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How does your average library class time kick off? Is it a smooth start, or is it complete chaos? Or somewhere in-between? Which of these two scenarios sounds more like your library:
Scenario 1: Students enter the library quietly at the start of class. They return their library books and head to their designated area, eagerly waiting for the library session to begin. When you are ready to begin class, the students are calm and ready to learn.
Scenario 2: Students arrive a few minutes early, just moments after the previous class has exited. The teacher lets them in, then rushes off to an ARD meeting, leaving the students to filter in noisily. They drop their books into the book drop with a thud – plunk – bang. Chaos quickly ensues as some hover around your desk with questions, while others dive into the bean bag chairs or dash to the graphic novel section in search of the latest Dog Man.
If you identified with Scenario #1, you’re likely a seasoned librarian with well-established procedures. You’ve likely been at your current school awhile, and your students know exactly what’s expected of them upon entering the library.
If Scenario #2 sounds more familiar, you might be new to the librarian role, or perhaps you’re still fine-tuning your routines. It’s also possible that despite your best efforts, unexpected situations arise. You are only one person, after all.
I see you! I’ve experienced both scenarios as a librarian. Over time, I learned the importance of setting positive and clear expectations for students and teachers, even when things don’t go exactly as planned. Life happens, which is why establishing clear expectations from the outset is so vital.
Today, I’m excited to share five easy tips for creating effective library routines at the start of class. Adapt these ideas to fit your unique library environment, and watch how smoothly your sessions can flow!
When guests visit your home, how do they enter? Do they barge in, whether you are ready or not? Do they loudly scatter themselves about the house?
Of course they don’t! Invited guests knock politely at the door and wait for you to invite them inside. When they enter, they wait for instructions from you to either sit or come on into another room.
This should also work for the library. To create a smooth transition to library time, it’s important for teachers to have students wait quietly in the hallway until you invite the class into the library.
When a class arrives outside the library, they should stand outside the door until you invite them in. If possible, designate a place for the students to stand or sit against a wall, so they are not blocking the hallway. Occasionally, classes may arrive early, and that’s perfectly fine—as long as the teacher remains with the class and they stay quietly outside the library.
By inviting students in, you give students a chance to switch gears from wherever they were before. You set an expectation that the library is calm. It is not recess. It is not lunchtime. It is not a free-for-all.
Yes, some teachers may push back on this because they do not want to wait in the hall with their class before Specials. This is a critical area where your principal can support the entire Specials team. Meet with your principal as a Specials team to propose some basic ground rules about how teachers drop off and pick up classes for Specials. A conversation early in the school year about the importance of timely pick-up and drop-off can help ensure a positive experience for everyone. Even if you are in the middle of the school year, you can always reset expectations with conversations and support from your principal.
For safety reasons, it’s essential that you alone are not managing more than one class at a time. Additionally, having a few minutes between classes allows you to prepare for the next group, grab a sip of water, or take a quick restroom break when needed.
I also recommend that the principal communicates these expectations to teachers both verbally and through email. This should not all be on you, the librarian, or the Specials team. When this expectation comes from school leadership, it reinforces the importance of time management for all Specials classes. If challenges arise over time (and they will), your principal can provide gentle reminders to individual teachers as needed, ensuring that everyone is aligned and working together for a successful library experience.
Now it’s time for the class to enter the library! Step into the hallway and wait for the students to show you they’re ready to come in quietly.
While still in the hallway, provide clear 2-step instructions for what they should do upon entering. For example, you might say, “Put your books in the drop box and take a seat at the tables” or “Drop your books in the book drop and meet me at the story rug.” Being specific helps everyone understand expectations. If you see students who may not have heard or understood the directions, ask them to repeat the instructions back to you.
I recommend keeping your directions similar from week to week. For me, I always started with “put your books in the book drop” then “meet me at the ____.” When you do the same directions every week, students know what to do without being asked.
When you’re ready, open the library door. You can either hold the door open for the students or invite a student to hold the door open. Make sure that you or the student stand in front of the door, with the door against your back, to maintain a clear line of sight and connection with the class.
Watch as the students enter and gently correct anyone who may need a reminder to follow your 2-step directions. This approach fosters a respectful and attentive atmosphere in the library from the moment they walk in.
I always encouraged my students to place their books in the drop box as they entered the library. This worked for me since my book drop was located near the door. Having students return books first helped because:
For my younger students, I provided a shopping basket on wheels (like these from Amazon) for each classroom teacher. This way, teachers could collect the books ahead of time and set the basket by the door, making the transition even smoother.
If your drop box isn’t near the entry door, consider asking the teacher to designate 3-5 “library helpers” to carry the books to the drop box. Alternatively, you can manage this task in the hallway before allowing students to enter the library. This not only streamlines the process but also empowers students to take on responsibility.
Step Two of my two-step instructions was always to have students “meet me” in a designated area of the library. Typically, K-2 students gathered on the story rug, while Grades 3-5 met at the library tables. Though I occasionally assigned seats to more challenging library classes, I usually did not assign seats in the library.
The story rug featured a grid of 30 large circles (this one from Demco), and K-2 students were familiar with the routine of choosing a circle to sit on. Whatever color their circle was, that would also be their table color after checkout. For example if a kindergarten student sat on the purple dot for storytime, the student would then sit at the purple table after checkout. Sometimes, yes, they would forget their color that day, but no worries. you can always just say “You are green today” – it doesn’t really matter what color they were anyway.
The table colors were flexible and could change weekly since I used tabletop holders (like these from Amazon, but I got mine from the Scholastic book fair Rewards catalog) with laminated colored cardstock. When it came time for checkout, students would check out by their color groups as well.
For my older students in Grades 3-5, meeting at the tables worked best. The story rug was simply too small for them, and sitting at the tables allowed them to feel more mature. It also provided a more comfortable option for those wearing skirts or dresses.
Once students have entered the library, returned their books in the book drop, and settled at the tables or story rug, you’re well on your way to a smooth lesson! Ideally, steps 2-4 should be completed in under 2 minutes.
Before diving into your lesson, the final and most essential step is to wait. It’s important to allow students the opportunity to quiet down on their own rather than try to talk over a chatty class. Instead of raising your voice or clapping your hands loudly, simply stand calmly and give them a moment to settle.
This will require some patience, especially in the beginning, and it may take a few minutes. Resist the urge to start prematurely! If students keep talking for a while, you can say something like, “Snap your fingers if you can hear me” or “Nod your head if you can hear me.” When students closest to you respond, the rest of the class will follow. Continue to use your chosen phrase until the entire class is attentive and ready to begin.
For younger students, you might highlight positive behavior by saying, “I like how Dani is ready to learn” or “Thank you, Evan, for sitting so quietly.” Again, keep your voice at a normal level, and allow the students to adjust to the environment. This approach not only fosters a respectful atmosphere but also encourages students to take responsibility for their focus and behavior as you transition into your lesson.
To create a successful library environment, it’s essential to establish clear expectations from the very beginning. Whether you’re a seasoned librarian or just starting, implementing effective routines can transform how your class time unfolds. Now it’s time to give it a try!
