Overall, my routine was successful. In order to promote success, I used an interactive method to go over the rules and expectations of lining up and walking in the hallways. I went over voice levels, walking procedures, and behavior regarding peers. I also had a student demonstrate how to get up and get in line. In response, my students were aware of the expectations and performed in that manner. The students quietly lined up, stayed in single-file line, remained silent, and kept their hands to themselves.

By executing this routine, I learned about the importance of not only establishing clear expectations, but most importantly being consistent in conveying those rules to every student. I did this by choosing volunteers to answer and demonstrate that typically grapple with proper behavior in the hallways. They knew exactly what was expected of them and in turn they behaved appropriately. According to Principles of Classroom Management, a common cause of misbehavior is that the teacher does not convey or enforce the same expectations and discipline to all students (Levin & Nolan 42) .

Although this routine was successful, there are parts of the routine I will change in the future. For example, I would use more positive reinforcement. My students behaved so well and positive reinforcement would encourage that behavior to reoccur. Additionally, I did not go over the specific points in the hallway where the students should stop. Although they stopped exactly where they were supposed to, in other instances this would also be an area to discuss before the routine. I will keep practicing this routine and the procedure and expectations will become routine.