I’m mentoring a new science teacher. I’ve never done this before, so I’m asking teachers, “What’s the best advice your mentor ever gave you?”
-Frank, Clarksville, Tennessee
I’m remembering myself as a novice teacher years ago, in a junior high school with some challenging students. I had a good background in the physical sciences I was teaching, but I really struggled with classroom management. There were days I felt like I was on the Titanic with no room in the lifeboats. We did not have official mentors then, so I was on my own. But my principal must have recognized my potential. He observed some classes and threw me a lifeline.
He suggested I establish routines and procedures for the beginning and end of class and for transitioning to and from lab activities. Since these are times most likely for disruptions, it is important for students to be engaged and to know what is expected of them. Having set routines frees time for more important topics and activities rather than dealing with discipline or logistic issues.
My principal also distinguished between routines and regimentation. Regimentation is when the teacher (acting like a drill sergeant) continually tells students exactly what to do and when to do it. In a classroom with routines, however, the students know what to do even if the teacher is not in the room.
Many of his suggestions became part of my repertoire:

• Greet students by name at the door.
• Establish a routine for getting ready for class, such as posting an agenda on the board with what students need for class (notebooks, textbook, pencil, assignments to turn in, etc.) so they can get ready while they chitchat,.
• Use a “bell-ringer” activity to focus students’ attention.
• Have a tray for each lab group to make it easier to organize and count the materials and to make sure everything is in place for the next class.
• Have assigned seats, assigned lab groups, and assigned roles for lab group members. These, of course, can be changed periodically.
• Designate and label places to turn in assignments and equipment.
• Put labels on shelves or tables to organize materials students may need during class.
• Conclude each class with a summary and a “preview of coming attractions”.

Some of these suggestions would be second nature to a veteran teacher, but to a novice such as myself they were life (and career) savers. It took a while that first year to get the routines in place. But in the following years, the students would quickly adapt from the start of the year. I think they appreciated the structure and the expectations (I know the substitute teachers did). Eventually, students can (and should) collaborate with the teacher to suggest or develop routines.
My principal was ahead of his time! Recent work of educators such as Robert Marzano notes the importance of routines and procedures. I would recommend Marzano’s book, Classroom Management That Works (published by the Association for Supervision and Curriculum Development)for additional suggestions. Even experienced teachers can learn a few new techniques!