By now, you finally have something you didn’t have on the first day of school: real information about how your classroom actually functions.
The honeymoon period is over: your carefully planned pencil system has fallen apart, transitions are taking a little longer than expected, your independent-work routine isn’t quite so independent, and students are still getting the hang of your cell phone expectations.
That’s all part of settling into a new school year! The routines and expectations you established at the beginning of the year gave you a starting point. Now that you know your students and classroom a little better, late September is a great time to build on what’s working and make a few small adjustments to what could be working even better.
Find the Friction
If some of your classroom routines are starting to slip through the cracks, you’re probably feeling it. Repeated reminders, unclear routines, and lost instructional minutes can be frustrating, especially when you put so much thought into establishing expectations at the beginning of the year. If that sounds familiar, you’re in good company!
The good news is that you don’t need a complete overhaul; you just need to identify the trouble spots. Start by considering where your class consistently gets stuck. Ask yourself:
- Where am I losing the most instructional time?
- What am I constantly reminding students about?
- Which directions am I repeating every day?
- When do students seem confused about what to do?
- Which part of the day or class period feels harder than it should?
Figure Out What’s Really Going On
Once you’ve identified the areas you’d like to fine-tune, take a moment to consider why the routine isn’t working as expected. There may be something getting in the way of students’ ability to follow it consistently. For example, if students take a long time to settle in after lunch, maybe they aren’t sure what to do when they enter the room. A simple change, such as posting a consistent warm-up activity they can begin right away, could be all they need to make all the difference.
Reteach, Don’t Just Remind
By this point in the school year, you’ve likely caught yourself saying, “We’ve talked about this!” or “You know what you’re supposed to do!” And you’re probably right! But even routines that seemed solid during the first few weeks can start to get a little wobbly as everyone settles into the school year.
When this happens, revisit the expectation, model what it looks like, and give students a chance to practice. If independent work time has become a little less independent, for example, review what students can do when they have a question, finish early, or need help getting started.
There’s no rule that says classroom routines can only be taught during the first week of school. A few minutes spent practicing them again can mean fewer reminders, smoother days, and more time for learning later.
Start Small
Once you’ve started looking closely at your classroom routines, you may be tempted to fix it all at once. New seating chart! New procedures! New consequences! New everything! But before you declare Monday the first day of Classroom 2.0, choose one high-impact change to tackle first.
Think about which adjustment could make the biggest difference in your day. Then, keep the change simple. For instance, if dismissal feels a little chaotic, simplify the procedure and give everyone a chance to practice it.
Give each change some time to settle in before deciding what to adjust next. Small, intentional tweaks are easier for you and your students to practice and maintain than an entirely new set of expectations.
Bring Students Into the Reset
Your students experience your classroom routines every day, so why not ask them what they think? A quick, anonymous check-in gives them a chance to share what’s working, what’s tripping them up, and what might make the school day run a little more smoothly. Try asking:
- What’s working well in our class?
- Is there a classroom routine that feels confusing or difficult?
- What’s one thing that could help our class run more smoothly?
Of course, you don’t have to implement every suggestion (sorry, “no homework ever again” probably isn’t making the cut!). Instead, look for helpful patterns in what students share. If several students mention they have trouble seeing the directions or aren’t sure where to turn in finished work, that’s useful feedback you can use to make your classroom work even better for everyone.
A Reset, Not a Restart
There can be a lot of pressure to get classroom management “right” during the first few days of school. But those first routines and expectations are really just a starting point. As the school year gets underway, you learn more about your students, how they work together, and what helps your classroom run smoothly.
So, give yourself permission to fine-tune along the way! Keep the routines that are working, revisit the ones that could use a little practice, and make small adjustments as you learn what works best for your students. You don’t need to start the school year over; you just need to use what the first few weeks taught you to make the rest of it even better.
About the Author
Samantha Lundberg is the Associate Director of Content Development at PDI. She holds a B.S. in School Health Education, as well as a M.A. in Special Education with an emphasis in Applied Behavior Analysis. Samantha draws on her extensive knowledge to develop and refine engaging, research-based courses. Her work centers on helping educators create inclusive, supportive learning environments where social-emotional growth is prioritized and both students and teachers feel seen, supported, and mentally well.
Fun fact: Samantha has been to all of the U.S. Disney parks, as well as 3 of the international parks! She hopes to visit all of the parks someday.
