Categories: Uncategorized

The right way to teach your Kindergarteners procedures!

Have you ever wondered how to teach kindergarten procedures and growing a plant have in common? In this blog post, we’ll explore the surprising similarities and discuss the right way to teach Kindergarten procedures. Just as seeds require proper planting, nurturing, and care to grow into healthy plants, young learners need explicit instruction and guidance to develop good habits and behavior in the classroom. By laying the groundwork for routines, rules, and procedures, teachers provide the necessary structure for students to thrive and blossom academically and socially.

Model (Soil)

The first essential on how to teach Kindergarten procedures is modeling. Just like soil provides a nourishing environment for a seed, modeling shows students what the procedure should look like. By demonstrating the desired behavior or action, teachers set clear expectations for their students. For example, when introducing a procedure, such as how to add something to their work, teachers should model the process step-by-step. Without this modeling, like a seed without soil, the desired behavior won’t take root.

Visual (Sun)

In Kindergarten, visuals play a crucial role when it comes to how to teach kindergarten procedures. Similar to how sunlight fuels the growth of a plant, visuals provide the necessary illumination for students to understand and internalize procedures. After modeling, it’s essential to visually represent the procedure, describing what it looks like, sounds like, and even feels like. By engaging multiple senses, students absorb and retain the information more effectively. These visuals act as the “sun” that helps the desired behavior flourish.

Practice (Water)

Practice makes perfect! That’s why another aspect of how to teach kindergarten procedures is to make sure to practice. Once students have seen the procedure modeled and have a visual reference, it’s time to provide ample opportunities for practice. Just as water is essential for a seed to grow, practice is crucial for students to internalize and master the procedure. Teachers should create opportunities for students to practice the procedure repeatedly, ensuring they understand and can perform it independently. The more practice they receive, the more likely the behavior will take root and become second nature.

The Why (Air)

Understanding the “why” behind procedures can greatly enhance student engagement and compliance. Children often ask why things work a certain way, and providing them with explanations satisfies their curiosity. Teachers should have discussions with their students about the purpose and benefits of following procedures. It can be helpful to model the wrong way to do things and then ask students why that approach wouldn’t work. When students understand the rationale, they are more likely to adhere to the procedure. Regularly reviewing the “why” reinforces the importance of the procedure.

Wrapping it Up

Teaching Kindergarten procedures requires a deliberate and systematic approach. By incorporating modeling, visuals, practice, and understanding the “why,” teachers can lay a strong foundation for their student’s success. Thorough teaching procedures is crucial for creating a well-managed classroom where students can focus on their learning and thrive. Remember, just like seeds need the right conditions to grow, students need explicit instruction and guidance to develop good habits and behavior. So, let’s plant the seeds of success in our Kindergarten classrooms and watch them flourish!

Categories: Uncategorized

I taught classroom procedures wrong in Kindergarten for 3 years!

One thing they don’t teach you about being a teacher is how to teach kindergarten classroom procedures. Sure, you may have had some experience with student teaching, but unless you were there to see your mentor teacher teach procedures, you are often just guessing how to get your students to behave correctly.

Let me let you in on a secret – I was terrible at teaching classroom procedures in the beginning. In fact, I was so oblivious that I thought my students weren’t behaving rather than taking a look at how I was teaching them to do things.

It showed up as students getting out of their seats while I was teaching, playing in the bathroom, and walking in the hallways super loud and out of order. Instead of looking at my procedures, I scrolled Instagram looking for solutions. If you can relate to this, hang tight. I am going to share with you the three mistakes I made with Kindergarten classroom procedures for years, so you don’t have to make the same mistakes I did!

A Quick Note:

Before we get started, I want to give you a little backstory on my exposure to teaching kindergarten classroom procedures. I did my student teaching during my Master of Arts in Teaching program with an amazing mentor teacher. However, I started after she had already taught procedures, so I missed out on that crucial learning opportunity. I was left to guess how to teach procedures to my students. It wasn’t until I ran into this lovely human, Miss May, that I learned so much! Be sure to check her out – I’ll include the link in the description below. I started experimenting with classroom procedures and realized I was doing it all wrong. Here are the mistakes I realized I was making:

Not Modeling:

I wasn’t modeling what the procedures should look and sound like. I would just tell my students what to do and expect them to do it perfectly. Despite taking so many education classes on modeling and practice, I didn’t think to apply that to kindergarten classroom procedures. Then I would get frustrated with my kids when they didn’t know how to behave. No wonder! Always remember to model the procedure in Kindergarten – it makes a world of difference.

Not Providing a Visual:

After I told my students once, I would expect them to remember it. But it takes practice and a visual reminder, especially at a Kindergarten level. It’s important to visually remind them of what they should be doing. Whether it’s displaying the ABC song in the bathroom or having a raising hand sign, providing visual cues never crossed my mind. But it can make a significant impact on their understanding and compliance with procedures.

Not Reviewing:

I would tell my students once and felt like I was repeating myself a thousand times, but I never really reviewed the kindergarten classroom procedures consistently. This lack of review impacted my classroom management, and I found myself relying on incentives to get my students to do what was expected of them. I have come a long way from that, and I’ve learned to do better. However, I wish I had known all of this earlier, but I simply hadn’t seen it done.


Those were the three top mistakes I made teaching Kindergarten procedures. If you found this blog post valuable, be sure to like and subscribe because later this week, I will be sharing the right way to teach classroom procedures. Stay tuned for more helpful tips! See you soon, teacher bestie!


Helena <3

The Present Teacher

P.S. Do you have more questions about teaching at the elementary level? Check out the Ultimate Teacher Elementary Answer Guide where I share my answers to the top 10 questions I get asked about teaching elementary.

Categories: First Year Teacher

5 Kindergarten Procedures All Teachers Should Teach on the First Day of School

As the first day of school approaches, it’s crucial to establish clear procedures to create a structured and successful learning environment. In this blog post, I will share with you the top 5 kindergarten procedures that all teachers should teach on the first day of kindergarten.

Back-to-school season is quickly approaching, and you may be wondering what kindergarten procedures to teach and when. Don’t worry—I’ve got you covered!

Raising Your Hand:

For many kindergartners, this will be their very first time in a school setting. They may be unsure how to interact with you and their peers. Take the time to teach them what it looks and sounds like to raise their hand. Show them proper behavior and explain what it does not look or sound like. For more insights on this procedure, be sure to check out Miss May from One Fab Teacher.

Class Call:

Getting your students’ attention is crucial for smooth transitions and effective instruction. Start with one class call for the day, using fun examples like “Class, class!” or “Hocus Pocus!” Practice what it looks and sounds like, and discuss what it doesn’t look or sound like.

Using the Restroom:

Whether your classroom has a bathroom or not, it’s important to teach students how to use it appropriately. Model the correct behavior, explain what it looks and sounds like, and take them on a tour of the restroom during the classroom introduction. Remember, some students may need to use the restroom before the tour, and that’s okay!

Getting Water:

Hydration is important, but it’s essential to establish procedures for getting water without disruptions. Teach your students what it looks and sounds like to get water, and consider using designated areas or crates to prevent spills. Model the behavior and discuss what doesn’t look or sound like the expected procedure.

Getting in Line:

Getting in line is a common procedure in kindergarten. Teach your students what it looks and sounds like to line up properly. Practice before engaging in activities like a scavenger hunt or transitioning to other parts of the room. Discuss your expectations for behavior in line, whether it’s being loud, quiet, using keywords, or even singing a song. Model the right way and discuss the wrong way, emphasizing the importance of practice.

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    Wrap Up:

    I hope you found these kindergarten procedures helpful as you prepare for the first day of school. Remember, consistency and modeling are key to successfully implementing these kindergarten procedures. Don’t forget to check out the video guide on the first day of school procedures for a more detailed walkthrough. If you found this blog post valuable, please like and subscribe!




    The Present Teacher