PowerPoint Presentation
Designing Classroom Routines
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Edward Bovey, Abby Hodges, Ellie Bold
PELE Center, Morgridge College of Education
University of Denver
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Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers
Created by Pyramid Model developers and experts, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2–5.
bpub.fyi/Unpacking-PM
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Certificates
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The Importance of Engagement
- Engagement: child is engaged in contextually appropriate behavior.
- Engagement with teachers, peers, toys, materials and classroom activities is a powerful predictor of developmental growth.
- Engagement = Opportunities to learn!!!
Predictable Routines
Help children answer 4 vital questions that lead to higher levels of engagement:
- How do I know what I’m doing right now?
- How do I know I’m making progress?
- How do I know when I’m finished?
- What do I do next?
Breaking Down Your Day
Routines within Routines within Routines:
- Events (Routine1): The main parts of your daily schedule; think about your Daily Schedule. Make sure your schedule is balanced and consistent.
- Activities (Routine2): The specific and consistent components that make up an Event.
- Routines (Routine3): The steps that a child engages in to complete an Activity.
Understanding Routines
| Routines(Event) | Routine with Routine(Activity) |
|---|---|
| Arrival | Go to Cubby |
| Wash Hands | |
| Pick Centers | |
| Question of the Day | |
| Sign-In |
| Routine within Routine with Routine(Routine) |
|---|
| Hang up Coat, Unzip Backpack, Take our snack & put in bin, Zip up backpack, hang up Backpack |
| Turn on Water, Get Soap, Wash hands,Rinse,Turn off water,Get towel,Dry hands,Throw away towel |
| Get Play Pass, go to area, hand up name |
| Get Name, Answer question, Get peer |
| Accept Name from peer, Sign in, pick next child, give them name |
Example - Opening Circle
| Routine(Event) | Routine within Routine(Activity) |
|---|---|
| Opening Circle | Welcoming Song |
| Child Choice Song | |
| Social Skill Lesson | |
| Choose Centers |
| Routine within Routine within Routine (Routine) |
|---|
| Adult selects helper. Helper passes out the song prop. Teacher Prompt “Hands Up”. Sing Song. Adult selects 2nd helper. Helper collects the song prop |
| Adult selects helper. Helper picks song. Helper leads song. |
| Adult introduces social skill. Adult models social skill. Adult picks child to practices social skill with adult. Adult picks 2nd child, children practice social skill. |
| Adult selects helper, Helper shows play pass and hands Play Pass to Peers. Helper asks peer, “Where do you want to play?”. Peer selects center and reads sentence strip. |
Teaching the Routines
- Instruction about the routine
- General visual supports
- Reinforcement of appropriate behavior
Visual Supports
- Classroom-wide visual supports
- Visual Schedule
- Activity specific visual supports
- Sign In Routine
Reinforcing Children’s Appropriate Behavior
- Catching kids being good (when children are engaged in an Activity/Routine, teachers can highlight expectations by providing positive descriptive feedback).
- Use of additional visuals (e.g., Marble Jar, Bee Bands).
Partnering with Families
- Collaborative planning for intervention across settings
- Consistency between school and home
- Facilitating generalization
- Increase number of opportunities to practice skills
Resources
- Classroom Visuals:
- Video Example – Using an Individual Schedule
- Video Example – Using a Daily Schedule
Thank You
Certificates
Certificates of attendance are available for download from the “Handouts” section of the webinar panel or from the URL below:
bpub.fyi/UPM-Routines-Cert
COVID-19 Resources
- Recommended reading
- Downloadable resources
- Professional development webinars
bpub.fyi/COVID-EC