Why classroom rules, routines and processes matter for every student

Since the beginning of this year, there’s been a subtle but important change in the Middle School classrooms at Haileybury campuses in Melbourne and across Haileybury Rendall School in Darwin. Student behaviour has not often been a cause for concern, but now students are even more ready to learn.

They come equipped with a water bottle, a charged laptop and with the right books, and as they enter each classroom, they calmly walk to their desk, greet their teacher and sit down – focused on the learning ahead of them.

During a class, they show they are listening by having their hands empty as they listen and learn. If they have a question or need extra support, they know they are expected to raise their hand and wait for their teacher to respond.

Leaving class as they entered – calmly and respectfully, completing homework on time, and keeping their school tidy are also clear expectations.

These rules and routines are part of a new Culture of Learning Framework being rolled out across all Haileybury campuses in Melbourne, Haileybury Rendall School, and Haileybury’s online campus, Haileybury Pangea.

Simple, clear and consistent expectations

Lightly tweaked to suit different ages and stages, the rules and routines are simple, clear and consistent and they are already making a difference, says Stanley Wang, Haileybury Deputy Principal (One Haileybury).

Stanley has spearheaded the development and introduction of the Culture of Learning Framework with the support and input of 25 representatives from across Haileybury’s schools and campuses. It was prompted by an Australian Education Research Organisation (AERO) report that highlighted the increasing amount of disruption in classrooms and the negative impact on student learning.

‘The proportion of Australian students reporting that it takes a long time to start work after lessons begin, that they can’t work well when they do, and that noise and disorder are frequent occurrences in classes, is above the Organisation for Economic Co-operation and Development (OECD) average and most comparison countries,’ reported AERO in 2023.

AERO added that a third of teachers report losing teaching time because of student interruptions, and a quarter report a considerable amount of disruptive noise in classrooms.

Haileybury’s Culture of Learning Framework includes clearly communicated strategies and messages for students and teachers that aim to prevent and minimise classroom disruptions.

“Most campuses had their own ways of managing classroom behaviour, and we’ve combined the wisdoms of our campuses to create a coherent, whole of school, class-wide management framework." says Stanley

“The end result of that extensive collaboration is that we’ve developed five rules that are consistent from ELC to Year 12 and we’ve developed routines that include being on time and ready to learn, knowing how to get a teacher’s attention, and what the exit from each classroom should look like. Those routines are adapted to different ages, but the structure is always the same.”

Our Rules

The five shared rules that are part of the Culture of Learning Framework are: be respectful – in person and online, be cooperative, be safe in your actions, be prepared and on time, and be responsible with technology.

Simply-designed rules and routines posters for ELC, Junior School and Middle School are displayed around each campus and have been shared with parents. The Framework will be introduced to the Senior School later this year.

Teachers have also been familiarised with how the Framework works, expectations for student behaviour in the classroom, and the stepped processes teachers can use to manage any escalating behavioural issues.

Grenville Green, Haileybury Deputy Principal (Junior School) says while the Junior School already had consistent rules and routines, these have now been adapted to align with consistent messaging and expectations across Haileybury.

Making every learning moment count

“The language didn’t change too much – it’s simple, direct and easy to follow,” he says.

“We know through experience that classes that are well-managed and that make every moment count will maximise learning time and focus. We also know that in classes that run well, efficiency starts before students even enter the classroom. If students are on time, calm and organised then they enter a classroom ready to learn. Setting that culture of learning in place helps students to be tuned in and focused.”

The Framework has been particularly helpful in ensuring consistency of focus and behaviour as students move from their home room to specialist subjects.

The difference in Middle School classrooms

Brendan Evans, Head of Middle School at Haileybury Rendall School, says the positive impacts of the Framework are already evident.

“The initial focus has been on our Middle School classrooms because, generally speaking, that is a time when students tend to challenge the adults around them. Adolescents may tend to disengage with their learning if they don’t see the relevance of it,” says Brendan.

“Students are also going through puberty, so emotional regulation and readiness for learning can be challenging at times. Having a clear set of expectations, rules and routines is an effective way to help students be ready to learn.”

The Framework at Haileybury Rendall School has also been rolled out with support from staff who run the Ochre Program – designed to support the school’s remote Indigenous students – and in those classrooms, the Framework is also reaping positive rewards.

“I think the introduction of clear and concise routines has been highly effective in Darwin. We have posters around the school that remind students of the routines that are key to ensuring that they are ready to learn as they go into class,” says Brendan.

“We have seen major improvements in our classrooms and that is contributing to a great classroom culture where students are productive, ready and willing to learn.”