A teacher’s consistency is the foundation for making a new procedure part of the routine. This means repeating the same approach, using the same words, and adopting the same actions until the children internalize what is expected of them. Equally important is going through a process of noticing with the children.
Let’s imagine the procedure you want to implement is the organization for washing hands before snack time. After planning the procedure, you will introduce the instructions to the children using simple commands and visual support. Ask questions to ensure understanding and model what you want to happen.
And, like magic, they will do everything perfectly from the first day, right?
Of course not!
Does this mean the procedure won’t work and handwashing will be chaotic all year?
Absolutely not!
Both you and the children are on a learning curve. Introducing something new isn’t just about teaching; it’s also about adapting, observing, and adjusting as needed. In the first few weeks, it can be frustrating to see that the procedure isn’t flowing as imagined, but this is part of the process.
Just as we learn a new skill gradually, children need time and practice to understand and perform what is expected. During this period, resilience is key to staying focused on your goals without being discouraged by initial challenges.
When you remain consistent, you create predictability for the group—something essential in a bilingual environment where children are managing not only behavioral demands but also linguistic ones.
Even when it seems like “nothing is working,” persisting with your planned model will help children feel secure enough to experiment, make mistakes, and learn. Likewise, planning the commands you will use and repeating them consistently is a fundamental part of the process. Your mantra should be: it´s all part of the learning curve.
So, should you just wait?
Once again, the answer is no. It’s not time that implements the procedure—it’s you!
In the first days, you will model the procedure during circle time so that the children can observe “from the outside” what is expected of them. You will ask some children to pretend to perform the procedure while others provide feedback.
In the following days, you will hold small circles after the procedure—after snack time, in our example—so the children can share what they saw, did, and what needs to be adjusted, maintained, or corrected. This is the noticing process: reflecting purposefully and thoughtfully.
Going through the learning curve with the children under your leadership is what will ensure the procedure is implemented. It’s worth reinforcing that successfully implementing new procedures requires patience. Progress may be gradual, but each small step represents an achievement.
Consistency: A Step-by-Step Journey
Consistency is about taking small steps in the desired direction. Acknowledge progress for both the children and yourself. Celebrate small victories, such as noticing the children beginning to engage with the procedure or following one of the steps more independently. This not only motivates the group but also reminds you that the effort is worthwhile.
Transforming a plan into consistent practice is an investment that results in a more organized and productive environment, allowing you and your children to make the most of learning moments. Cultivating your resilience and consistency during the implementation process is a classroom management strategy that delivers great results!
