Classroom Line

Guiding Questions

  • Are students expected to line up in the same space in the classroom every time?
  • Are students expected to line up in a certain order every time? Are students expected to stay in this order while walking throughout the school?
  • How are students expected to behave when waiting in line?
  • How are students expected to behave when walking in line?
  • How are students expected to sound when they are in line?
  • Are there varied expectations of voice volume within different areas of the school?
  • Have these expectations been taught?
  • Are these expectations clear?
  • Are these expectations consistent?
  • Do you have visuals for these expectations?
  • Are there visuals throughout the school for these expectations?
  • Do you model the expected behavior for students?

Classroom Line System Example

Below is a strategy that I found to be very effective in my classroom for teaching skills related to having a classroom line.

Steps for Setup of System

  1. At the beginning of the school year, assign a number to each of your students (this will be useful for many systems within your classroom).
  2. Designate the area in your classroom where students will line up, preferably one where you can see all the students and there are as few distractions as possible.

Teaching the System

  1. Explain to the students that anytime they are walking as a class they will walk in number order
  2. To ensure that every student has an opportunity to be a line leader have the student at the front of the line move to the back of the line at the start of every new week or digital day cycle.
  3. Example:
    1. Week 1 or 1st digital day cycle, the number order will be  1,2,3,4,…..
    2. Week 2 or 2nd digital day cycle, the number order will be  2,3,4,5….
    3. Week 3 or 3rd digital day cycle, the number order will be 3,4,5,6…
    4. Continue with this same pattern
  4. Show the students the area in your classroom where you expect them to line up.
  5. Review your expectations of how they should look, sound, and act when in line, pair this with visuals for students who require this visual support.

Benefits of this System

  1. Provides a structure so students know what area in the classroom they should go to when lining up.
  2. Provides structure and boundaries to the line allowing students to always know where they need to go to get in line.
  3. Provides a natural system to determine a new line leader every week.

Visuals

Visuals can be used to teach these skills. They can be cut out, laminated, and put on a ring to use in place of auditory directions. For students that cannot read, pictures could be added to the visuals.  A schedule with the same text or pictures could be made for additional support.

Illustrations by Thomas Ahrens