Transcript

Hey Teacher Fam, what’s up? Antoine here, and welcome to the Teacher Support Network Podcast.

In a previous episode, we talked about building relationships as the foundation for supporting students with disabilities. Today, we’re adding the next layer: the value of procedures and routines.

Harry Wong said it best in The First Days of School: “The number one problem in the classroom is not discipline. It is the lack of procedures and routines.”

And here’s the thing—procedures and routines aren’t just about order. They’re about giving students what they crave most: safety, consistency, and yes, predictability.

For students with disabilities, routines reduce anxiety. They strengthen executive functioning. They give students the mental space and capacity to focus on learning instead of wasting time wondering, “What’s next?” That’s the gift predictability provides.

Rick Smith in Conscious Classroom Management puts it this way: “Procedures are the railroad tracks; content is the train.” Without the tracks, the train goes nowhere—or worse, it derails. Predictability through procedures lays those tracks and keeps everything steady.

And routines aren’t really about control. They’re about access. For students with disabilities, they’re an equity tool. When kids know what to expect, they can relax, take risks, and engage more. They don’t have to guess the rules or wonder if expectations will change depending on who’s in the room. That’s why predictability matters. It creates safety and frees students to learn.

But here’s the kicker: routines only work if the adults are consistent. That’s where collaboration comes in. When Gen Ed teachers, SpEd teachers, and instructional assistants are aligned, students get the same clear message no matter who’s in charge. And when we’re not aligned? Students notice instantly. Inconsistency unravels all the good work we’re trying to do.

So, take 5–10 minutes with your co-teacher, teaching partner, or instructional assistant to check in. Agree on the top three to five routines that matter most for your students. Decide together how to teach them, how to reinforce them, and keep them consistent through practice and more practice.

Here are a few practical tips for laying the groundwork with procedures and routines:

• Pick the essentials. Don’t overdo it. Choose the handful of routines and procedures that make the biggest difference—things like transitions, passing out materials, turning in work, working in groups, and entering or exiting the classroom. 
• Teach explicitly. Don’t assume students know how to do it. Model it, practice it, and reteach when needed—especially after breaks, schedule changes, or when new students join mid-year. 
• Use visuals. For students with disabilities who struggle with memory, visual schedules and cards are game changers. Go visual whenever possible so students always have a reference point. 
• Collaborate weekly. Even five minutes with your co-teacher or instructional assistant to sync up can save hours of confusion and frustration later. 

Here’s the truth: procedures and routines might not feel flashy, but they are an act of kindness and care for all students. For students, predictability is a lifeline. For teachers, it’s self-care. When routines are clear and consistent, you save yourself from chaos, strengthen classroom management, and preserve your energy for the best parts of teaching—building connections, deepening relationships, and watching your students grow.

So be encouraged, teacher friend. Routines aren’t about control. They’re about creating a safe, predictable environment where students can thrive.

Before I wrap up, I’ve got something for you. If you want an easy way to start conversations with your co-teacher or instructional support staff about procedures and routines, grab my free Gen Ed & SpEd Teacher Collaborative Conversations Guide. It’s packed with prompts to help you build alignment on key areas to support students with disabilities from day one.

And if you want to go deeper, check out my Collaborative Meeting Templates Pack. It gives you ready-to-use structures and editable Google Docs that make meetings more focused and productive—instead of painful.

Both are linked in the show notes.

Until next time, keep showing up, keep planting those seeds. You’re doing better than you know, teacher friend. Bye for now.

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