Classroom Routine

Classrooms are a big part of a child’s entire world, and the routines within classrooms can seem like a hidden framework some children can't see. To make a classroom routine visible to a child empowers them to function confidently in their own world. Children will learn the individual steps to a variety of common routines to increase executive functioning skills for repeated daily tasks as they progress through this goal.

Sample Video:

Being First Isn’t Important

SOCIAL SKILLS IN ACTION (SSIA) – Connor always wants to be first in line. He even pushes Jack out of the way to be first. That makes Jack feel frustrated and upset. When he tries again, Connor realizes it doesn’t matter if he’s first in line – they’ll all get to where they are going at the same time.

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Narrator: There are times you might really want to be first. If we are always first in line or during a game, it can make others feel upset. We need to be fair and make sure others get a turn to be first too. Being first shouldn’t be that important to us. It’s more important to think about the good of the group and let others be first too. Let’s see what happens when Connor feels like he needs to be first.


[SCENE 1 – classroom]

Teacher: Alright, let’s line up for art class.

[Students walk to fall in line. Connor, who is second, pushes Jack so he could be ahead of the line. Other students give disapproving looks.]

Teacher: Connor, that wasn’t very nice!

Narrator: Getting to the front of the line was really important to Connor. How did it make his classmates feel?

Jack: (thought bubble) Why does Connor care so much about being first? He shouldn’t knock people over just to be first.

Narrator: Jack feels angry that Connor pushed him out of the way to be first. Jack knows that being first isn’t that important. Connor should think about what’s good for the group and how others will feel if he’s always first. Let’s watch Connor try again.


[SCENE 2 – classroom]

Teacher: Alright guys, let’s line up for art class.

[Students walk to fall in line. Connor is behind Jack.]

Connor: [internal thought] I really want to be first, but… it wouldn’t be very nice to push ahead of others. I guess Jack can be first today and I’ll have a turn another time.

Teacher: Looks like we’re ready to go!

Narrator: Nice job thinking about others, Connor! Even though he really wanted to be first, he didn’t push ahead. He knew it would be best for the group if they stayed where they are. Pushing to the front can make others feel angry or annoyed. Connor told himself it was Jack’s turn now and he can have a turn another day.

Companion Worksheet:

Every video comes with a companion worksheet for students to review what they just learned. This helps assess comprehension and promote generalization by reinforcing the concepts covered in the video.

Videos to teach Classroom Routine

Interactive online games to teach Classroom Routine

Worksheets and activities to teach Classroom Routine

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