Low-Lift Elementary Classroom Routines That Get Students Ready to Learn

Before learning takes place, students must feel safe and have a sense of belonging. In elementary school, consistent opening and closing routines are a key element of classroom culture that helps build that safety and belonging.

In an effort to be efficient, I’ve created “ready routines” that take little effort to plan and update each week, saving me time and cognitive load for the more complex tasks I need to attend to as an effective educator.

Daily Routines

In elementary classrooms, morning meetings are essential. Planning greetings and activities is a fun way to get creative. To reduce time and effort on this task, I use a simple, repeatable formula that still allows for daily connection and joy.

I use the same greeting each day. We simply wave around the circle and say good morning to each other. It is a boisterous 20 seconds and gets everyone talking, looking around, saying and hearing those most welcoming words. Then we answer a question. There is a specific question for each weekday, which allows for connection and vulnerability to evolve throughout the year. I always answer the question. For students, it’s optional—they may pass. We use a talking piece so we can stay focused on the speaker. Passing it allows for micro-movement while we sit in the circle and helps students develop their listening skills. The weekly schedule is:

Monday: What’s the news?

Tuesday: What makes you feel _____?

Wednesday: What’s on your mind?

Thursday: What is something that has been fun this week?

Friday: What are you looking forward to?

The Tuesday question changes each week to provide a safe space for sharing and personal reflection about all types of emotions. Words I’ve used include happy, worried, proud, annoyed, strong, sad, joyful, grateful, frustrated, and excited. I use a clean graphic to support students needing a visual to refer to, which provides consistency and calm.

Next comes a quick, friendly message from me with reminders and the statement “I believe in you,” ending with a riddle and an emotion check-in. Finally, we review our classroom norms, which we cocreated at the beginning of the year. We do this daily, since it’s critical to begin grounded in agreements about the kind of classroom we envision and how we want to treat others and be treated.

Similarly, I have a consistent and simple closing routine. It fosters reflection and joy for my students and me, and allows us to end the day on a positive note, even on the most challenging days. In a circle, sitting, we gather and answer the question “What went well today?”

Students share excitedly, and it opens up a window into their day and what stuck with them: recess, learning or personal growth, or simply fun. Whatever is shared, it connects us in a positive way and reminds us what worked in our day. Smiles spread. For me, this is a time of day when, despite decision fatigue and the daily cognitive load of being an educator (and tired feet), I am reminded that the work I am doing matters so very much, and there’s always joy to be found at the end of my day as a teacher.

Protocols for Sharing

One of my core beliefs is that students need to move, make choices, express ideas, and work with others to be truly engaged in learning. To provide movement opportunities and the chance to express thoughts and ideas in learning, I use protocols that support equity of voice in my classroom. Thinking, participation, and engagement are consistently high.

First, we “Pass a Thought.” Students gather and stand in a circle. We use a talking piece to share an idea about a topic. Since we use the same talking piece in multiple daily routines, students understand that it will allow participation by all. We pass the piece sequentially, and students may repeat or add to an idea they hear. If students need time, we wait. All ideas are valued, even those that take a few moments to surface.

I strategically choose volunteers to start in order to give other students—those who need time and ideas from others—the opportunity to be successful. This process accommodates all learners and helps students practice listening. Often, I find myself reassuring everyone that they will all have a turn to share.

We also use a non-sequential circle. Students stand in a circle, and I start by asking, “Who has something to say?” Hands go up excitedly. I give the talking piece to a student who volunteers, and they share their thoughts on the topic or their written work. When that student is done, they ask the same question to the group, give the talking piece to the student of their choice, and then sit down, so we can see who remains. We continue until everyone has a chance to speak at least once. I encourage the group by saying, “We really want to hear from everyone—your ideas are important and interesting.” Every student usually participates. And it works for all subject areas throughout the day.

I also use accountability partners. I pair students randomly (using ClassDojo Group Maker). Our protocol is to connect, compliment, and collaborate. Students find their partners and give each other a compliment. Then we watch a video, learn about a topic, or analyze student work, after which they share ideas. I ask students randomly, using sticks with names, what they discussed about the topic. Hands wave wildly to participate. It works so well!

These routines all ensure equity of voice. Once students learn and internalize the routines, they are always ready. Relying on ready routines has helped me build predictability and reduce my planning time, something that benefits both students and me.