Routine

The beginning of a new term is a busy time: getting to know your students, establishing classroom routines, building trust, and creating an ensemble mindset. While it may not be as fun and interesting as warm-ups or improv games, having the right paperwork in place will definitely help save you headaches later. Clear forms help establish classroom expectations for work and behaviour, communicate with families, collect important student information, and protect both you and your students. If problems arise in the future, having a good paper trail in place can help to iron out the situation in the moment. These forms can be physical or digital, depending on your needs; oftentimes both are useful and necessary. Here’s a list of some documents you may wish to use in your classroom, and how they can support you and your students: 1. A course overview / syllabus that describes what topics the class will be covering and when, so students know what to expect, what they need to prepare for, and when in the course they’ll be focusing on a particular topic. If students need to bring in any supplies from home or wear (or avoid) particular clothing in class, this information should be included with the syllabus. 2. A detailed calendar or checklist noting assignment due dates, test dates, performance dates and times, field trips, and so on. Some students may wish to have a digital copy that they can refer to on their phone or upload to a calendar app, while others might prefer a physical copy they can put in the front of their binder or stick on the fridge or bulletin board at home. For production classes with rehearsals or performances outside of class time, or actual school productions, a detailed schedule of rehearsal and performance dates and times in an easy-to-read format that families can post somewhere in their home is essential. Be sure to include all rehearsals, tech week, any special rehearsals such as sitzprobe, and all performances dates, including call times. 3. A getting to know you questionnaire, asking questions about how students like to learn, their previous theatrical experience and/or knowledge, and what outside commitments and other classes they have. Keep these forms confidential, in case students disclose any private or personal information to you. 4. Your classroom code of conduct or community agreements, illustrating behavioural expectations within the drama classroom. Community agreements can be a “living document” (editable throughout the course of the class) housed in your online class area, or a physical board displayed prominently in your classroom. If you use a code of conduct, you may want to include a section at the bottom for students to sign and date, to acknowledge that they have read and understood the classroom expectations. You can refer back to these documents with students, families, and admin if any behavioural issues arise in the drama classroom. 5. A brief family responsibilities document that the student’s parent/guardian must sign. This document describes how families can best support their students. You may wish to include a brief overview of what students will be studying during the term and reiterate the important dates and times in case students don’t share that information with their families. This way there are fewer excuses for missed classes or rehearsals. Again, you may wish for this to be a form that families sign and date to indicate that they are aware of what’s going on in the drama classroom. You’ll find a sample document in the giveaway below. 6. For auditions, you’ll need paperwork such as sign-up sheets for before the audition, sign-in sheets, actor information sheets, and copies of the scenes that students will read from if you’re doing cold readings. If you use digital files for students, have additional paper copies of all forms at the audition, in case students forgot or lost their initial form of communication.

Classroom routines and systems help students and teachers alike feel organized and secure. There’s something comforting about knowing what is expected, what happens next, and what the general structure of class will be, even if students don’t yet know what the lesson is going to be about. Classroom routines and systems also help students shift into a drama class mindset. When students enter the drama classroom, they might be antsy from sitting silently for long periods of time in their other classes, or sluggish after eating a big lunch. Having students go through a familiar routine as soon as they enter the drama classroom helps them focus their energy and get ready to start their lesson. Here are five ideas for routines and systems that you can implement in your drama classroom: 1. A place for everything and everything in its placeAs soon as your students cross the threshold into the drama classroom, they need to know things like where to put their personal belongings, where to sit, and where to hand in assignments. What this system looks like will depend on your classroom situation. If you’re in an auditorium, your students might sit in the front row of seats and stow their books and bags under their chairs. In a shared classroom setting, your students might need to move desks or tables out of the way first thing while you bring your drama supplies into the room on a rolling cart, and then move the tables back to their original spots at the end of the class. Assignments might be turned in on your desk, or in a labeled basket near the door. You might even make a poster with this information for everyone to see. 2. Bell workA great way to start your class is with bell work — a short activity for students to work on as soon as they enter the room and put their personal items away. This helps get them into a drama class mindset. It also lets students know that while drama class is fun, they’re expected to get on task right away. Bell work could be answering a question of the day or responding to an Idea Machine prompt, or responding to a journal prompt. 3. Check-in and check-outIt’s great to see how your students are feeling and gauge their energy and focus levels at the beginning and end of class. Many teachers employ this simple routine: start each class with a check-in (“How are you feeling?” “Anything I should be aware of today?”) and end each class with a check-out (“What did you learn today?” “How are things different from the beginning of class?”). This doesn’t need to be long or drawn out; students can respond verbally, with a thumbs-up or thumbs-down, or whatever method you think is appropriate. But getting insight into your students’ mindset can help you make subtle adjustments to your lesson plan if you wish, and your students will appreciate knowing you care about them enough to ask them how they’re doing. 4. Warm-upsWarm-ups are never a waste of time. They get students moving, get them out of their heads and into their bodies, and help them think creatively. They’re great for making you laugh, they can introduce new concepts (prior to delving deep during the lesson), and they can reinforce skills learned in previous lessons. The Theatrefolk blog has tons of warm-up activities on lots of different topics: • Warm-Up Exercises for Trust-Building • Warm-Up Activities That Encourage Communication • Fun Rehearsal Warm-Ups to Get Everyone Ready • Community-Building Warm-Ups for the Drama Classroom 5. Exit slip / reflectionExit slips and reflections are fantastic tools to use at the end of class. Reflecting helps students in so many ways, including allowing them to pause, think about what they’ve learned, make sense of the material, and relate it to themselves and their individual situations. Exit slips can be directly related to the lesson or used in place of a verbal check-out. Here’s a great collection of reflection prompts you can use in your classroom.

Starting your drama class with a Question of the Day is a great way to get your students into the “drama class” mindset. It’s a way to help create a routine for your students – they know that as soon as they enter the classroom it’s time to open their minds and challenge themselves to think creatively. How you present the Question of the Day can be as simple as writing it on a whiteboard or posting it on a bulletin board. If you want to get really creative, you can present the question in a funny and interesting way – you could try writing the question out in code or hiding it somewhere in the room for students to find, scavenger-hunt style. You could also use a combination of the two presentation methods – perhaps your regular method is to post the question, but then once a week or once a month you can mix it up and have students search it out! It may seem silly or trivial to present the Question of the Day in a more playful manner, but I think it’s important to shake things up and show students that there isn’t just one way to present classroom work. As well, drama class and theatre are all about creativity and coming up with different and interesting solutions to problems and ways of communicating stories. What should the content of the question of the day be?Really, your Question of the Day can be anything that has to do with theatre. It’s best if it ties in with whatever topic you are currently covering in class, as a method of introducing the topic or as an extension of what was covered in the previous class. Sometimes the Question of the Day can be something totally random, just to get those creative juices flowing. The Question of the Day should be open-ended, so students don’t just give one-word answers. (This might happen anyway, but as students get used to the Question of the Day concept, encourage them to expand on their answers.) Some topics may start discussions with students of different opinions – and that’s great! Here are some questions to get you started: • If you could write a play about any topic, what would you write about and why? • What recent movie or television show do you think would make a great stage production? • What technical role do you think is the most challenging? • What would you do if the lead performer of your show got pneumonia on opening night? • How can actors help each other to succeed in their roles? • If you were to go back to a certain era or to a different country to learn more about a certain type of theatre, when/where would you go and why? (For example: ancient Greek theatre, Japanese Noh theatre, the Renaissance, commedia dell’arte in Italy, etc.) • Whose job is easier: onstage performers or backstage crew? Why? • What do you think will be the “next big thing” in the theatrical world? • How could you present an extreme sport or extreme activity safely and creatively onstage? (Such as downhill skiing, skydiving, rock climbing, surfing, bobsledding, etc.) • What historical or literary character deserves to have a show written about them? Once you get into the habit of presenting a Question of the Day, get your students involved in creating the questions! You can use the “idea machine” brainstorming method (read more about that here : Brainstorming in the Drama Class: Coming up With More Ideas Than You Need) to help students come up with different questions. And then once a week you can have different students prepare the question and determine the method of presenting it to the class. Finally, how should students answer the Question of the Day? The easiest way is for students to write out their answers individually and submit them, similar to an Exit Slip. However, should you wish to do so, students could also present their answers in a creative way. You might choose a small group of students to present their answers orally. You might challenge students to sketch their answers or to write them in rhyming couplets. Or you may permit students to work together in small groups and then present their thoughts in a variety of ways – as a group scene, to the tune of a song, as a mime scene, and so on. No matter how students answer the questions, ensure that the questions are answered within the first five minutes of class. Your students might feel that they don’t have enough time to answer the question when you first introduce this exercise, but stick to the five-minute time length. Eventually their “creativity muscles” will strengthen and answering the Question of the Day will become easier and quicker. Distance Learning Adaptation: Virtual Learning Questions You can continue to do the Question of the Day activity while doing distance education. You might choose to send your students the question the day via email and have them prepare a response to share during virtual class time; have them submit a written response; or share the question during class time and either allow them to have five minutes to write their own response or have a class discussion. Feel free to use the existing questions. As well, here are some new sample questions you could use for this activity that are related to distance learning. • What are some advantages of studying drama virtually? What are some disadvantages? • If you could change one thing about distance learning, what would it be and why? • What is something new you’ve learned since starting distance learning? (This doesn’t have to be related to school or drama class.) • What is one big change you’ve noticed in yourself since starting distance learning? • What play, movie, television show, or book would be fun to adapt to perform online? • What do you miss most about being in school? What do you miss the least? • Given the choice, would you prefer to continue online learning, or would you prefer to go back to school? (Perhaps you’d prefer a hybrid of the two – how would you make that work?) • How could theatres make physical distancing work for audiences? For performers? For technicians? • What should our school’s first in-person production be when we are allowed to do so? • If our class were to do a virtual talent/variety show, what would your act be? • How do you think people would have coped with a global pandemic if we didn’t have the internet? • What theatrical skills are easiest to study/practice virtually? What are the most difficult? Why?

Creating pre-show rituals and routines is so helpful for students. It clears their minds and gets them into their “theatre brains” – the mindset needed to leave their personal issues at the door and concentrate on the task at hand: performing to the best of their abilities and create a fabulous show. Pre-show routines and rituals create a sense of calm and focus. They pump students up and energize them, without getting them to a point of silliness. It’s a focused energy, and a way to bring the cast and crew together as a cohesive unit. One of my favourite and most effective pre-show routines is very simple. First, I get the cast and crew together for a physical and vocal warm-up. I try to leave enough time between this routine and opening of the house for the students to also do their own warm-ups and pre-show preparation as they desire. During the group warm-up, I let the students choose a song to listen to (lately it’s frequently been Disney songs or songs from the Hamilton soundtrack), and we stretch out and dance. This helps the students to warm up their bodies, shake out their nerves, raise their energy, and get the “sillies” out. Sometimes a student will lead the warm-up, which is a lot of fun and gives them the opportunity to grow their leadership skills. After the physical warm-up, we run a vocal warm-up, which can involve humming, scales, and arpeggios for musicals, and tongue twisters and breathing exercises for plays – or even a combination of the two. Then we gather into a show circle for a little pre-show chat. For my last two productions, I had the cast choose three key words to focus on that would drive us forward as a cast. These three key words would then be part of our pre-show ritual during the show circle. For my production of Disney’s High School Musical 2 Jr., we chose the key words patience, teamwork, and confidence as our focus. During the show circle I lead the students in a simple breathing and movement exercise (almost like a set of yoga moves) to help us focus our minds. We included a triangle hand gesture that the students decided would represent the three key words. This pre-show ritual was great because it calmed the students while energizing them at the same time. For my production of Peter and the Starcatcher, we chose the key words volume, diction, and tell the story. Starcatcher is a fast-paced, text-heavy show, and features a lot of storytelling techniques with actors quickly switching roles. Focusing on theatrical basics helped the students to concentrate on making the story clear and the jokes land. We kept the show circle ritual simple – a quiet chat and review of the key words was all this cast needed. Each show and cast is different, and through the rehearsal process it will become clear what your students will need from you, the director and leader, to succeed as a team. Some casts need reassurance and a boost of confidence; some casts need to be pumped up with a burst of energy; some casts are already wired with energy and need calm and focus; and some casts can be cliquey and need to be brought together as a group. Whatever your cast needs, try selecting three key words (or short phrases) to help steer your pre-show routines and create special rituals just for that particular group. And be prepared to change and adapt from show to show and group to group – what worked for one cast may not be right for another. Whatever your group uses to get them in the theatrical mindset, having a special pre-show routine will help bring the students together as a team – and that’s what they need to succeed in the theatre.

“The number one problem in the classroom is not discipline: it is the lack or procedures and routines. – Harry Wong, The Well Managed Classroom” The Drama Classroom is a unique place. Often there are no defined rows of tables and chairs. A loud boisterous class could be a sign of productivity not unruliness. And what other class includes warm-ups? There must be a balance between creative activity and structure in the drama classroom. It’s not unusual for students to act out or misbehave (especially students new to drama) because the expectations in drama class are so different from expectations in other classes. A drama teacher must have a plan in place to maintain control. This is to create an environment so that you and your students are able to spend as much time as possible learning and not managing disruptions. Each teacher will have their own definition of what that means, but elements to consider include routine, behaviour, co-operation via group work, and peer leadership. How do you set your drama classroom up for success?RoutineStudents like structure. They like knowing what they’re doing. Routine can be established even in the drama class, where you may move from loud group activities, to journal work, to scene study. How do you start and end each class? The easiest way to establish routine in the drama class is to set a routine for the beginning and end of class. This way, regardless of what activities make up the bulk of the class, there is start and a finish that rarely varies.  There are a variety of activities you can use: • Shed the outside world: have students take their shoes off, put their electronics on a shelf, and drop their bags. Follow these steps in exactly the same way, in exactly the same place every class. Make it a transition ritual to help establish that drama class is different. • Circle up and the beginning and end. Students know that when they walk in the room, they sit in a circle. Just before the bell rings, they know to return to the circle. • Bell work. Students know when they walk in the room they pull out their journals and respond to something written on the board. It could be a reflection, a response to a question, or an opinion. You can also end each class with a reflection. What happened in the class that day? • Warm-ups. Every drama teacher knows to make warm-ups a part of the class routine. It’s another great way to establish the difference between drama class and other classes. Also, drama warm-ups introduce students to the techniques and tools needed to perform. Routines take time to establish. You can’t chastise students for not knowing your specific routines on the first day of class. The way to set a routine is practice. Instead of telling students the routine, take them through it physically. Practice getting into a circle on an aural cue (e.g. the word “circle,” a specific piece of music, or a clapping pattern). Model the routine for them - show them how you want their shoes, phones and bags placed. Model how you want warm-ups taught and have students practice. It may seem like a lot of work but a semester is a long time. A few weeks at the beginning of the year will save tons of time and energy later. Peer LeadershipOne of the best ways to manage the potential chaos of the drama classroom is to establish peer leadership. Teach students to lead themselves and to lead one another. This way it’s not just your voice asking for quiet, getting students into groups, and repeating instructions. Students respond more quickly and consistently to their peers than they do to adults. A leadership role empowers students to further their communication skills, to make decisions, and to learn in practice what it means to take responsibility. How do you get students to take on a leadership role? • Create a sign-up roster for student-led warm-ups. Each student is responsible for teaching a warm-up to the class. • After you give instructions for an activity, choose students to re-teach the instructions. • Identify the leaders in the class and speak with them. Ask them to help you keep others on track during exercises. • Get students in the habit of asking one another for clarification of activity instructions. This way students learn that you will not repeat things just because they weren’t listening and they must turn to their peers for help. • Give students tasks: taking attendance, handing out / returning homework, and giving instructions.  Group WorkIf you find yourself with an overly large class, focus on project-based small group activities. These activities give students the opportunity to practice cooperation skills. While some groups work well together, others do not. Sometimes there are students who let others take control and do nothing. It’s not a given, even by the time they reach high school, that students know how to work together effectively and efficiently. How do you get your students to work together? • The teacher assigns the groups. And this goes beyond random groupings - spend time getting to know your students before you introduce group work. Then you can put the groups together like a recipe. Which students will fit together best? • One reason students won’t work together is because they simply don’t know each other well. It’s always easier to work with your friends. Use exercises that allow students to learn about each other. • Play an icebreaker game: Have students walk around the room until a designated signal. The first person a student makes eye contact with is their partner. The teacher calls out a category such as favourite movie, food you hate, best song, and the students share their info. Circle up after a few rounds. Students have to recall what others said. Give points for correct answers. • Set the parameters for what it means to work in a group before you give them a specific project. What is the expected outcome of group work? What’s expected from each individual within the group? What sound volume is appropriate for group work? Model your expectations; show students what an ineffective group member looks like. • Establish a designated non-verbal “quiet time” signal so you’re not yelling over the noise (e.g. a clap pattern that everyone repeats or a piece of music). Manage BehaviourHow do you manage behaviour when students are watching scene work? • Students will not instinctually know how to behave as an audience member. If performance is a constant part of class, students will need to learn the appropriate skills. • Create a ritual that announces the start of every performance. This could be lights actually going to black, a clap pattern, or a verbal cue such as “blackout” or “actors ready.” This routine gives students a clear indication as to when they need to go into “audience mode.” • Expect total focus on the performance space. This covers all the bases. If a student is focused on the stage they are not talking, texting, or staring into space. • Expect students to respond (e.g. it in a peer feedback form, a reflection or in a small group discussion) to each performance Proper audience behaviour is not just “looking” at the stage; it also requires you to engage with the performance. • Practice being an audience. Model good and bad audience behaviour for students. Prompt a discussion about why proper audience behaviour is important. A final word on structure.Establishing a rigid classroom structure (i.e. creating routines, modeling behaviour, and practicing how to work in groups) may seem like a creativity killer. In fact, the opposite is achieved. Classroom management in the drama classroom establishes a place for students to explore their creativity, learn unique skills, and get out of their comfort zone. The Drama Teacher Academy offers a full professional development course on classroom management. Click here to find out more about Matt Webster’s Organized Chaos: Discipline in the Theatre Classroom, and watch the course promo video below!