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In order to build a supportive classroom, students must feel a
sense of recognition, belonging, and a desire to be there. Entry
routines are short, fun activities that encourage a sense of
belonging and recognition and promote positive transitions from
home to school and between activities or classes. So often classes
begin by instructors rushing right into the active side of learning,
reading groups, lunch count, etc. Some students can feel lost. Entry
routines facilitate classes beginning on a positive note and provide
an opportunity for students to develop a learning frame of mind
which enables them to focus their attention and energy on the next
activity or class. When entry routines are effectively implemented
and a sense of community is established, one can expect higher self-esteem,
greater social support, better behavior, and improved attitudes
toward school and teachers.
We have defined two types of entry routines, welcoming routines
and transition routines. Welcoming routines occur the first time
a group of students meets for the day and their goal is to promote
a sense of belonging and recognition through greeting every student
in a warm and friendly manner. Transition routines focus on re-grouping
and orienting students to the next class or activity.
Students need to know the rules and behavioral expectations for
each entry routine prior to engaging in the activity. The routine
should be introduced, demonstrated, modeled and practiced so that
each student can fully participate. It may be necessary to develop
accommodations so that some students may participate in even the
most basic routine. For example, a student with cerebral palsy may
need a special bolster or peer buddies for support so he may join
the morning circle. Or a student with a visual impairment may need
verbal cues to participate in the morning greeting routine.
Entry routines occur at the opening of school, as the class transitions
from one curricular area to another and/or at any point during the
school day that a new class or group comes together. At a minimum,
entry routines should occur once a day when all of the members of
the class come together for the first time. At the elementary level,
that is most likely the first thing in the morning (after all of
the students have arrived). At the middle school level, it could
be at the beginning of each period if students frequently change
classes. The instructional support team will have to decide when
the entry routine(s) will occur and if more than one should occur
each day. Click here for a sample entry
routine. The curriculum has several examples of welcoming and
transition routines that have been used by instructional teams at
different grade levels.
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