Classroom routines are the backbone of a calm, organized, and productive learning environment, and learning how to set them up effectively can make all the difference.
Classroom Routines for K-3
If there’s one thing that can transform a chaotic classroom into a calm, focused learning space, it’s routines. Whether it’s helping students know what to do the moment they walk through the door or transitioning between activities without losing valuable time, routines are the foundation of effective classroom management.
For K–3 teachers, consistent routines do more than just support behavior and classroom flow. They give students the structure they need to feel safe and confident. If the goal is to spend less time repeating directions and more time teaching, it all starts with a solid routine. Here are some essential classroom systems that make the day run smoother from the moment students walk in to the final bell.
Table of Contents
- Classroom Routines for K-3
- Why Are Routines So Important in the Primary Classroom?
- How Do Routines Help Students?
- When Should You Teach Classroom Routines?
- How to Teach Any Classroom Routine
- Essential Routines You Need in Your Classroom
- Classroom Routines FAQs
- What classroom routines should I teach first?
- How do I teach a classroom routine?
- How long should it take to teach a routine?
- Do I need to reteach routines throughout the year?
- What should I do if students aren't following a routine?
- How can I help students become more independent?
- How can I make transitions smoother?
- What if my classroom routines are taking too much time?
- Should classroom routines be the same every year?
- What's the most important thing to remember about classroom routines?
- Resources to Help You Set Up Routines
- More Classroom Management Ideas
Why Are Routines So Important in the Primary Classroom?
Routines aren’t just about saving time. They’re about creating predictability, reducing anxiety, and setting the stage for independence. When students know what to expect, they feel safe and confident. That sense of security translates into better behavior, smoother transitions, and more time on task.
Well-taught class routines:
- Minimize distractions and downtime
- Help young learners build independence
- Support students who thrive on structure
- Make it easier to handle unexpected changes or disruptions
- Reduce the number of repeated directions (and the need to raise your voice!)
Think of routines as invisible helpers. They do the heavy lifting behind the scenes so you can focus on teaching, not managing chaos.
How Do Routines Help Students?
Routines do more than keep a classroom running. They support young learners in ways that impact both their academic and emotional growth.
Here’s how routines benefit students in the primary grades:
- Build Confidence and Independence: When students know exactly what to do during arrival, transitions, or group time, they don’t have to rely on the teacher for every step. Over time, they develop confidence in managing tasks independently.
- Reduce Anxiety: Predictability is comforting. For many children, especially those who are anxious or neurodivergent, knowing what comes next can significantly reduce stress and behavioral challenges.
- Improve Focus: With routines in place, students spend less time wondering what’s happening next and more time staying engaged in the current task.
- Create a Safe, Predictable Environment: Consistent routines help students feel secure. They can relax and be themselves when they trust that their day will follow a familiar structure.
- Encourage Responsibility: Classroom jobs, cleanup routines, and pack-up procedures teach students that they play an active role in the community. They begin to take ownership of their behavior and their space.
- Support All Learners: Clear routines benefit every student, but especially those who struggle with executive functioning or have special needs. A visual or structured routine can be the difference between confusion and success.
When Should You Teach Classroom Routines?
Classroom routines aren’t something you teach once and then forget about. Students need time to learn, practice, and revisit routines throughout the school year. The best time to teach a routine is right before students need to use it, and there are several natural points during the year when it’s especially important to review expectations.
First Day
Start with the routines students will need immediately. Teach them how to enter the classroom, where to put their belongings, how to find their seats, what to do when they finish a task, and how to transition between activities. Keep it simple and focus on the essentials rather than trying to teach every routine at once.
First Week
Once students have the basics down, spend the first week introducing and practicing additional routines. This is the time to teach procedures for things like turning in assignments, getting supplies, asking for help, using classroom technology, working with partners, and transitioning between subjects.
First Month
The first month is a great time to reinforce routines and look for areas that aren’t running as smoothly as you’d like. If students are consistently forgetting a procedure or taking too long to transition, stop and reteach it. Taking a few minutes to practice now can save you countless minutes later.
After Holidays and Breaks
Any time students return from a long break, expect routines to be a little rusty. Spend time reviewing important procedures instead of assuming students remember exactly what to do. A quick refresher can help everyone get back into the rhythm of the school day.
January Reset
January is a natural time for a classroom reset. After several months of school, you may notice that some routines have slipped or that your students are ready for more independence. Revisit your most important procedures, introduce any new expectations, and give students a chance to practice. Think of it as a fresh start for both you and your class.
The biggest thing to remember is that reteaching routines isn’t a sign that your classroom management isn’t working. Students need reminders, especially as their needs change throughout the year. Taking the time to review and practice routines keeps your classroom running smoothly and helps students become more confident and independent.
How to Teach Any Classroom Routine
Even the simplest classroom routines need to be explicitly taught. Telling students what you want them to do once and expecting them to remember it all year is a recipe for frustration—for you and for them. Instead, use a repeatable process that gives students clear expectations, plenty of practice, and regular reminders.
A simple Explain → Model → Practice → Reinforce → Review framework can work for almost any classroom routine.
1. Explain
Start by clearly explaining what the routine is, why you’re using it, and what you expect students to do. Keep your directions short and specific. For example, instead of saying, “Clean up,” explain exactly where materials go, what students should do when they’re finished, and what the classroom should look and sound like.
2. Model
Show students exactly what the routine looks like. Model each step yourself, or ask a student to demonstrate. You can even model an incorrect example and have students identify what went wrong. Seeing the routine in action gives students a much clearer picture of your expectations.
3. Practice
Now it’s the students’ turn. Have them practice the routine exactly as you taught it. If they’re learning how to transition, actually practice transitioning. If they’re learning how to turn in work, practice turning in a sample assignment. Stop, give feedback, and try again when needed.
4. Reinforce
Once students begin using the routine independently, reinforce what they’re doing well. Notice specific behaviors rather than simply saying, “Good job.” Try comments like, “I noticed everyone had their materials put away before moving to the carpet.” Positive, specific feedback helps students understand exactly what success looks like.
5. Review
Routines will need to be revisited throughout the year. Review them after long breaks, whenever you notice students struggling, or when the classroom schedule changes. A quick refresher can get everyone back on track before a small issue turns into a bigger one.
The goal isn’t to teach routines perfectly the first time. Teach them, practice them, reinforce them, and reteach them when needed. When students know exactly what to do, your classroom becomes more predictable, productive, and easier to manage.
Essential Routines You Need in Your Classroom
Below is a list of must-have routines every K–3 classroom should have in place. These routines are designed to guide students from the moment they walk in to the moment they leave with less confusion, fewer interruptions, and a whole lot more learning.
Morning Arrival Routine
The morning arrival routine helps students enter the classroom calmly and know exactly what to do. Instead of wandering around or needing step-by-step instructions every day, they follow a consistent pattern to start the day right.
Why it matters:
The first few minutes of the day set the tone for everything that follows. A smooth and predictable arrival routine can ease anxiety and give students a sense of purpose the moment they arrive.
What to include:
- Warm greeting at the door
- Unpacking independently (folders, backpacks, etc.)
- Morning tubs or simple morning work
- Turning in homework or notes
- Attendance and lunch count
Teacher Tip: Let your visual schedule do some of the reminding for you! Use a visual schedule with pictures, icons, or simple words so students can quickly see what comes next. Teach them how to check the schedule independently, especially during transitions or changes to the normal routine. This builds independence, reduces repeated questions, and helps students feel more confident about what’s happening throughout the day.
Morning Meeting Routine
Morning meetings are structured daily check-ins that build community, boost confidence, and provide a predictable way to start the school day. It enables teachers to gauge their students’ needs and intervene when necessary.
Why it matters:
Morning meeting is more than just a routine. It’s the heart of building a positive classroom culture and supporting social-emotional development.
What to include:
- A class greeting
- Time for sharing or asking questions
- A short activity or game
- A morning message to preview the day
Teacher Tip: Gradually hand over the reins to your students. Once students understand the morning meeting routine, give them opportunities to lead greetings, read the morning message, ask questions, choose activities, or facilitate a discussion. Start with small responsibilities and build from there. Student leadership helps develop independence, confidence, communication skills, and a stronger sense of ownership in the classroom.s fosters independence and ownership.
Transition Routines
Transition routines provide structure when students move from one activity, subject, or location to another. These short but powerful routines help keep students focused, minimize downtime, and make the school day feel more predictable. When students know exactly what to do during a transition, you spend less time waiting for everyone to get settled and more time teaching.
Why it matters: Transitions are one of the biggest opportunities for time to slip away or for behaviors to escalate. Think about all the little moments throughout the day, moving from desks to the carpet, lining up for lunch, switching subjects, getting materials, or packing up. Without a clear routine, those few minutes can quickly turn into lost instructional time.
A consistent transition routine gives students a clear sequence to follow and helps them become more independent. It also gives you a simple way to regain everyone’s attention without constantly repeating, “Okay, everyone, stop talking and listen!”
Examples:
There are plenty of ways to make transitions quick and engaging. Choose routines that fit your students and classroom rather than trying to use every idea at once.
- Music cues: Play a short song or instrumental track that signals to students it’s time to clean up, transition, or get ready for the next activity.
- Call-and-response: Use a fun call-back such as, “Macaroni and cheese!” with students responding, “Everybody freeze!” Call-and-response routines are especially helpful for getting students’ attention quickly.
- Countdowns and timers: Give students a set amount of time to complete a transition. Try counting down from 10 or using a visual timer so students know exactly how much time they have.
- Lining-up routines: Establish a consistent procedure for getting in line, waiting quietly, and walking through the hallway. Add lining-up chants to make the routine more engaging.
- Visual cues: Post simple directions showing students what to do during common transitions. This can be especially helpful for younger students or students who benefit from visual reminders.
Teacher Tip: Teach these transition routines early, model them often, and practice them just like any other skill.
Common Transition Mistakes
One of the biggest mistakes teachers make is assuming students automatically know how to transition. They don’t! If you tell students, “Get ready for math,” you may have 25 completely different ideas about what “ready” means.
Instead, break the transition into specific steps. Tell students where to go, what materials they need, what their voices should sound like, and what they should do when they’re finished.
Another common mistake is changing the routine too often. Fun is great, but students also need consistency. Choose a few transition routines and use them regularly so students can become comfortable and independent with the process.
Troubleshooting Transition Problems
If transitions are taking too long, stop and reteach the routine. Have students practice the transition from start to finish, then try it again with a goal for improvement.
If students are getting too loud, revisit your voice-level expectations and practice what the appropriate volume sounds like. If students are wandering around the room, clarify exactly where they should go and what they should have with them.
You can also ask yourself whether the transition itself is too complicated. Sometimes simplifying the number of steps is all it takes to get things running more smoothly.
Most importantly, don’t be afraid to practice. Spending five minutes practicing a transition may save you much more time over the course of the school year.
Make Transitions Easier
If you’re looking for ready-to-use ideas to make classroom transitions smoother, a resource with call-backs, door hangers, lining-up chants, and transition procedures can give you plenty of options without requiring you to create everything yourself. Having a collection of transition strategies on hand makes it easy to switch things up when your class needs a reset while still maintaining consistent expectations.
The goal isn’t to make every transition exciting. It’s to make transitions predictable, quick, and manageable so your students know exactly what to do and you can keep your day moving.
Bathroom & Water Break Routines
Bathroom and water break routines help students take care of basic needs without turning every trip to the hallway into a classroom event. A clear routine gives students independence while keeping the rest of the class focused on learning. No one wants to stop a math lesson because five students suddenly need water!
Why it matters:
Without structure, bathroom breaks and water runs can quickly become constant interruptions. Students may start asking at the same time, wandering around the room, or using bathroom breaks as an excuse to avoid work. A predictable system helps students understand when they can take a break, what they need to do, and how to return to learning without disrupting the class.
Examples:
There isn’t one perfect system for every classroom. Choose a routine that fits your students, school policies, and classroom setup.
- Sign-out sheet: Have students quietly record their name and the time they leave and return.
- Name magnets: Students can move their name magnet to a designated “out of the room” area when they leave and move it back when they return.
- Quiet hand signals: Establish a simple signal for requesting a bathroom or water break so students don’t need to interrupt instruction.
- Designated break times: When possible, build bathroom and water opportunities into natural parts of the day, such as before recess, lunch, or specials.
- Visual reminders: Post your bathroom and water procedures somewhere students can easily see them. A simple visual can help students remember the steps without needing to ask you every time.
Teach Students to Be Independent
The goal of a bathroom and water routine is to help students manage their needs independently. Explicitly teach students what to do before they need to use the routine. Show them where to sign out, how to use the hand signal, where they should go, and what to do when they return.
Practice the routine just like you would any other classroom procedure. It might feel silly to practice walking to the door, signing out, and returning to your seat, but that practice can prevent confusion later.
Don’t Forget Emergency Procedures
Make sure students know what to do if there is an emergency while they are out of the classroom. Depending on your school’s procedures, this may include knowing where to report, who to find, or how to follow an evacuation or lockdown procedure.
Students should also understand that regular bathroom and water routines don’t apply during an emergency or safety drill. Take a few minutes to explain these situations clearly and follow your school’s established procedures.
Managing Interruptions
Even with a great routine, students will occasionally forget the procedure or ask to leave at an inconvenient time. Instead of stopping your lesson to explain the routine again, use a visual reminder or quietly point students toward the posted procedure.
If bathroom or water requests become excessive, look for a pattern. Are students asking during independent work? Right before a difficult lesson? Immediately after coming back from a break? You may need to reteach the routine, adjust when breaks are available, or address whether students are using breaks to avoid work.
Of course, students should always be able to access the bathroom and water according to your school’s policies and when there is a genuine need. The goal of your routine isn’t to prevent students from meeting their basic needs—it’s to help them do so with as little disruption as possible.
Teacher Tip: Keep it simple and consistent. A clear routine prevents unnecessary questions and repeated requests.Keep it simple, consistent, and easy for students to remember. The goal is to create a routine students can follow independently without stopping you every few minutes to ask what they should do. Teach the procedure, practice it together, and use visual reminders when needed. The more predictable the routine becomes, the fewer interruptions and repeated questions you’ll have throughout the day.Teacher Tip: Keep it simple and consistent. A clear routine prevents unnecessary questions and repeated requests.
Attention-Getting Routines
Attention signals are routines that help the class regain focus quickly and calmly without shouting over the noise. They are engaging, fun, and students often remember them long after they have left your classroom.
Why it matters:
Every teacher needs a way to quickly regain attention. Without one, transitions and group discussions can spiral into chaos.
Examples:
- Clapping patterns
- Chimes or bells
- Visual cues (raising a hand, lights off)
- Call-and-response phrases
Teacher Tip: Turn attention signals into a classroom game! Introduce a few different options and let students help choose their favorites or even come up with their own. Giving students a voice in the process creates ownership and makes them more likely to respond when they hear the signal. Practice each one until students know exactly what to do—and keep a few favorites in your back pocket when you need to quickly regain their attention.
Small Group & Center Time Routines
Small group and center routines give students the structure they need to work independently while you focus on targeted instruction. Whether you’re running reading groups, math centers, partner activities, or rotations, clear expectations help keep the classroom productive and reduce the constant interruptions of, “What am I supposed to do?” and “Where do I go?”
Why it matters:
Centers and small groups can either run like a well-oiled machine or feel like complete chaos. Without clear routines, students may wander between activities, interrupt your small group, or spend more time figuring out what to do than actually learning.
Teaching students what to do before, during, and after centers helps create smoother rotations and gives you more uninterrupted time with your small groups.
Before Centers
Before students begin, make sure they know exactly where they’re going and what they’re expected to do. Review the rotation order, assigned groups, materials, voice levels, and what students should do if they finish early.
You might display a visual rotation chart or project the day’s center assignments so students can check the information independently rather than asking you repeatedly.
During Centers
Students should know what productive center work looks and sounds like. Establish clear voice-level expectations and explain how students should use materials, work with partners, and stay in their assigned area.
Also teach students how to ask for help. Instead of immediately interrupting your small group, students might use a help card, place their name on a help list, ask a designated classroom helper, or check the directions again before asking the teacher.
When the Timer Goes Off
Don’t assume students will automatically know what to do when it’s time to rotate. Teach them the exact steps.
For example:
- Finish your current task.
- Put materials back where they belong.
- Clean your workspace.
- Check the rotation chart.
- Move quietly to your next activity.
Practice this process before expecting students to manage it independently. The first few rotations may take longer, and that’s okay.
Cleanup Procedures
Every center should have a clear cleanup routine. Show students exactly where materials belong and what their workspace should look like when they’re finished.
Consider taking a quick picture of what a properly organized center looks like and posting it nearby as a visual reminder. This gives students a model they can follow without needing to ask you.
Early Finisher Expectations
Early finishers are inevitable, so have a plan before the first center begins. Create a short list of meaningful activities students can complete independently, such as reading, practicing math facts, writing, completing a puzzle, or working on a choice activity.
Make sure students understand that finishing early doesn’t mean they can wander around the classroom or interrupt another group. Teach them to check the early finisher options and choose something productive.
How Students Request Help
Students need a consistent way to ask for help without disrupting your small group. Teach them what questions they should try to solve independently and when they should ask for assistance.
A simple system might include a help card on their desk, a designated help area, or a visual signal. You can also teach students to use the “Ask 3 Before Me” strategy if it works for your classroom.
Teacher Tip: The smoother your center routines are, the more focused time you’ll have with your small groups. Don’t rush through teaching the procedures just because you want to get started with the academic work. Spend time modeling, practicing, and reteaching the routines until students can manage them independently.
When students know where to go, what to do, how to get help, and how to clean up, centers become much easier to manage—and you can focus on teaching instead of troubleshooting every few minutes.
Independent Work Routines
Independent work time gives students an opportunity to practice skills, build confidence, and learn how to manage their time without constant teacher support. But “work independently” can mean very different things to different students! A clear routine helps students understand exactly what they should do, how to get help, and what happens when they finish.
Set Clear Expectations
Before students begin, explain what independent work should look and sound like. Review where students should work, what voice level they should use, what materials they need, and how long they will have to complete the task.
Teach students that independent work doesn’t necessarily mean they can never talk or ask questions. It means they should try to work through the task on their own before immediately looking to the teacher for help.
Teach Students How to Ask for Help
One of the biggest challenges during independent work is students constantly interrupting the teacher. Create a simple system for requesting help and practice using it.
Students might:
- Raise a quiet hand signal
- Place a help card on their desk
- Add their name to a help list
- Ask a designated classroom helper
- Reread the directions or check an example before asking
Choose one system that works for your classroom and teach students exactly when and how to use it.
Encourage Students to Check Their Work
Teach students that finishing an assignment doesn’t automatically mean they’re done. Build in a quick “check your work” routine, so students learn to review their answers, directions, spelling, calculations, or completed sections before moving on.
A simple checklist can help students become more independent. For example: Did I answer every question? Did I follow the directions? Did I check my work?
What to Do When You’re Finished
Early finishers need to know what comes next. Create a short list of activities students can complete independently instead of allowing them to wander around the classroom or interrupt classmates who are still working.
Ideas might include:
- Read independently
- Practice math facts
- Write or draw
- Complete a puzzle
- Work on a classroom choice activity
- Review vocabulary
- Finish unfinished work
Post these options somewhere students can easily see them so they don’t need to ask, “What can I do now?”
Teacher Tip: Independent work routines take practice. Start with short assignments and gradually increase the amount of time students are expected to work independently. If students aren’t following the routine, pause and reteach it rather than simply repeating the directions.
The goal is to help students become confident learners who know what to do, how to get help, how to check their work, and what to do next without needing the teacher every step of the way.
Classroom Cleanup Routines
Cleanup is one of those classroom routines that can quickly become chaotic if students aren’t sure what they’re responsible for. Instead of simply saying, “Everyone clean up,” give students a clear process for cleaning their desks, returning shared materials, resetting centers, and taking care of common classroom spaces. A consistent cleanup routine helps students take ownership of the classroom while saving you from doing all the work yourself.
Desk Cleanup
Teach students what a clean and ready-to-learn desk should look like. Students might put away unnecessary materials, return pencils and supplies, throw away trash, and organize anything they need for the next activity.
Consider using a quick visual checklist so students can check their own desks before moving on.
Shared Materials
Students should know exactly where shared supplies belong. Whether it’s scissors, markers, math manipulatives, books, or technology, label storage areas and model how materials should be returned.
Teach students to take responsibility for checking that materials are complete and ready for the next group.
Center Cleanup
Every center should have its own cleanup expectations. Before students rotate, teach them to finish their task, return materials, straighten the workspace, and leave the area ready for the next group.
A picture showing what the center should look like when it’s clean can be a helpful visual reminder, especially for younger students.
Classroom Spaces
Don’t forget about shared areas like the carpet, classroom library, supply stations, and technology areas. Assign specific cleanup responsibilities or classroom jobs so students know who is responsible for each space.
Make Cleanup a Routine
Give students a consistent signal that cleanup time is beginning. You might use a song, timer, countdown, or call-and-response. Keep the steps the same so students can eventually complete the routine without reminders.
For example:
Stop → Clean → Check → Reset → Ready
Teacher Tip: Don’t expect students to know how to clean your classroom just because you’ve asked them to. Model it, practice it, and reinforce it. If cleanup starts taking too long or spaces aren’t being left the way you expect, stop and reteach the routine.
A few minutes spent teaching students how to clean up can save you countless minutes throughout the school year—and you’ll be building independence and responsibility along the way.
End-of-Day Dismissal Routine
This routine helps wrap up the day in a calm and organized manner, ensuring students leave with everything they need. Students need to get to their buses, parents, and you need some downtime. This routine makes it easier.
Why it matters:
Dismissal can feel frantic without a solid routine. A calm and predictable end-of-day system ensures that students leave feeling safe and organized.
What to include:
- A pack-up checklist (folders, water bottles, jackets)
- End-of-day jobs or classroom clean-up
- Reflection journals or a closing circle
- A quiet read-aloud to wind down
Teacher Tip: Make dismissal feel calm and predictable. The last few minutes of the day can easily become chaotic, but a consistent routine helps students transition out of learning mode without the mad rush. Give students enough time to pack up, check their belongings, complete their dismissal jobs, and review any important reminders. A calm ending helps students leave feeling successful—and helps you avoid ending the day completely frazzled, too!
Classroom Routines FAQs
What classroom routines should I teach first?
Start with the routines students will use every day, such as entering the classroom, unpacking, getting supplies, transitioning, asking for help, using the bathroom, turning in work, and packing up. Focus on the routines that will have the biggest impact on keeping your day running smoothly.
How do I teach a classroom routine?
Use a consistent framework: Explain → Model → Practice → Reinforce → Review. Clearly explain what students should do, model the routine, let students practice it, reinforce successful behaviors, and revisit the routine whenever students need a refresher.
How long should it take to teach a routine?
It depends on the routine and your students. Simple procedures may only take a few minutes, while more complicated routines may require several practice sessions. Don’t rush through the process—time spent practicing routines early in the year can save significant instructional time later.
Do I need to reteach routines throughout the year?
Absolutely! Students will forget routines, especially after long breaks, schedule changes, or when expectations begin to slip. Use the first day, first week, first month, and January as natural opportunities to review and reset routines.
What should I do if students aren’t following a routine?
Stop and reteach it. Avoid simply repeating the directions louder or giving consequences without addressing the problem. Model the routine again, let students practice, and explain what needs to change. You may also need to simplify the routine if there are too many steps.
How can I help students become more independent?
Create routines that students can follow without needing you for every step. Use visual schedules, posted directions, labeled materials, classroom jobs, and consistent signals. Gradually give students more responsibility as they become comfortable with the routines.
How can I make transitions smoother?
Choose a consistent transition signal, give clear directions, and teach students exactly what to do when they hear the signal. Practice transitions regularly and consider using timers, music, countdowns, or call-and-response activities to keep students focused.
What if my classroom routines are taking too much time?
Look at which routines are causing the biggest delays and simplify them. Break complicated procedures into smaller steps, eliminate unnecessary steps, and practice until students can complete them efficiently. A routine should make your day easier—not add more work to it.
Should classroom routines be the same every year?
Your core routines can stay consistent, but they may need to be adjusted based on your students’ ages, needs, and personalities. What works for kindergarten may look very different in fifth grade. Keep the expectations clear while giving yourself flexibility to adapt the routine.
What’s the most important thing to remember about classroom routines?
Consistency matters more than perfection. Students need clear expectations, repeated practice, and regular reminders. When routines become predictable, students know what to do, transitions become smoother, and you have more time to focus on teaching.
Strong classroom routines don’t happen overnight. They take time to teach, practice, reinforce, and revisit, but the payoff is a classroom that feels more organized, predictable, and manageable for everyone. When students know what to do and can complete everyday tasks independently, you spend less time giving directions and more time teaching.
Think of these must-have classroom routines as the foundation for your school day. Start with the routines that will have the biggest impact, introduce them one at a time, and don’t be afraid to hit the reset button when your class needs it. A few minutes spent teaching and practicing now can save you countless interruptions later!
Resources to Help You Set Up Routines
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