How to Teach Classroom Procedures
Episode Summary
Our young learners aren’t yet
readers. Therefore, posters of written rules, schedules and procedures
are null and void. To young children, these posters are just visual
noise.
But, pictures are a different story. Young children can ‘read’ pictures.
So when it comes to helping young children learn about routines in the classroom- visuals are the way to go.
I found a need for visual procedure
cards in my classroom several years ago, so I created them, implemented
them and I am so happy I did.
The benefits of procedure cards are
huge and I saw all of those benefits when I implemented them myself.
Plus, the visuals have kept me from having to say a routine procedure
over and over and over and over and… you get it!
Topics Discussed:
- The benefits of procedure cards
- How to use visual procedure cards
- Managing your own expectations when it comes to procedures
Resources Mentioned:
- Visual Procedure Cards:
- On TPT
- Buy in the LCPR Shop
Related Episodes or Blog Posts:
Connect with Ashley:
- Follow on Instagram @lovelycommotion
- Join the Lovely Preschool Teachers Facebook Group
More About the Lovely Preschool Teachers Podcast:
Are you a busy preschool teacher who
loves gaining new ideas, perspectives and inspiration for your
classroom? The Lovely Preschool Teachers Podcast is here to help you up
your confidence in educating early learners in a quick, actionable way!
As an early educator who is still in
the classroom, Ashley Rives will share the ins and outs of how she runs
her classroom in a play-based, child-centered way. Each week, expect a
new episode focused on actionable strategies to level up your abilities
and confidence as a preschool teacher.
Ashley Rives is an early educator
with over 17 years of experience and a strong passion to help teachers
implement child-centered learning in preschool classrooms all over the
world. You can follow her on Instagram @lovelycommotion or learn more at
the Lovely Commotion Preschool Resources website: www.lovelycommotion.com.
