Across the country thousands of people are preparing to start their career as a teacher. There will be nerves, excitement and plenty of deep breaths.
While there is a lot to remember, there are some golden rules to teaching that all early career teachers (and even experienced teachers) would do well to commit to their practice from day one.
One of the most fundamental is the importance of establishing routines that shape the daily rhythm of the learning environment and create the culture within which high-quality teaching and learning can take place.
As Tom Bennett (2017 ) suggests, “Culture is built on the things you do every day.” School and classroom culture, therefore, begins with routine. Indeed, research consistently shows that well-established routines form the foundation of effective teaching.
Research from the Education Endowment Foundation shows that routines reduce cognitive load, increase time on task and help to create a psychologically safe learning environment - all of which are essential for academic progress and pupil wellbeing.
In addition, research from the Chartered College of Teaching (2020) and the Department for Education (2022) supports the importance of establishing routines to enhance classroom climate, reduce low-level disruption and support academic achievement.
The importance of routine
Students, like adults, feel more secure and confident when they understand what is expected of them.
Predictable routines allow learners to concentrate on the content being taught rather than anticipating what may happen next.
This is especially significant for pupils with special educational needs and disabilities (SEND), who may find ambiguity and inconsistency particularly challenging.
Clear routines also support equity and inclusion: when expectations are transparent and consistently reinforced, all students benefit from the same learning conditions.
The first five minutes of lessons
So how can you establish clear routines from day one? One of the easiest ways is to make sure that the initial moments of a lesson are used to set expectations, secure attention and maximise learning time.
Establishing a consistent entry routine - whereby pupils know how to enter the room, where to sit and what work to begin - can help to ensure a purposeful and calm start to each lesson.
Displaying concise, accessible instructions on the board reduces downtime and shows that the teacher is organised, prepared and in control.
Teaching routines explicitly
Routines should not be assumed: they must be explicitly taught, practised and reinforced.
Positive reinforcement is key. Phrases such as, “Thank you, George, for placing your homework in the tray,” or, “Well done, Amira, for taking out your reading book silently,” are both affirming and instructional.
As Doug Lemov (2021 ) reminds us, “Practice isn’t the thing you do once you’re good. It’s the thing you do that makes you good.” Repetition, consistency and feedback are essential components in embedding successful routines.
This is important advice for new teachers in particular. Because, while it is natural to want to establish warm and positive relationships with pupils from the outset, it is consistency that offers the greatest kindness.
When rules, routines and consequences are applied fairly and predictably, pupils feel safe, respected and valued.
Research-informed strategies
With all that in mind, here are five research-informed strategies to support the successful implementation of routines in September:
- Align with whole-school policies: ensure that any routines are consistent with broader school policies relating to behaviour, uniform and learning expectations, for example. Consistency across classrooms not only benefits pupils but also enhances the credibility and cohesion of school staff.
- Co-construct when appropriate: where suitable, involve students in co-constructing some routines, such as group work protocols or classroom responsibilities. This encourages pupil ownership, engagement and accountability.
- Use clear language and visual prompts: instructions should be concise (for example, teachers could establish a consistent signal for silence - a hand gesture, a countdown or call-and-response). Ensure that routines are accessible to all learners by providing visual or verbal scaffolding. Pupils with SEND or English as an additional language or those who are neurodivergent may require differentiated support in understanding and following routines.
- End well, too: lessons should end in a structured and respectful manner, such as asking pupils to pack away and stand behind chairs, and then dismissing them row by row. This reinforces calm, orderly transitions.
- Reflect and refine: routines may naturally slip following holidays or special events. Periodically revisiting and refining routines is necessary to sustain high expectations.
A culture of calm and clarity
Overall, investing time early in the academic year to embed strong routines enables teachers to lay the groundwork for a learning environment that is safe, structured and conducive to both academic success and emotional development.
When routines are well-established, teachers are free to focus on what truly matters: inspiring curiosity, fostering confidence and helping every pupil to fulfil their potential.
Dr Sarah Mullin MBE is an experienced school leader, visiting professor of education and author. She recently completed her doctorate in education exploring the experiences and perceptions of women secondary school headteachers in England
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