Habits and routines are the foundation of an efficient, productive classroom. In this course, we consider why they are so important, how to introduce routines, and how to help them stick. We also focus on the importance of developing a set of high-value activity structures and considering which norms we wish to exist in our classrooms and how to cultivate them. Finally, we look at some words we might want to remove from our classroom vocabulary.
See the bottom of this page for FAQs.
Course overview
Making the most of this course
Why are habits and routines important?
Tip 1. Eight ideas to help introduce a routine
Tip 2. Beware of the Valley of Latent Potential
Tip 3. Two ideas to help a routine stick
Tip 4. Develop a set of high-value activity structures
Tip 5. Six ideas to help establish positive norms in your classroom
Tip 6. Four types of words to consider removing from your teaching vocabulary
Reflection
Contents
How to make the most of this course
The issue with FOMO
Two questions to consider
Two types of tips to look for
The issue with good intentions
Two questions to consider
Implementation intentions
Why are habits and routines important?
Routines I have seen
Image of different routines
Two questions to consider
Three reasons routines are important
Tip 1. Eight ideas to help introduce a routine
Where we are at
What is the problem?
Two questions to consider
Idea 1 - Lower the content demands initially
Idea 2 - Break the routine down
Idea 3 - Model each step
Idea 4 - Practice each step
Idea 5 - Write the steps of the routine down
Idea 6 - Justify the steps of the routine
Idea 7 - Check for understanding
Idea 8 - Provide cues
Implementation intention
Tip 2. Beware of the Valley of Latent Potential
Where we are at
What is the problem?
Two questions to consider
The Valley of Latent Potential
Image of the Valley of Latent Potential by Peps McCrea
Implementation intention
Tip 3. Two ideas to help a routine stick
Where we are at
What is the problem?
Two questions to consider
Two ideas to help a routine stick
Implementation intention
Tip 4. Develop a set of high-value activity structures
Where we are at
A challenge for you
What is the problem?
Two questions to consider
The importance of high-value activity structures
A Venn Diagram to try
Implementation intention
Tip 5. Six ideas to help establish positive norms in your classroom
Where we are at
Six things I have said
Image of the six things I have said
Two questions to consider
Idea 1 - Act as if the norm is already in place
Idea 2 - Use concrete examples of the benefits of established norms
Idea 3 - Draw attention to what you want to see, not what you don’t
Idea 4 - Reinforce norms and routines when they are going well
Idea 5 - Reinforce norms when they are heading in the right direction
Idea 6 - Beware of creating negative norms
To find out more about norms...
Implementation intention
Tip 6. Four types of words to consider removing from your teaching vocabulary
Where we are at
Four things I have said
Image of the four things I have said
Two questions to consider
1. Words like smart, clever, talented, able
2. Words like easy, simple, straightforward, routine
3. Words and phrases like quiet, does not participate much in discussion, should contribute more
4. High-stakes measures of success like targets, grades and levels
How to stop yourself
Implementation intention
Going forward
Reflection
Thank you and goodbye!
Links to my other work
My books
My podcasts
My websites
FAQs
Is this course suitable for primary school teachers?
I am a secondary school maths teacher by training, and I make no claim whatsoever to have any expertise in the domain of primary teaching. However, I have been lucky enough to run this course lots of times with primary colleagues, and it seems to go down well. The key ideas concerning habits and norms should transfer to different phases.
Is this course suitable for non-maths teachers?
I think so. I am always reluctant to offer any kind of insight to my non-maths colleagues, but I have been lucky enough to run this workshop for whole school INSET training a number of times, and it seems to go down well. Whilst the specific examples used are mainly from the world of maths, the focus is on the development of habits and routines in any classroom.
Is this course suitable for non-UK teachers?
Yes! I have been lucky enough to work with teachers all around the world, and I ensure wherever possible that my courses are not tied to any specific curriculum or specification. I am confident that aside form my weird accent, teachers from other countries will find most of the ideas relevant and transferable.
How long does it take to do the course
You could whizz through all the videos in an hour. But the idea is you watch the video where I present a problem, reflect where you are at, listen to my proposed solution, reflect upon that, and consider what you would need to change to make it work for you.
Therefore, a half-day is probably suitable to do the course.
Even better if you can do a section of the course, try some ideas in your classroom, reflect on what worked and what didn't, and then move on to the next section of the course.
How long can I access the course content for?
As long as this platform exists! That is one of the key advantages of an online course - you can go back over the content again and again.
If, for whatever reason, the platform shuts down or I need to remove content, I will give you as much notice as possible (I will aim for at least 6 months) so you can complete the courses.
Can I pay with an invoice instead of online?
The easiest way to pay is online. The service accepts all major cards as well as PayPal. Paying this way gives you immediate access to the course.
But if you need to pay via invoice, then no problem! Just send an email to mrbartonmaths@gmail.com with details of:
1. The email addresses of the delegates taking the course
2. Your school name and address
3. Who to email to invoice to
Then I will send you an invoice and register your colleagues on the course.
Can I get a VAT receipt?
Of course!
If you have paid online, just login, click on the drop-down menu next to your picture on the top-right of the screen, select Billing and you can print off your VAT receipt(s) there.
If you pay-offline (by emailing me as described above) then I will email you an invoice which will serve as your VAT receipt.
Can I buy one pass and then share it with my colleagues?
I am afraid not. The price of each course is per person.
Each person who pays for the course has their own log-in details, so the platform can keep track of their individual progress. This allows you to log back on using any device and pick up where you left off.
Are there discounts available?
If you want to purchase a bundle of passes for the courses - perhaps you have a large department or you are part of an Academy chain - send me an email telling me what you have in mind, and hopefully we can reach a deal!
