeted her by name.
“What about step 2? Raising hands, what did
you hear me say and see me do next?”
Students respond naming the criteria for
success: look in the eye, firm hand shake,
greeting by name.
Students respond naming the criteria for
success: took a Do Now, went directly to your
seat without talking to anyone.
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Listen for: took a Do Now, went directly to
your seat without talking to anyone.
“And step 3? Raise your hands to share.”
Listen for: took out your homework, put it on
the top left hand corner and put the backpack
under your chair.
“And finally, the last step. Raising hands to
share.”
Listen for: silently started Do Now right away
using the pencil on the desk.
Students respond naming the criteria for
success: took out your homework, put it on
the top left hand corner and put the backpack
under your chair.
Students respond naming the criteria for
success: silently started Do Now right away
using the pencil on the desk.
6. Have all
students practice.
“Now it is time for our whole class to practice.
We will be doing this just like the first five
minutes of class so we will spend the whole
five minutes doing the procedure. As we do
this together for the first time, you might not
get it 100% right and that’s okay. I will
respectfully remind you of the procedure and
you will try again. I know you’re going to do
great. Let’s do this, y’all!”
“When I say go, you will have 30 seconds to
silently stand up, pick up your backpack, and a
blank “homework” sheet and line up outside
the door one behind the other. Once outside,
you will put the paper in your backpack. How
much time do you have, class? What will you
do, Terry? What is our volume level, class?
When do you put the paper in your backpack,
____?”
“Go.” Narrate: “___ is silently grabbing their
backpack. ___ picked up a piece of paper. ___
is walking silently outside.”
Walk to the door and stand so you can see the
hallway and the classroom.
0:00 - 0:01: Greeting Students at the Door
Stand in the threshold of the door where you
can see the line in the hall AND into the
classroom where students will be seated.
Shake each hand and respond warmly and
personally to students by name to build
rapport:
Answer CFU.
Stand up, pick up backpack and piece of
paper.
Line up one behind the other outside the
classroom and add paper to their backpack.
Greet the teacher with eye contact,
handshake, and “good morning,
Mrs./Mr.____.”
Students pick up their assignment packet at
the “Take One” table by the door.
Students walk silently to their assigned seats
and are seated.
Students take out their homework and place it
at the top left corner of their desk.
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● “Loved your homework, Jamal!”
● “Nice game last night, Kendra!”
● “Your haircut looks great, Deion!”
● “Nice strong handshake, Anna!”
After every 4-7 students, pause the next
student.
Look INSIDE the classroom to narrate: “Jamal
and Kendra are already seated and working
silently on their Do Now.”
Look OUTSIDE the classroom to narrate:
“Jessica, Tasha, and Angel are waiting silently
in line.”
If students are not following the
procedure…
Student Action Teacher Response
Talking in line “We wait silently in
line. Head to the
back and try it
again.”
Gives informal
greeting
“Give me a formal,
‘Good Morning.’
Try again.”
Handshake is not
firm
“Firm handshake.
Try again.”
Talking once they
enter the
classroom
“Thomas set out,
please, and enter
the class silently.”
In all cases, be very warm with these
students when they get it right the next
time:
“Nice job, Thomas. Looking forward to a
great class with you today.”
0:01 - 0:02: Once the Last Student Enters
Students store their bags under their chairs.
Students begin working silently on their Do
Now, which is printed on the first page of their
packet.
Students continue working on their Do Now.
Early finishers begin reading independently.
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Narrate, “Every student at group 3 is working
silently on the Do Now. 80% of you have your
homework in the left corner of the desk, now
90%.. 100%”
Check time remaining and set visible timer.
“You have 3 more minutes to work. If you
finish early, read your independent book.”
0:02 - 0:05: All Students are Now Working
Check homework completion.
Enter attendance.
Confer with students on their Do Now.
Follow up with a Student that you know is
having a hard time to give them some love
and encouragement.
If students are not following the
procedure…
Student Action Teacher Response
1-2 students
talking
Move to stand near
students and give
MVPT direction.
“You are working
silently on your Do
Now for the next 3
minutes. What are
you doing?”
Several students
talking
Whole class reset:
“Pause. Give me 5.
Eyes on me and
voices off.” Scan for
100%.
“We are working
silently on the Do
Now. This is what it
should sound like.
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Back to work at
volume 0. You have
2 minutes left.”
In all cases, be very warm with these
students when they get it right the next
time:
“Nice job, Thomas. Looking forward to a
great class with you today.”
Begin Class
Stand up, square up.
“Give me 5.”
7. Provide
feedback.
“Great job, y’all. Let’s talk about how that
went. I’m going to give you some feedback. It
was effective because ____. Raising hands,
what do you think went well?“
“Take a moment and reflect. Next time, I want
you to try to do ____ because ____. ”
Students share what they think went well.
Students self-reflect and listen as the teacher
gives feedback.
Guiding Question:
What steps did I take to create my Interactive Modeling Double Plan to teach the First Five?
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Rehearsal:
Guiding Question:
What am I saying and doing to go all in and pretend that I am actually teaching students?
Rehearse your whole script.
▪ Give feedback
□ “It was effective when…”
□ “Next time, try…”
▪ Rehearse again, practicing the adjusting feedback
▪ Do it again with adjustments
▪ Switch
Capture Feedback:
What went well that you want to remember to do again? What can you improve on that you want to keep practicing?
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