Children appreciate classroom routines and organisation. Although young they like predictability. From experience I don’t believe young people despair of repetition but value ‘links’ with the day that routines reinforce. They like things to be predictable because that offers reassurance and extends feelings of security. Many children come from environments that are not always predictable. A settled, predictable school program where children know what is happening and what is coming next builds both confidence and trust.

Students who were part of my schools from years ago and with whom I have had contact years later, have told me how big and scary school was when they were little. Those who have come back to visit the schools of which they were student members talk about how little the school seems compared to what it was when they were in their primary, especially early primary years. An object lesson I learned from these disclosures was that children appreciated the security they were offered at school.

There are times when programs need to vary and when general routines and timetabled programs have to be set aside. If possible, we should avoid springing these changes on children ‘out of the blue’. It is important that teachers give as much notice as possible to children about changes and why they are being made. This can sometimes be done through forward notification to parents via newsletter or online contact. Letting children know beforehand is helped if school leaders give lead notice to teachers about changes.

Routines will be helped if children understand the following:

* What subjects happen on what days.

* Routines marking the beginning and end of each school day.

* Recess and lunchtime procedures including play areas.

* Understanding the times each day for maths, language and other subjects.

* Being clear about the days the class may have specialist teachers for subjects.

* Knowing what is where in the classroom, unit and school.

* Understanding the school facilities and knowing the school map.

* The names of teachers school support staff.

* Rules that are in place to make the classroom, unit and school safe.

* The names of and a little background about relief staff.

* Their right to be protected and feel safe at school.

There are many other factors that build into school routines, the above being a sample of what might be relevant.

Routines and procedures are essential. Without them, children can become aimless, confused, and lost in what should be the safe, supportive environment of school.