Classroom Values, Norms, Routines & Relationships

Values → Norms → Routines

Strong values dictate classroom norms, which are realized through routines.
If routines are unclear or inconsistent, students won’t know how to start, what to ask, or how to participate.
Before planning or starting independent practice, ensure routines are clear and well-established.
When behavior is challenging, revisit and reteach the norms and routines; consistency is essential.

Routines are the concrete expressions of values and norms; they enable smooth transitions and expectations.
If a disruption occurs (e.g., students pushing or fighting over materials), reset by reteaching the routine:
- Example sequence: "Everyone grab your whiteboards. Put them back. Let's start that process again."
The need to reteach is a sign to review the alignment between values, norms, and routines (as discussed in Tom Bennett’s Week 1 chapter).

You don’t need to prove you’re a great person to students; you prove you’re a great teacher through the quality of your relationship and pedagogy.
Be careful not to blur lines by trying to be “friends” with students; friends and teachers have different dynamics.
Don’t treat students as you would treat friends (e.g., using informal, peer-like routines); maintain appropriate professional boundaries.
The teacher-student relationship should support learning and be connected to the content and learning goals.

Start with values, translate them into clear norms, and realize them through consistent routines.
Prioritize routine clarity before launching independent practice to prevent behavioral issues.
Use reteaching when norms/routines are not understood; consistency is key.
Build professional relationships that facilitate learning, while maintaining appropriate boundaries and a focus on content.