An entry routine is an explicitly taught and reinforced management strategy. It is designed to help students transition from one lesson to the next, usually from outside of the classroom. During an entry routine students enter the classroom in an organized manner, are acknowledged by their teacher, gather their materials, and immediately begin working on a structured activity (a Do Now or Activator).
Tips & Tricks
- Keep an Eye on Everyone: A teacher’s placement in the room is important for an entry routine to go smoothly. Standing at the door allows the teacher to personally acknowledge each student as they enter the room, while still being able to keep an eye on the remaining students coming into their room, and the students who have already entered.
- Explicitly Teach the Routine: An entry routine, like any classroom routine, should be modeled, practiced, and reinforced throughout the year. Explicitly teach students what it looks and sounds like to enter the room efficiently and begin their work. Revisit and reinforce the routine periodically as needed and following school holidays.
- Be Well Provisioned: Make sure students come into the room with their needed materials, or provide all the materials for them in a structured and routine place. Having the materials already out for them on their desks or easily accessible limits downtime.
- Think about the Content: An entry routine activity can be collaborative or individual. The activity should be related to the subject matter of the following lesson, but should not contain any new learning that requires active instruction. It is a good time for a spiral review, or differentiated activity such as word study.
- Administrative Duties: As students work on their ‘Entry Routine’ quickly complete your administrative duties, take attendance, collect and give feedback on homework (if necessary).
- Assessment: If it’s important enough to assign, it’s important enough to assess; during the entry routine activity circulate, monitor, and provide support and feedback to student on their work. As students complete the activity teachers can take informal formative assessment data on performance in order to modify the upcoming instruction or could use the completed work to make leveled flexible groups.
Tools & Templates: