Routines and Relationships

Start Slow to Go Fast: Why Routines and Relationships Are Your First Priority

The first few weeks of school may not be heavy on content—but they are among the most important weeks of the year. This is the time to lay the foundation: to explicitly teach and practice routines, establish classroom norms, and create a sense of safety and predictability for every student. When done well, this work pays off in smoother transitions, fewer disruptions, and more time for learning throughout the year.

But just as important as structure is the work of building classroom culture and community. Whether your students have known each other since kindergarten or are meeting for the first time, don’t assume connection will happen on its own. Now is the time to create your own classroom culture—one that reflects your values, welcomes every student, and makes space for new relationships to grow.

By investing time up front to get routines and culture right, you’re not delaying the learning—you’re making it possible.

3 Reasons to Prioritize Culture and Routines

1. Routines Build Security

Predictability lowers anxiety. When students know how to move through the day, interact with peers, and seek support, their cognitive energy can shift toward learning. Routines are especially important for young learners, multilingual learners, and students with trauma histories (Souers & Hall, 2016).

2. Community Fosters Motivation

Classrooms that prioritize belonging see stronger student engagement, collaboration, and self-regulation (O’Connor et al., 2011). A positive learning environment supports academic identity and risk-taking—especially when students feel that they are known and valued.

3. Relationships Are the Gateway to Rigor

Students are more likely to persevere through challenging tasks when they feel emotionally safe. According to Hammond (2015), connection is a prerequisite for deeper cognitive engagement, particularly for historically marginalized students.

Grade-Band Strategies for a Strong Start

K–2: Make Every Moment Predictable and Personal

Young children thrive on repetition and consistency—but they also need joy and connection. Your routines should be modeled, practiced, and reinforced through visuals, language, and story.

• Read-Alouds to Model Expectations: Choose picture books that address sharing, empathy, using materials, and solving problems.

• Teach Routines Like Lessons: Use “I do–We do–You do” for every procedure (line-up, supplies, transitions).

• Morning Meetings: Use daily openings to build social-emotional connection.

• Classroom Jobs: Assign roles early to foster community and responsibility.

K–2 Read-Alouds to Launch the Year:

• David Goes to School by David Shannon

• What If Everybody Did That? by Ellen Javernick

• Decibella and Her 6-Inch Voice by Julia Cook

• Our Class is a Family by Shannon Olsen

• All Are Welcome by Alexandra Penfold

• The Day You Begin by Jacqueline Woodson

Grades 3–5: Build Shared Norms and Student Ownership

As students mature, they benefit from contributing to the rules and routines that shape their experience.

• Class Constitution: Co-create a list of class values and commitments.

• Circle Discussions: Hold regular check-ins that include goal-setting and appreciation.

• Visual Anchors: Post routines and expectations co-created with students.

• Student Leadership: Create jobs or rotating classroom responsibilities.

Grades 6–8: Normalize Voice, Choice, and Belonging

Middle schoolers crave autonomy and identity expression. Culture-building in these grades includes space for emotion, community, and co-designed expectations.

• Facilitate norm-building discussions and post agreements.

• Use “About Me” activities (e.g., identity poems, playlists, values maps).

• Begin team tasks with group contracts and collaboration norms.

• Use short, daily check-ins to track emotional readiness.

Grades 9–12: Cultivate Respectful Community and Autonomy

High school students benefit from structure—but they also need adult relationships that are grounded in mutual respect and authenticity.

• Create classroom agreements around feedback, participation, and respect.

• Use surveys to learn student preferences and academic needs.

• Build relational trust through visibility, curiosity, and dialogue.

• Pair syllabus review with class discussions on learning goals and student success

Final Thought: Culture Is Curriculum

Routines and relationships aren’t distractions from academic instruction—they’re the foundation for it. The time you spend on community and clarity now will save time and build deeper engagement throughout the year.

As Hammond (2015) reminds us, “Strong relationships act as the on-ramp to more rigorous learning.” So take your time. Teach the small things. Celebrate the connections. That’s where powerful learning begins.

References

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.

O’Connor, E., Dearing, E., & Collins, B. A. (2011). Teacher–child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120–162. https://doi.org/10.3102/0002831210365008

Souers, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. ASCD.