This is my morning routine and I do it without even thinking about it.This wasn’t always the situation, learn more about covid-19. When COVID-19 struck, I think it’s safe to say that many of our previously learned daily routines went outside the window. If you are like me (and most humans), this probably caused you to feel a tad anxious… till you could produce and settle into new patterns. People are pattern seekers, and patterns can contribute to scenarios that feel chaotic. They can relieve anxiety and, once learned, give our brains time and space to think thoughts that are more complex than, say, “How do I leave this Zoom meeting without anybody noticing?”Routines in the ClassroomI’d assert that teachers understand the power of routines better than every other group of professionals. In reality, the very first few weeks of school are generally devoted to helping pupils learn expectations, processes, and patterns that will help the classroom operate as a self-study machine. Whereas class expectations or”rules” are such global, philosophical principles for pupils that speak to school culture and security, routines address the specific activities throughout the day that reinforce or encourage the expectations.As an instance, among those classroom expectations in an early childhood classroom might be, “We are safe with our own bodies.” This is the global classroom guideline that’s known over and over again. So, the routines that would encourage that expectation throughout the day might include lining up in a safe distance without touching each other or transitioning from Circle period to Centers in an orderly way.Arguably, much of the day for pupils is spent completing patterns. Why is this significant? Well, in addition to helping kids stay safe, once pupils learn the routines, their brains are able to concentrate on exactly what we REALLY need them to learn, while it’s literacy, mathematics, or how to become a fantastic friend. Pupils who require a great deal of repetition to learn new skills, such as those with intellectualdisabilities or developmental delays, gain greatly from classrooms that have predictable, consistent patterns set up.When pupils have learned the patterns that help them navigate the school day, skill acquisition, engagement, and self-regulation thrive. And, patterns help teachers! Once patterns are learned, teachers have to center on teaching!There are some Fantastic beginning of the year classroom patterns featured on Pinterest, such as this example:This fall, a lot people will be moving straight back to brick and mortar teaching and our students will be joining us. This will be an adjustment, to say the least, and placing solid patterns set up will help everybody feel less anxious and more protected. Some patterns from our pre-COVID planet will remain the same, but some fresh, “COVID” routines will be created to ensure that all pupils are following current security guidelines to the best of their abilities. Some examples might include lining up in a safe social space, cleaning up following work or centers time by placing used materials in a”dirty” bin, or even pupils sanitizing their hands prior to checking individualized fittings and transitioning to another area.When thinking about producing fresh”COVID” patterns, Begin by asking these questions:Which are the pre-COVID patterns that will remain the same?Are there any existing patterns that will need to be corrected for security?Are there any new patterns that I need to include?Who will be implementing the patterns? How will the patterns be taught? (visual supports, prompting, modeling, music?)Are there some students in my class that will require modifications to some regular due to their disabilities? (by way of instance, a student with Autism is working on tolerating the feeling of getting wet hands and becomes really nervous when asked to wash his hands.)Are there any alternatives for those who can get them nearer to the security guidelines?