Let's jump right into line orders. If you're unfamiliar with the concept, line order is similar to assigning seats. It gives learners a specific spot in the line. People usually cite three reasons for line order: it minimizes the time it takes to line up, minimizes noise, and minimizes disruptions.
When to Implement a Line Order
Let's face it: it takes work to get 25 people, specifically young people, to move together like a school of fish.
The quick and easy solution is to practice classroom control:
Stay in your assigned spot.
Walk in a single-file line.
Silence is expected.
This would ensure we all get to where we're going promptly. I only suggest implementing a line order if it concerns safety or inexperience.
Let me explain.
Let's say you have several learners who drift away from the group, run in the hallways, yell, scream, destroy property, etc. Then, I suggest using a line order until learners are regulated. You may also want to try lining up two at a time instead of a single file to shorten your line and allow fidgets while walking. But that's for a different blog post.
How to Effectively Use a Line Order
I could tell my learners lacked the skills to move independently and interdependently in the hallway, so I enforced a line order for three weeks. It had nothing to do with safety or regulation and everything to do with skill. Skills can be either improved or deteriorated over time.
Therefore, implementing a line order doesn't have to mean bypassing the process of teaching them how to line up and walk in a line. Instead, use it to make mental notes on how to empower learners to develop the skills of independence and interdependence.
Rightfully, I heard a lot of moaning and groaning about the line order from the learners.
I consistently told the learners, "I hear you. I don't want us to have a line order, either. And we need to review our lining-up procedures and find a solution that works for everyone. Let's work together to make this change."
It was never my goal, and will never be, to have classroom control in a way that inhibits learners' development. As a reflective and responsive educator, I always want my learners to be as safe and independent as possible. Over the three weeks, I made mental notes on how to help.
Understanding Child Development
As I reflected on these areas of improvement, I want to ensure I'm being developmentally appropriate with my expectations. It's a healthy development for a 9-12-year-old to be talkative, peer-focused, and semi-independent. Unlike Kinders or 1st graders, who are usually obsessed with being first, wanting to be the line leader, and following the rules, 9-12-year-olds are almost the opposite. I fully expect my learners to be chatty and giggly. They're emerging adolescents, so naturally, they want more independence and might try to behave in ways they perceive as being more responsible. Developing procedures that honor their natural development while ensuring safety is critical. Soon, I wrote my mini-routines for each skill, and we started practicing.
Crafting Micro-Routines
Moving this routine from one routine to ten micro-routines creates several teaching opportunities for the learners to practice, ultimately decreasing behavioral problems. And if you're looking to master the art of lining up, then I highly recommend my latest digital download. I break down my micro-routines, how I teach them, and the language I use.
It's free for members or $ $3 for non-members.
Available in pdf format: here
Communication is Key
The final piece I want to leave you with is communication. Learners need help communicating effectively with their peers by saying,
"I was standing here first; you can stand behind me."
"We need to back up."
"We have to catch up. The line is leaving us."
Think about all the minor conflicts learners experience while lining up, waiting in line, and getting where they must go. They need help with appropriate and assertive language to use with each.
Simultaneously, we must be ready with the language to acknowledge the classroom when they're doing everything right, how to provide non-shaming reminders and use language for redirection and corrections.
I usually don't line up learners individually because it takes too long. Instead, I prefer lining up 3-5 learners at a time. Once we're all in line, I ask them to put one finger in the air if they can hear my voice. The learners know we'll have to get into line order if I get to five, but that rarely happens. I like to keep things short and sweet by acknowledging the classroom for meeting expectations, "Thank you, everyone. We lined up quickly and quietly, and now we're off to ____."
But sometimes, when things don't go as planned, I start providing reminders, "I know I'm in line when..." My learners started to self-correct and replied, "I'm standing behind the person in front of me."
Overall, this technique works well to keep the classroom organized and ensure smooth transitions from one activity to the next.
Another technique is to be playful with my learners. I do this by putting my hands on my hips or giving them a "really...seriously" look. I do this to de-escalate a situation and let them know I'm separating them from their behavior. They almost always do; they giggle back and then self-correct. And lastly, if it's the entire class, I'll stand somewhere in line and wait. Waiting with the class isn't our old-school stare-down or power-play but a respectful modeling of expected behavior.
Of course, when necessary, practice walking in a line. I've taken my learners out to the track to practice before their scheduled recess; we've also practiced in the hallway in real time and scheduled it. None of these are punishments but practice.
I'm obsessed with classroom management rooted in reflection and responsiveness. If you are interested in more posts about classroom management, please let me know. I enjoyed documenting and sharing how I'm co-creating a beloved classroom community.
Xoxo,
Britt