Learning at Aquinas College
Explicit Learningand Behavioural Routines
(+61) 8 9450 0600
58 Mount Henry Road, Salter Point WA 6152, AUSTRALIA CRICOS Code: 00428E
FOREWORD BY THE PRINCIPAL
Learning at Aquinas One of the attractions of Aquinas is its innovative approach evidenced by the extended day in the Junior School, our Character Education and the myFUTURE program.
The College won an excellence award in the prestigious Australian Education Awards 2025 due to its creative Year 11 and 12 learning model, nationally recognised for ‘Innovation in Curriculum Design’. There is a beautiful Māori saying – ‘walking backwards into the future.’ It suggests that the present, the past and the future are all entwined. Being an Old Aquinian and coming back to Aquinas after a long absence, the saying appeals to me. Occasionally, when I visit classrooms, memories come back from my student days. Most of them are golden recollections, but I experienced the full range of successes and challenges of all students. I was a typical Aquinas boy.
These days when I am in classrooms, it is with
We ensure the full participation of students
a purpose. The College has made an intentional
through non-volunteer questioning. It is about
decision to focus on the processes of teaching
enhancing the learning experience and ensuring
and learning to ensure the best possible
the engagement of all students. Our staff will
learning environment for our students.
also model these practices at assemblies and other large group gatherings.
Aquinas has many competent teachers, and our processes include coaching to enhance
The talented musician tunes their instrument
our skills and the learning environment.
before performing and the sporting coach ensures that players are ready to listen to
When we observe teachers in action, we
directions before playing. In the same way,
are looking at entrance and exit routines to
the Aquinas teacher is consolidating good
minimise cognitive load, and a ‘cue to start’ in
practices and continually striving to improve
the lesson to cognitively refocus the students
the learning experience for our boys.
and reposition their brains for further learning. It is walking backwards into the future, We look for the use of either the silent voice,
and with a modern lens that focusses on
partner voice, group voice or classroom voice.
continual improvement. Robert Henderson Principal
INTRODUCTION Aquinas College’s approach to teaching and learning involves the explicit teaching
Every interaction, from a warm smile to a positive tone of voice, contributes to building trust and connection in the classroom. The
and adoption of behavioural routines in
predictable routines in combination with calm
learning environments to develop greater
and orderly environments appeal directly to
automaticity in the students, proactively
the disposition of students. Routines
constructing environments that are more conducive to learning.
give certainty about what is expected in the classroom by providing consistency, predictability and structure (AERO, 2021).
Classroom management is a crucial aspect of
Routines and rules are essential elements of
this process, involving a series of intentional,
our classrooms. They provide a predictable
well-planned and executed routines aimed at
structure to reduce cognitive load, which fostering an orderly environment. This is achieved improves students’ working memory to focus through a combination of building positive on learning (Sweller, 1998). This allows teachers teacher-student relationships, establishing high
to devote more time to effective teaching and
expectations, and setting clear routines and
providing additional learning support where
rules. Most importantly is the power of the
needed. These routines and rules are taught
collective efforts of all teachers, minimising the
as explicitly as academic content, ensuring that
cognitive variance for students while increasing
they become an established habit for students.
predictability (Hattie, 2016). This moves what is good practice from to consistent, evidence-
Hallmarks of effective instruction have long
based instruction with high impact.
included the symphonic use of teacher skills such as acknowledgment and praise, clear
One of the key drivers of this initiative is the
communication, deliberate pausing, non-verbal
fundamental truth that students need to feel
correction, scanning the class, and voice control.
safe in their learning environments, and that a
These skills are crucial in establishing and
calm and orderly classroom is an essential
maintaining an engaged classroom. Ongoing
precursor to learning. The foundation of a
teacher professional learning and a sequenced
successful classroom is the relationship between
classroom observation and coaching process
the teacher and the students.
have been instrumental to implementation and integration of the College’s explicit focus on
When students feel safe, respected and
teaching and learning.
supported, they are more likely to engage in learning and achieve higher academic results. Aquinas teachers strive to build these
Our teachers set high expectations
relationships through positive interactions,
for behaviour and learning, providing
getting to know each student individually, and maintaining open communication with families and carers.
clear guidelines that help maintain safety, predictability in the classroom, and learning outcomes for students.
Contents 01
Teacher Skills
02 Cue to Start 03 Classroom Entry 04 Classroom Exit 05 Classroom Voices 06 Non-Volunteer Questioning 10
Tapple
11
The Coaching Process
Teacher Skills Effective teacher skills, such as proximity, pause, scan, name use, voice modulation, eye contact, with-it-ness, respect, politeness, non-verbal gestures, praise and acknowledgement, vital for fostering a safe, respectful, and engaging classroom.
Proximity
Look
Pause
With-it-ness
Scan
Politeness – Respect
Name
Gestures
Voice Modulation
Acknowledgement - Praise
These strategies enhance student focus, reduce disruptions, and maximise instructional time by efficiently gaining attention and ensuring readiness to learn through purposeful cues and interactions (AERO, 2023).
“It helps me focus more when all the other students are focussed too.”
YEAR 7 STUDENT
01
Cue to Start (C2S) Description When to use
What you say and do to gain whole class attention at the beginning of a lesson or at any time to refocus and prepare students for further learning. At the beginning of any teacher instruction.
These routines are grounded in cognitive science principles that emphasise the importance of attention and habit
SEQUENCE
1
formation in learning.
Peer-Review Call
Before engaging with verbal communication, the teacher
These cues act as multimodal signals that help direct attention and prepare the brain for learning. They trigger dopamine release, enhancing motivation and retention. They help students connect new learning to existing knowledge, making lessons more meaningful (McREL International, 2024).
must position themselves in front of the class in a visible position of authority.
2
What tosay
A C2S should be sharp, concise and attention grabbing. It can be contextual, but should NOT erode the flow of learning and engagement. Examples include: JS “Play Kind - Be Kind” MS “Work Hard - Be Kind” SS “Saint Thomas - Aquinas” “5-4-3-2-1"
3
Teacher Skills
After the C2S is delivered with effective voice modulation based on the situation and/or context, pause, scan, wait for 100% attention… then offer appreciation before moving on.
02
Entrance Routine Description When to use
What you expectfrom the students every time they enter your classroom. When the students enter the classroom at the beginning of the day, a new lesson or returning from a specialist class (e.g., music, library, PE) back to their room.
We are ready to learn when we:
SEQUENCE Explain to the students that you have a particular way you expect
Line up quietly with our equipment, correctly
them to prepare to enter the class, to move into the class and be
wearing our uniform.
ready for learning. To help students learn this routine, use the
Enter at the teacher’s request and stand behind our
sequence below to guide your instruction of this routine.
chairs, ready to commence the lesson with prayer. Sit quietly when asked, then wait for instruction.
1
Cue to Start
These routines are grounded in cognitive science
If required, use the Cue to Start so that you have every
principles that emphasise the importance of attention
students’ attention.
and habit formation in learning. Routines reduce cognitive load by automating predictable actions, allowing students to focus their mental energy on
2 Explain
learning tasks. Consistent entrance routines help
Explain the complete sequence of the entry routine.
establish a positive classroom culture and social
Use the following steps:
norms, supporting student identity as engaged learners (Dehaene, 2021).
1. You will line up in pairs outside the classroom. 2. When instructed, you will move into the classroom
Consistent entrance and exit routines help reinforce classroom norms and reduce distractions, supporting a smooth transition and retention of learning (AERO, 2023). This predictability reduces cognitive load,
in a calm and orderly manner. 3. You will then stand behind your desk in silence. 4. I will then greet you, which is likely to involve a C2S.
allowing students to focus on consolidating learning
We will commence our lesson with Prayer, then you
rather than navigating uncertainty.
will follow my next instruction, e.g. Sit quietly etc.
3 If Needed – Repeat andPractice If students do not enter in a calm and orderly manner,
It’s been a lot quieter in the classroom and an easier environment to work in.”
YEAR 9 STUDENT
repeat this routine with emphasis.
4 Tip Where appropriate, a well crafted seating plan will assist in an entrance routine that is calm and orderly.
03
Exit Routine Description
What you expectfrom the students every time they exit your classroom. When the students exit the classroom at the end of a lesson or end of the day.
When to use
This can also be used to transition groups of students in a calm and orderly manner throughout a lesson when required.
We are ready to learn when we:
SEQUENCE Explain to the students that you have a particular way you expect
Stand quietly behind our chairs and wait
them to exit the classroom at the end of a lesson or at the end of
for teacher instructions.
the day when they are going home. To help students learn this
Clean our area, push our chairs in and
routine, use the sequence below to guide your instruction.
check our uniform.
1
Leave quietly when dismissed. According to Cognitive Load Theory (CLT), minimising extraneous cognitive load not directly related to learning frees
Cue to Start
Use the Cue to Start so that you have every students’ attention.
2
Explain
up cognitive resources for retention
Explain the complete sequence of the exit routine.
of information and problem-solving
Use the following steps:
(Sweller, 1988).
1. Students will write down the required homework (if not done earlier).
Well-defined routines reduce this load by
2. Then students will quietly pack away
automating expectations and behaviours,
their books, laptop, equipment, etc.
strengthening their understanding of appropriate conduct and contributing to a
3. Upon instruction, students will then
calm and respectful learning environment
stand behind their desk in silence.
(Ouwehand, Lespiau, Tricot & Paas, 2025).
4. This is now an opportunity for gratitude and reinforcing behaviour. The teacher will acknowledge the class by saying, "Good morning/afternoon gentlemen”, which will then be reciprocated by the class, "Good morning/afternoon Ms, Mrs, Mr, Dr etc.”
3
If Needed – Repeat andPractice
If students do not follow instructions, repeat the element of the routine as needed with emphasis.
Monitoring and praising students during exit routines fosters positive relationships and reinforces desired behaviours. This contributes to a supportive classroom climate and encourages self-regulation. 04
Classroom Voices Description When to use
What you say and do to explicitlyteach students about the different types of voices you expect to see and hear in your classroom. At the beginning of the term, revised throughout the term, and at the beginning of every subsequent term.
Explicitly teaching and enforcing classroom voice levels reduces extraneous
TEACHER I am now going to explain to you the different types of voices I
cognitive load, lowers distraction, and
want to hear in this classroom. We use different voices to do
improves learning by keeping students'
different things in the classroom.
working memory focussed on essential instructional information (Sweller, 1988).
1
Silent Voice
When you are working by yourself we use a silent voice. WHY TEACHING CLASSROOM VOICES MATTERS Voice-level norms are a source of extraneous load because unpredictable or high background speech competes for the phonological loop in working memory and diverts attention from teacher explanations and written/visual materials (Alter & Haydon, 2017). Reducing auditory distraction increases on‑task processing and supports transfer of information into long‑term memory, particularly for novice learners with limited schemas. Explicit voice instruction fits Cognitive Load Theory
A silent voice is your thoughts – it is a voice only you can hear.
2 Partner Voice When you are working with your partner you turn, make eye contact and speak in a voice that only you and your partner can hear.
3 Group Voice This is the level of voice that only your group can hear.
4 Class Voice
and explicit teaching models. Clear modelling, guided
When we want the whole class to hear, you speak clearly
practice, and scaffolding reduce unnecessary
with a confident tone.
processing and allow students to focus mental effort on learning goals (Chaffee et al., 2017; Simonsen et al., 2008).
Initially, it was a challenge getting used
SCRIPT
to the new routines; however, these routines
Explain to students the different voices you expect to
have now reduced the amount of distractions,
hear in the classroom for different activities and what
which I am so grateful for.”
a learning class sounds like. As the teacher, introduce
YEAR 7 STUDENT
each voice explicitly before setting students off on a learning task. Check for understanding using a ‘non- volunteer’ before commencing the activity.
05
Non-Volunteer Questioning Non-volunteer questioning or cold-calling, is used to engage students and encourage active participation from everyone in the class. It involves theteacher strategically selecting students to answer questions or provide
Description
responses, rather than relying on volunteers or students who raise their hands. Non-volunteer questioning raises the level of student engagement in the learning environment, increasing the number of students that are actively involved in retrieval practice. This strengthens retention and consolidates learning (Lemov, 2015).
When to use
Whenever the teacher decides to check for understanding or engage in formative assessment of student learning.
TEACHER At Aquinas College, unless asked, we will adopt a
Ensuring an inclusive and respectful environment,
‘hands-down’ approach to questioning and will use a
along with praise is essential when using this engagement
non-volunteer questioning technique. The teacher will
norm. This contributes to a supportive classroom climate,
front-load a question to allow students ‘think time’, then
maximises participation and improves learning outcomes
the teacher will randomly call on a student to answer the
for a greater number of students.
question. For example, popsticks with names will be used. When a teacher calls a non-volunteer, students will do their
Tip
Non-volunteer questioning can be a very effective tool following the
best to answer the question using their class voice, using
use of the ‘pair-share’ engagement
full sentences as required.
norm, or as a means of formatively evaluating student understanding.
During questioning, students are expected to be attentive and engaged, whilst full respect will be shown towards participants. Students must demonstrate good listening as the teacher may ask another student a follow up question.
they helped implement more structure,
Once called on, popsticks are to be returned to the
which means more learning for students.
jar, as all students could be called at any time.
I feel like I am getting more time in class as
Students are expected to express themselves in full sentences, with their class voice and model good use of language.
06
I found the new changes beneficial,
students are more attentive.”
YEAR 8 T EACHER
BASED ON THE ORIGINAL POSTER Designed by Jamie Clark | @XpatEducator | jamieleeclark.com
Cold Calling Explained
WHAT IS COLD CALLING? Cold calling (a strategy developed by Doug Lemov in ‘Teach Like a Champion’) is used to engage students and encourage active
ACTIVELY ENGAGE ALL STUDENTS
participation from everyone in the class.
IN THE THINKING PROCESS
It involves the teacher strategically selecting students to answer questions or provide responses, rather than relying on volunteers or students who raise their hands. The teacher ‘calls’ on students without advance notice, which creates a more inclusive and participatory learning environment. Cold calling ensures that all students are actively involved in retrieval practice — when information is effortfully pulled back into working memory, strengthening retention and reinforcing learning. It can be a valuable tool for promoting thinking, preparing all students to contribute, and preventing groups of students from dominating in class.
HOW DO I INTRODUCE IT? When introducing cold calling to a class, it’s essential to adhere to the core principles of the strategy.
“A cold call is an invitation to a
Explain the strategy to the class and ensure students
student to join a conversation.
know the purpose and rationale behind it — that it’s
We want students to be constantly
meant to engage everyone in the learning process,
thinking and feel accountable.
not to single anyone out. The following principles help
If we socialise them to think,
ensure cold calling is implemented effectively so all students can think and participate.
Five Core Principles 1
Clearly explain rationale first.
2
Consistently use adequate wait time.
3
Keep the cold calling process warm.
4
Mix up variations of the strategy.
5
Script questions before the lesson.
they’ll be more likely to learn.”
Doug Lemov
“Cold calling is just one of a whole repertoire of techniques that weave together. While it’s really important to keep the core idea tightly defined – to avoid lethal mutation where it morphs into whatever anyone wants to define it as – these variations help to adapt the core strategy to work
Tom Sherrington
effectively in a particular context.”
07
HOW DO I IMPLEMENT COLD CALLING? When implementing cold calling, it takes practice and intentional planning. Prepare a range of questions before the lesson, from short recall to higher-order questions that require deeper thinking. Use a familiar signal to get students’ attention. After posing the question, give sufficient time to think, then warmly invite selected students to share their answers.
Prepare
Question
Wait
Gain full attention and ask the whole class.
Provide adequate thinking time.
For example...
For example...
For example...
For example...
“What is...?” “Why might...?” “How will...?”
“1, 2, 3: eyes on me... What is the first phase of mitosis?”
[scan class during wait time].
[open posture] “James, I’d love to hear your answer.”
Script different questions before the lesson.
Cold Call Invite individual students to offer their answer.
HOW DO I ENSURE ALL STUDENTS ARE THINKING? Giving adequate thinking time after posing a question is crucial to ensure students can engage in active retrieval and respond effectively. Research indicates that allowing students 3–5 seconds to think before responding significantly enhances the quality of their answers. However, the optimal wait time depends on the complexity of the task and students’ background knowledge.
“Daniel, can you tell me what a metaphor is?”
“What is a metaphor? [PAUSE] Daniel?”
08
ALL students can opt out of thinking except Daniel.
Only Daniel is being pushed to think hard.
WHOLE CLASS THINKING
JUST DANIEL THINKING
ALL students given time to think about the answer.
Daniel can offer a more thoughtful response.
WHOLE CLASS THINKING
JUST DANIEL RESPONDING
HOW CAN I VARY THE USE OF COLD CALLING? Choose the variation that best suits your class and content. Tom Sherrington outlines several effective approaches to maximise thinking for all students.
1
Paired Talk
3
Written Preparation
The Pair-Share method is a highly
This involves having students write
productive approach before cold
down their answers before sharing
calling individual students. As Tom
them verbally. This can boost
Sherrington explains, it gives
confidence, especially for students
students time to talk through their
who may be hesitant to speak up.
ideas, rehearsing explanations and
By giving them time to organise
the use of key terminology, and
their thoughts and jot down
airing any doubts or uncertainties.
responses, you keep the stakes
This can be done through Turn and
low so students feel more safe.
Talk, or even Think, Pair, Share
This method ensures that all
strategies, to ensure students have
students, including those who might
a safe space to discuss before
need extra time, can participate
sharing publicly.
in the lesson.
2
4
Peer-Review Call
Pre-Call a Student
After a student answers a question,
This involves notifying a student in
cold call another student to provide
advance that they’ll be invited to
feedback or to elaborate on the first
answer a question. This gives
student’s response. This
them time to prepare mentally
encourages active listening and
before sharing. By reducing the
hard thinking, as students must
element of surprise, ‘priming’ helps
evaluate their peer’s answer before
build confidence, especially for
giving their own. Furthermore, it can
students who might be anxious
also be a way to get students to
about being put on the spot. This
connect ideas or build on their
approach also encourages deeper
knowledge of concepts. Use
thinking, as the selected student is
phrases like: “What else could
more likely to pay close attention
Sam say here, James?”
to their answer. 09
TAPPLE What is it and why is it important? The engagement norms (TAPPLE) are a list of common techniques used by teachers to check for understanding.
1 Teach First Capture student attention and teach a manageable volume of content using engagement norms (read with me, choral/reverse choral response).
2 Ask a Question
Formative assessment by checking for understanding
Ask a question to the whole class that relates to the
is a crucial element for teachers to reflect on student
content just taught. No response needed just silent voices
learning and make any necessary adjustments in
in students’ minds and wait time (3 to 5 seconds).
methodology in real time to improve learning. (Rosenshine, 2012).
3 Pair Share Now pair-share, As to Bs, Bs to As using partner voices. This can be a written response, or verbal responses. Prime class for a non-volunteer.
4 Pick a Non-Volunteer Randomly call upon a non-volunteer. Pick multiple students to build on previous responses.
5 Listen Actively listen to student responses to gauge a collective understanding of student learning.
6 Effective Feedback Affirm correct responses, which helps consolidate learning. Emphasise key points and elaborate further if you believe this is needed to reinforce learning. Address any errors with targeted teaching at the point of concerns.
“It has impacted my learning in a very positive way, because I can maximise my class time and get as much out of my teacher as possible without any disruptions from other students.”
YEAR 10 STUDENT
Engelmann, S., & Carnine, D. (1982). Theory of Instruction: Principles and Applications. Hollingsworth, J., & Ybarra, S. (2009). Explicit Direct Instruction (EDI): The Power of the Well-Crafted, Well-Taught Lesson. Kagan, S. (1994). Cooperative Learning. Lemov, D. (2021). Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path to College. Rowe, M. B. (1986). Wait time. Journal of Teacher Education. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science. Wiliam, D. (2011). Embedded Formative Assessment.
10
COACHING GUIDELINES – CLASSROOM PRACTICE
Why do we coach routines? The importance of coaching in the Classroom Mastery Program is multifaceted.
To ensure this is done with fidelity, coaches observe and give feedback to teachers to affirm practice and guide constructively if required. Teachers can reflect on their own implementation and set goal
Initially, it is an important part of the knowledge
for improvement.
transfer cycle. At the commencement of a school year or term, teachers will need to re-establish classroom
This essential component of the teaching and
behaviours, while teachers new to Aquinas will need
learning model increases the development of
to embed practice from training.
student automaticity in the routines, creating a safe, calm and orderly school environment.
Coaching of routines ensures a supportive approach to ensuring collective understanding and efficacy of the College’s explicit teaching of classroom behaviour routines.
11
The Coaching Process PHASE
DETAILS Ensure the teacher knows ahead of time when the coaching willtake place and what
Coaching
routine(s) will be of focus. Notice should be at least one day, preferably more to allow for
Preparation
rescheduling if required. Notes will be taken during the observation. These notes are to be objective, inclusive of clear examples of teacher skills and routine steps. A coaching feedback form will
Observation
be provided to the teacher observed post observation for reflection and the teacher’s portfolio.
1
Teacher
2
Set the tone by thanking the
“Thank you for having us visit your class
teacher being observed
today.”
State the purpose of the observation
Reflection 3
“Today, we were here to observe your teacher skills, along with the (entrance, exit, questioning or voices – as appropriate).”
Ask the teacher to share how
“How do you think that part
they believe the observation
of the lesson went?”
went. This is a critical point for
“Was that a typical lesson
active listening
routine for you?”
Thank the teacher, then explain
Coach
Feedback
4
that you will now provide
“Thank you. I will now provide you a
objective feedback on what was summary of my observations.” observed. “How did you find that feedback.”
Teacher Take Aways
Ask the teacher how they felt
5
about the feedback and conclude.
“Great question, let me come back to you another time about that.” “Thanks very much for the observation and dialogue. I will send through my notes shortly. Enjoy the remainder of your day.”
Follow Up
6
Ensure that a copy of the observation andfeedback is provided to the teacher, ideally within a day. “What I observed was…”
Examples of
Objective Coach Feedback
“This was a clear example of…” “When you… This ensured…” “To achievegreater impact, you could try …” “To further increase engagement/participation, you could consider…” By emphasising the teacher skill of … this may increase the attention of students.”
12
Notes
aquinas.wa.edu.au
Learn about Explicit Instruction in the Junior School. Scan the QR code to watch.
tinyurl.com/jsclassroom-mastery