During study skills class, we have an established routine--my students enter the classroom and complete their agendas for the day. When they are done, they bring it to an adult who reviews it with them and highlights what then need to do at home. They then go through 5 minutes of math fact practice from RTI training by Riccomini/Witzel with the adult. When they are done, they return to their seat and can work on any work or tests they need help with--there is usually a 2nd adult available that is helping students or reading tests. When everyone has finished with agendas and math facts we usually do a lesson related to math or reading that is addressed on their IEP’s. The lesson varies depending on what is happening in reg ed rooms so there is less established ritual with it.
We have rituals at the beginning of the day, after lunch and at the end of the day. First thing in the morning a student puts his communication notebook on my desk. We talk about how he will get home after school. Students come in and have a task at their desk to start the day. After lunch, the ritual is for a student to come and wash his face. At the end of the day, the same student with the morning ritual of the communication notebook, puts it in his backpack and we recheck his understanding of where he goes at the end of the day. Sometimes we have a ritual of all doing the YMCA, when my student needs to engage left brain, right brain. When the weather is nice we have a ritual of taking some learning outside a couple of times a week or more.
I have more rituals like that for my lower functioning students. Those are the ones in my room more than in other classes and rituals really seem to help them know what to expect on a daily basis.
As an itinerant teacher with small groups or individual students, I try to follow a sequence. Older students always to an analogy page which we go over and discuss. Then talk for a few minutes about what is going on with them, such as ACT, sports, art, music.... and this list goes on. Gives me some insight as to what they are going through for the week. They sometimes just need someone else to listen and nod their head, no solutions needed. Then down to business with reading/math or what I need for them to do.
I hadn't thought of it as a ritual, but I always start the same way with my students, asking about activities (sports, scholar's bowl, band, forensics, etc.) and then get started on what we're doing. I feel the same way about it - I get insight into what they enjoy doing, and they have another person to listen and be excited about their accomplishments.
My kids would talk the whole hour about things going on in their lives. I think this is really important and I try to spend time each day just talking to them. Sometimes I will do this in place of bell work or sometimes we just talk as our daily activity and use examples from their lives as learning lessons or soft skills lessons.
I like that you use that time with the students you work with for teaching soft skills. I imagine since you use examples from their own lives, everything probably sticks with them a lot better. Also, I can't think of many teachers who take the time to TEACH soft skills, which appear to be just as important as everything else academic that we're wanting them to learn before sending them out into the 'real world.'
I like the soft skills time as well. Teachers and paraprofessionals are on the "front lines" with students and are likely the first in the building to know when a student is struggling with a social/emotional issue that could keep them from learning the whole day until they've had a chance to be heard and turn around their thinking.
I don’t think that I really use rituals. Mr. Solarz points out the difference between routines and rituals, and I believe that I follow a routine. Every time I pick up a student, we talk for a few minutes. I ask about activities they're in or things going on outside of school. I think this would be more of a routine than a ritual, though. If I had a classroom, rituals would be important. I thought his idea of making the boring routines into rituals would help with students completing those things with a good attitude.
I agree Jessica. I just hit post on my comments and then read yours. After reading Mr. Solarz's point my are more routine based, but I am planning on trying to get them more motivational based so the kids are eager to do them daily.
Do you use “rituals” in your classroom? I do use rituals in my classroom. The students know what to do everyday when they arrive and the first 20-30 minutes of every class period is a ritual.
What rituals do you have? When my students enter my classroom they do bal a vis x as their bell work. The exercise is presented every Monday and they work on that one throughout the week. After bell work they get their reading book and read for 10 min. of silent reading. Each day I will pick a different student and will listen to them read aloud to me or will share read with them during that time. We always go over planners as a group. I have a giant wall planner and we use it to make sure everything is written down from each class. My para's fill it in as they return from each class with homework.
We used to have a Bal-a-Vis-x class and my students loved it. The instructor left the district and we have not continued the class, but my kids really miss it.
I do not use rituals in my classroom because I only have my students for 48 minutes a day. I can see how rituals would be effective in classrooms where there are little transitions to other classes. For my classroom routines work best and are actually quite effective considering that my school loops it's sped kids and I have them for 3 years. By the second and especially third year the routines are very easy to go through. According to the author the only difference between rituals and routines are that students are in charge of making sure the tasks get accomplished. I can understand the difference but I am not sure I agree with the author when he says routines drain energy and students avoid them but they are excited about rituals. I think in the example he uses in the book the only students excited about rituals are those who are in charge of them! For everyone else it is still a routine but now they have peer reminding them to do the task! There are teachers where I work that do assign students to be in charge of daily tasks but I would not really consider that a ritual like the author would???? I completely agree with the effectiveness of peer leadership versus the teacher always in charge. and I think if done in the right way students can become very effective leaders, even the ones you would least likely suspect!
Hmm.... I consider rituals and routines to pretty much be the same thing. For many of my students routines are very comforting... and help them feel secure and in control.
I agree with Karen that routines are very important for our students. Every time we have a change in routine it really throws them off and then the next day they are better once they back in there comfort zone.
I also struggled with his definition of ritual vs routines. Most of what I do in my room would be considered routines by his definition, but I think my kids feel more confident and secure in knowing exactly what is expected when the arrive in my room.
I appreciate the comment that rituals and routines help students feel more secure and in control. It's an opportunity for us to provide the structure and predictability they may not have in other parts of their lives - and to learn how they could establish that for themselves.
I do have a few routines the older students do rocket math 4 days a week to work on their math facts as we wait the 10 minutes for the younger kiddo to get there. They love it and it's a quick transition right into math. But I don't think I really do any rituals... I think it's something I definitely need to work on to make class more engaging!
I think Rocket Math is an excellent program. I love that students can chart their progress and have practice time built in to the program. It was a routine that my students loved, when I was in a classroom.
Me too shaina, I need to change up some routines to turn them into rituals and make the "routine" more exciting and something to look forward to each day- having a different aspect of the same routine could do this I think.
I don't have any rituals in my classroom. I have routines that my students follow each day. When the bell rings my students know they are to be working on bellwork on their chromebooks. After they are done we have a private conversation about what they need to be working on and then they have to show me what they did in their core classes. (If they take notes, then I want to see them). If they say they need help then we prioritize and set it aside. After these conversations are held with everyone I teach a small 10-15 minutes lesson to the class. Then we proceed with homework. This routine only changes on test days. When I read this book I interpreted the rituals as a routine that the students are excited about. With that being said, yes I have rituals in my classroom somedays. Sometimes they are a simple math lesson for my pull out student or a topic about a life lesson. Last year I covered Rights as an Adult, which walked through Kansas’ adult rights that are granted to high schoolers upon their 18th birthday. The students responded very well and were very excited to come in a do the work that went with it. I would call that more of a ritual then what our daily activities look like.
I guess I would say one of my rituals is during my MTSS reading group. Students know when they first come in we will do a Fun with Teaching YouTube video. On Monday's it is to introduce the new letter and its sound then each day we start the day with the same short video but we use it as time to warm up our bodies and review the letter sound. The songs are catchy and for most of my littles these songs get stuck in their head and help them to remember what the letter's name is and its sound. After that we move into our seat work.
Some things are hard for me to decipher between routine and ritual, but the fact its the same thing but the kids are excited to see what new video or what new dance I think makes it a fun ritual. That sounds good. I think I couldn't change some routines up by keeping the routine there but adding or changing up how it is done each day or week.
I have both routines and rituals and this section really made me think about my routines and got me pondering about how I can spice them up and turn them into rituals!! A ritual that my students do well is come in in the morning, grab their math binder that they keep in my room, and grab the correct "ice cream" math sheet. This is exciting for them because its a timed test with multiplication facts, when they pass a certain number they build on to their ice cream cone. When all the students build their complete cone, were going to have an ice cream party. This has been an amazing way to start the morning because the kids (that usually bicker) have began cheering each other on!! It gets me excited for ice cream math. A student who used to become furious if he didn't pass now tries harder than i have ever seen because he knows his classmates are on his side. And if he doesn't pass that day, he smiles and says "AWW Man! ok, Im gonna get it next time." HOLY COW what an attitude change. I could definitely implement some more rituals in my classroom, My goal is to spice up my routines into rituals to eliminate some whining that i admittedly get about some binder work with a different student; but I'm already getting some ideas!
I don’t have a classroom, so therefore, no classroom rituals, haha! However, I was thinking about the teachers I work with and the rituals they utilize. But then, the more I thought about it, everything seemed to be more like routines rather than rituals. Before reading this, I guess I just used ‘ritual’ and ‘routine’ interchangeably, not realizing there was a difference in regard to ‘ritual’ having a motivational aspect.
I don't have a classroom myself, and think I observe more routines than rituals, but like the distinction of putting more of the responsibility on the students. The best way to teach responsibility is by giving responsibility.
During study skills class, we have an established routine--my students enter the classroom and complete their agendas for the day. When they are done, they bring it to an adult who reviews it with them and highlights what then need to do at home. They then go through 5 minutes of math fact practice from RTI training by Riccomini/Witzel with the adult. When they are done, they return to their seat and can work on any work or tests they need help with--there is usually a 2nd adult available that is helping students or reading tests. When everyone has finished with agendas and math facts we usually do a lesson related to math or reading that is addressed on their IEP’s. The lesson varies depending on what is happening in reg ed rooms so there is less established ritual with it.
ReplyDeleteWe have rituals at the beginning of the day, after lunch and at the end of the day. First thing in the morning a student puts his communication notebook on my desk. We talk about how he will get home after school. Students come in and have a task at their desk to start the day. After lunch, the ritual is for a student to come and wash his face. At the end of the day, the same student with the morning ritual of the communication notebook, puts it in his backpack and we recheck his understanding of where he goes at the end of the day. Sometimes we have a ritual of all doing the YMCA, when my student needs to engage left brain, right brain. When the weather is nice we have a ritual of taking some learning outside a couple of times a week or more.
ReplyDeleteI have more rituals like that for my lower functioning students. Those are the ones in my room more than in other classes and rituals really seem to help them know what to expect on a daily basis.
DeleteI love the outdoor learning!
DeleteAs an itinerant teacher with small groups or individual students, I try to follow a sequence. Older students always to an analogy page which we go over and discuss. Then talk for a few minutes about what is going on with them, such as ACT, sports, art, music.... and this list goes on. Gives me some insight as to what they are going through for the week. They sometimes just need someone else to listen and nod their head, no solutions needed. Then down to business with reading/math or what I need for them to do.
ReplyDeleteI hadn't thought of it as a ritual, but I always start the same way with my students, asking about activities (sports, scholar's bowl, band, forensics, etc.) and then get started on what we're doing. I feel the same way about it - I get insight into what they enjoy doing, and they have another person to listen and be excited about their accomplishments.
DeleteMy kids would talk the whole hour about things going on in their lives. I think this is really important and I try to spend time each day just talking to them. Sometimes I will do this in place of bell work or sometimes we just talk as our daily activity and use examples from their lives as learning lessons or soft skills lessons.
DeleteWhat an awesome idea. I bet they appreciate you listening!
Deletejporter-
DeleteI like that you use that time with the students you work with for teaching soft skills. I imagine since you use examples from their own lives, everything probably sticks with them a lot better. Also, I can't think of many teachers who take the time to TEACH soft skills, which appear to be just as important as everything else academic that we're wanting them to learn before sending them out into the 'real world.'
I like the soft skills time as well. Teachers and paraprofessionals are on the "front lines" with students and are likely the first in the building to know when a student is struggling with a social/emotional issue that could keep them from learning the whole day until they've had a chance to be heard and turn around their thinking.
DeleteI don’t think that I really use rituals. Mr. Solarz points out the difference between routines and rituals, and I believe that I follow a routine. Every time I pick up a student, we talk for a few minutes. I ask about activities they're in or things going on outside of school. I think this would be more of a routine than a ritual, though. If I had a classroom, rituals would be important. I thought his idea of making the boring routines into rituals would help with students completing those things with a good attitude.
ReplyDeleteI agree Jessica. I just hit post on my comments and then read yours. After reading Mr. Solarz's point my are more routine based, but I am planning on trying to get them more motivational based so the kids are eager to do them daily.
DeleteI think my class is more about routines than rituals too. I will have to look into this for next school year possibly.
DeleteI follow more of a routine too. Sometimes it is just really challenging to get my students excited about Geometry.
DeleteDo you use “rituals” in your classroom?
ReplyDeleteI do use rituals in my classroom. The students know what to do everyday when they arrive and the first 20-30 minutes of every class period is a ritual.
What rituals do you have?
When my students enter my classroom they do bal a vis x as their bell work. The exercise is presented every Monday and they work on that one throughout the week. After bell work they get their reading book and read for 10 min. of silent reading. Each day I will pick a different student and will listen to them read aloud to me or will share read with them during that time. We always go over planners as a group. I have a giant wall planner and we use it to make sure everything is written down from each class. My para's fill it in as they return from each class with homework.
We used to have a Bal-a-Vis-x class and my students loved it. The instructor left the district and we have not continued the class, but my kids really miss it.
DeleteI do not use rituals in my classroom because I only have my students for 48 minutes a day. I can see how rituals would be effective in classrooms where there are little transitions to other classes. For my classroom routines work best and are actually quite effective considering that my school loops it's sped kids and I have them for 3 years. By the second and especially third year the routines are very easy to go through.
ReplyDeleteAccording to the author the only difference between rituals and routines are that students are in charge of making sure the tasks get accomplished. I can understand the difference but I am not sure I agree with the author when he says routines drain energy and students avoid them but they are excited about rituals. I think in the example he uses in the book the only students excited about rituals are those who are in charge of them! For everyone else it is still a routine but now they have peer reminding them to do the task! There are teachers where I work that do assign students to be in charge of daily tasks but I would not really consider that a ritual like the author would????
I completely agree with the effectiveness of peer leadership versus the teacher always in charge. and I think if done in the right way students can become very effective leaders, even the ones you would least likely suspect!
Hmm.... I consider rituals and routines to pretty much be the same thing. For many of my students routines are very comforting... and help them feel secure and in control.
DeleteI agree with Karen that routines are very important for our students. Every time we have a change in routine it really throws them off and then the next day they are better once they back in there comfort zone.
DeleteI also struggled with his definition of ritual vs routines. Most of what I do in my room would be considered routines by his definition, but I think my kids feel more confident and secure in knowing exactly what is expected when the arrive in my room.
DeleteI appreciate the comment that rituals and routines help students feel more secure and in control. It's an opportunity for us to provide the structure and predictability they may not have in other parts of their lives - and to learn how they could establish that for themselves.
DeleteI do have a few routines the older students do rocket math 4 days a week to work on their math facts as we wait the 10 minutes for the younger kiddo to get there. They love it and it's a quick transition right into math. But I don't think I really do any rituals... I think it's something I definitely need to work on to make class more engaging!
ReplyDeleteI think Rocket Math is an excellent program. I love that students can chart their progress and have practice time built in to the program. It was a routine that my students loved, when I was in a classroom.
DeleteI have been looking for a good fact practice game. I will have to look into Rocket Math.
DeleteMe too shaina, I need to change up some routines to turn them into rituals and make the "routine" more exciting and something to look forward to each day- having a different aspect of the same routine could do this I think.
DeleteI don't have any rituals in my classroom. I have routines that my students follow each day. When the bell rings my students know they are to be working on bellwork on their chromebooks. After they are done we have a private conversation about what they need to be working on and then they have to show me what they did in their core classes. (If they take notes, then I want to see them). If they say they need help then we prioritize and set it aside. After these conversations are held with everyone I teach a small 10-15 minutes lesson to the class. Then we proceed with homework. This routine only changes on test days.
ReplyDeleteWhen I read this book I interpreted the rituals as a routine that the students are excited about. With that being said, yes I have rituals in my classroom somedays. Sometimes they are a simple math lesson for my pull out student or a topic about a life lesson. Last year I covered Rights as an Adult, which walked through Kansas’ adult rights that are granted to high schoolers upon their 18th birthday. The students responded very well and were very excited to come in a do the work that went with it. I would call that more of a ritual then what our daily activities look like.
I guess I would say one of my rituals is during my MTSS reading group. Students know when they first come in we will do a Fun with Teaching YouTube video. On Monday's it is to introduce the new letter and its sound then each day we start the day with the same short video but we use it as time to warm up our bodies and review the letter sound. The songs are catchy and for most of my littles these songs get stuck in their head and help them to remember what the letter's name is and its sound. After that we move into our seat work.
ReplyDeleteSome things are hard for me to decipher between routine and ritual, but the fact its the same thing but the kids are excited to see what new video or what new dance I think makes it a fun ritual. That sounds good. I think I couldn't change some routines up by keeping the routine there but adding or changing up how it is done each day or week.
DeleteI have both routines and rituals and this section really made me think about my routines and got me pondering about how I can spice them up and turn them into rituals!!
ReplyDeleteA ritual that my students do well is come in in the morning, grab their math binder that they keep in my room, and grab the correct "ice cream" math sheet. This is exciting for them because its a timed test with multiplication facts, when they pass a certain number they build on to their ice cream cone. When all the students build their complete cone, were going to have an ice cream party. This has been an amazing way to start the morning because the kids (that usually bicker) have began cheering each other on!! It gets me excited for ice cream math. A student who used to become furious if he didn't pass now tries harder than i have ever seen because he knows his classmates are on his side. And if he doesn't pass that day, he smiles and says "AWW Man! ok, Im gonna get it next time." HOLY COW what an attitude change.
I could definitely implement some more rituals in my classroom, My goal is to spice up my routines into rituals to eliminate some whining that i admittedly get about some binder work with a different student; but I'm already getting some ideas!
I think it's just AMAZING how much a kiddo's attitude can effect their success. That's great to hear about your student's 180! :-)
DeleteThe ice cream math sounds like a fun ritual. What a great way to have students cheer each other on....with the reward of an ice cream party!
ReplyDeleteI don’t have a classroom, so therefore, no classroom rituals, haha! However, I was thinking about the teachers I work with and the rituals they utilize. But then, the more I thought about it, everything seemed to be more like routines rather than rituals. Before reading this, I guess I just used ‘ritual’ and ‘routine’ interchangeably, not realizing there was a difference in regard to ‘ritual’ having a motivational aspect.
ReplyDeleteI don't have a classroom myself, and think I observe more routines than rituals, but like the distinction of putting more of the responsibility on the students. The best way to teach responsibility is by giving responsibility.
ReplyDelete