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TABLE OF

SHELF 1

CONTENTS Build the Foundation The systems The systems that that shape shape your your classroom classroom culture. culture.

These answer: These answer:

"What does "What does it it feel feel like like to to be be in this in this classroom?" classroom?"

Front Door Front Door Greetings Greetings Affirmation Station Affirmation Station Morning Message Morning Message // Morning Morning Meeting Meeting Voice Levels Voice Levels Calm Down Calm Down Corner Corner

SHELF 2

Design for Independence Waiting Room Waiting Room

Create aa classroom Create classroom where where students students know know what what to do without constantly asking you.

These answer: These answer: to do without constantly asking you.

"Can students "Can students function function independently?" independently?"

SHELF 3

Design the Space Every inch Every inch of of your your classroom classroom should should have have aa purpose. purpose.

These answer: These answer:

"Does my "Does my classroom classroom work work for for students?" students?"

SHELF 4

Keep It Running The organizational The organizational systems systems that that save save time time all all year long. year long.

These answer: These answer:

"How do "How do I I eliminate eliminate unnecessary interruptions?" unnecessary interruptions?"

Flexible Seating Flexible Seating Easy to Easy to Access Access Materials Materials The Student The Student Station Station

Learning Zones Learning Zones Front Fro Front nt Whiteboard Whiteboard Anchor Ch Anchor Chart Chart art Organization Organization Pencil Writing Pencil Writing Process Process Turn & Turn & Talk Talk

WOW Management WOW Management System System Hall Passes Hall Passes Where Whe Where re to to Turn Turn in in Work Work Prep Your Prep Your Desk Desk Organized Classroom Organized Classroom Cart Cart Launch Pad Launch Pad

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Classroom

EE DD IITT EDIT 20 smart 20 smart systems systems before before the first the first day day

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GYTO 2026

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ems Classroom Syst

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by

Teachers Who Plan Ahead

The best classrooms don't happen by accident.

They're built with intention, planned with purpose, and designed so students can succeed from the very first day.

This guide will help you set up more than a space—it will help you build systems that create clarity, consistency, and confidence all year long. Because when your classroom is set up right, you get your time back—and your students thrive.

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Inside this Inside th this is guide, guide, you' you'llll find find 20 20 must-have must-have classroom classroom systems systems organized organized into into four four "shelves. "shelves."" Each Each system system includes: includes:

SET IT UP

MAKE IT WORK

GY TO LIBRARY PICK

The impact The impact it it has has on on your classroom your classroom and and your students. your students.

Simple, act Simple, actionable actionable ionable steps to steps to put put the the system in system in place. place.

Pro tips Pro tips to to keep keep it it running smoothly running smoothly all all year long. year long.

Featured resources Featured resources to support to support you you every every step of step of the the way. way.

check-in systems

WHY IT MAT TERS

before studentS walk in

SSIIDDEE:: N N I I 'S 'S ’S T T A A H H W W

REFLECT Before You Begin every student every time

What'ss one What' one interruption interruption you you dealt dealt with with over over and and over last over last year? year?

What routine What routine do do you you want want students students to to master master in the in the first first week? week?

Which classroom Which classroom system system would would save save you you the the most time? most time?

s to:

G E T YO U R TE A C H O N

remember:

✓ ✓ Start small. Build consistency. ✓ You're not just setting up a classroom

Do Don'n'tt aim aim for for per perfec fect.t. AAim Aim im for sys for system tems. s.

Start small. Bui ld consistency.

You're not just setting up a classroom—you' re setting up your year.

your year.

—you're setting up

Everything your classroom needs before your first lesson begins.

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system

CLASSROOM

BUILD THE FOUNDATION

shelf one

01

Greetings Set the Set the tone. tone. Build Build community. community.

Start strong, Start strong, every every single single day. day.

The way you welcome students into your classroom sets the tone for the entire day. Classroom greetings help every child feel seen, valued, and connected from the moment they walk through the door while giving them the opportunity to choose how they'd like to start their morning.. d library car

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why it mat ters Strong relationships are built one small interaction at a time. Taking just a few seconds to intentionally greet each student helps create a positive classroom culture, builds trust, and fosters a sense of belonging that supports learning all year long. gyto library

The systems that shape your cl assroom culture.

SSEETT IITT UUPP Choose Your Display Style

Decide whether Decide whether you you want want to to use use the the full full greeting menu, greeting menu, individual individual greeting greeting cards, cards, or or an enlarged an enlarged poster poster near near your your classroom classroom door. door.

Customize Your Greetings

Place It Near the Entrance

Display the Display the greetings greetings where where students students can can easily see easily see and and select select an an option option as as they they enter enter each morning. each morning.

Teach the Routine

Model how Model how students students should should choose choose a a greeting and greeting and practice practice each each option option together together before before using using it it independently. independently.

Make It Part of Your Morning

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every student every time

Use the Use the editable editable Canva Canva version version to to update update the the wording, fonts, wording, fonts, colors, colors, or or greeting greeting choices choices to to fit fit your your classroom. classroom.

Use the Use the greeting greeting routine routine consistently consistently each each day day to to help help students students feel feel welcomed, welcomed, connected, connected, and and ready ready to to learn. learn.

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CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

everything your classroom needs before your first lesson begins.

"What does it feel like to be in this cl assroom?"

Double Sided Double Sided Mounting Mounting Tape Tape

system

BUILD THE FOUNDATION

shelf one

02

Affirmation

SSTTA STATION ATTIIOONN Building Buil ding confidence confidence one one positive positive word word at at aa time. time. Every Every student deserves student deserves to to see see the the best best inin themselves. themselves.

An Affirmation Station gives students a dedicated space to pause, reflect, and speak positive words over themselves.

Whether they're beginning the day or working through a challenge, this routine builds confidence and encourages a positive mindset.

The affirmation words can also be used to uplift classmates, creating a classroom culture where everyone feels seen, supported, and encouraged. d library car

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why it mat ters The words students hear every day shape the way they see themselves.

Positive self-talk is a skill that can be taught. By creating intentional moments for students to encourage themselves and others, you help build confidence, resilience, and a classroom where every student feels valued. gyto library

The systems that shape your cl assroom culture.

SSEETT IITT UUPP Choose a location

Place aa full-length Place full-length or or standing standing mirror mirror in in an an easily accessible easily accessible area area of of your your classroom. classroom.

Prepare the mirror

Introduce the routine Model how Model how students students can can look look in in the the mirror, mirror, read read affirmations affirmations aloud, aloud, and and speak speak positive positive words words to to themselves. themselves.

Encourage daily use

Invite students to visit the station during morning arrival, after challenging moments, or anytime they need encouragement.

Invite students to visit the station during morning arrival, after challenging moments, or anytime they need encouragement.

Build classroom community Encourage students to use the affirmation words to uplift and encourage their classmates throughout the day.

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every student every time

Print, laminate, Print, laminate, and and attach attach the the affirmation affirmation cards cards around around the the mirror mirror using using the the GYTO GYTO Library Library classroom classroom decor decor set. set.

Encourage students to use the affirmation words to uplift and encourage their classmates throughout the day.

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CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Confidence grows when students believe the words they say about themselves.

"What does it feel like to be in this cl assroom?"

Hanging Door Hanging Door Mirror Mirror

system

MOORRNN II NNGG M MORNING

BUILD THE FOUNDATION

shelf one

03

Meeting Set the Set the tone. tone. Build Build the the culture. culture.

Launch Launch the the learning. learning.

A Morning Meeting is an intentional daily routine that prepares students academically, socially, and emotionally for the day ahead. More than a greeting or calendar activity, it's your first opportunity to establish expectations, strengthen relationships, and reinforce the routines that drive successful learning.

The strongest Morning Meetings don't just build community—they build classroom readiness.

why it mat ters

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The first 5-10 minutes of the day often determine the energy, focus, and productivity of everything that follows.

An intentional Morning Meeting helps students: Feel seen and valued.

Know what to expect.

Practice classroom routines.

Review important concepts.

Build confidence before academic learning begins.

When students feel connected and prepared, they're more likely to engage, participate, and persevere throughout the day.

03

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The systems that shape your cl assroom culture.

SSEETT IITT UUPP Start with connection

Begin every morning by intentionally welcoming students and creating opportunities to build relationships.

Begin every morning by intentionally welcoming students and creating opportunities to build relationships.

Preview the day

Help students understand what's ahead. Review: the schedule, special events, learning focus, and any important reminders. Predictability creates confidence.

Help students understand what's ahead. Review: the schedule, special events, learning focus, and any important reminders. Predictability creates confidence.

Morning Meeting is the perfect time to practice the routines you'll use throughout the day.

Morning Meeting is the perfect time to practice the routines you'll use throughout the day.

Activate thinking

Include one short academic task that gets students thinking before your first lesson. Think of this as a warm-up for the brain.

Include one short academic task that gets students thinking before your first lesson. Think of this as a warm-up for the brain.

End with purpose

Before students transition into instruction, make sure they know: What they're learning today.

Why it matters.

What success will look like.

Morning Meeting should naturally lead into your first lesson—not feel separate from it.

Before students transition into instruction, make sure they know: What they're learning today.

Why it matters.

What success will look like.

Morning Meeting should naturally lead into your first lesson—not feel separate from it.

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every student every time

Rehearse one classroom system

find THESE in the gyto library "What does it feel like to be in this cl assroom?"

Connect every Morning Meeting to instruction.

"How does today's Morning Meeting prepare students for today's learning?"

CLASSROOM

system

Voice L EEV LLEVELS VEE LLSS

BUILD THE FOUNDATION

shelf one

04

Teach the Teach the volume. volume. Practice Practice the the expectation. expectation.

Protect the Protect the learning. learning.

A voice level chart doesn't change student behavior.

Teaching, practicing, and consistently reinforcing it does.

A voice level system isn't about creating a quiet classroom. It's about creating a predictable one.

A classroom voice level system gives students a clear expectation for how loudly they should be speaking during different parts of the day. Instead of constantly reminding students to "be quieter," teachers provide a common language that helps students know exactly what is expected during independent work, partner conversations, small groups, and whole-class instruction. d library car

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One of the biggest reasons classrooms become noisy isn't because students don't want to follow expectations—it's because they aren't sure what the expectation actually sounds like.

When every activity has a clearly taught voice level, students spend less time guessing and more time learning.

The goal isn't a quiet classroom.

The goal is an intentional classroom where students know exactly when to listen, collaborate, and work independently.

04

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The systems that shape your cl assroom culture.

SSEETT IITT UUPP Decide on your classroom voice levels.

Keep them Keep them simple simple and and consistent consistent all all year. year.

Make them visible.

Display your Display your voice voice levels levels where where every every student student can can quickly reference quickly reference them. them. Better Better yet, yet, use use aa movable movable clip or clip or arrow arrow (or (or push push light light displayed displayed here) here) to to show show the expected the expected voice voice level level throughout throughout the the lesson. lesson.

Don'tt just Don' just say: say: "Work "Work with with your your partner. partner.""

Instead, say: Instead, say: "Turn "Turn and and Talk.

Talk. Voice Voice Level Level 2.2.""

Students should Students should never never have have to to guess. guess.

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Practice before you need it.

Spend the Spend the first first week week modeling modeling each each voice voice level. level. Have Have students: students: Practice it,it, Reflect Practice Reflect on on it, it, Try Try it it again again Treat voice voice levels levels like like any any other other academic academic skill. skill.

Treat

Reinforce consistently.

Before every Before every transition, transition, ask: ask: "What' "What's s our our voice voice level?" level?"

The more The more consistent consistent the the language, language, the the faster faster it it becomes becomes automatic. automatic.

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every student every time

Pair every activity with a voice level.

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Printable Magnetic Printable Magnetic Paper Paper

Don't Skip This Step: Model what each voice level sounds like.

Giant Paper Giant Paper Clips Clips

"What does it feel like to be in this cl assroom?"

Click Lights Click Lights

system

BUILD THE FOUNDATION

shelf one

05

Calm Down

COORRNN EERR C CORNER Create aa safe Create safe space space for for students students to to deescalate and deescalate and regulate. regulate.

A calm-down corner gives students a safe space to pause, regulate their emotions, and reset before returning to learning. It's not a timeout—it's a place where students build independence and practice healthy self-regulation strategies they can use every day. d library car

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why it mat ters

Students learn best when they feel calm, safe, and supported. A calming corner helps reduce disruptions, encourages emotional awareness, and gives students the tools they need to manage big feelings and confidently rejoin the classroom. gyto library

The systems that shape your cl assroom culture.

SSEETT IITT UUPP CHOOSE your SPACE

Select a quiet, easily supervised area of your classroom where students can take a moment to reset.

Select a quiet, easily supervised area of your classroom where students can take a moment to reset.

Create a Welcoming Environment

every student every time

Add comfortable Add comfortable seating, seating, a a small small rug, rug, or or a a cushion cushion to to make make the the space space feel feel calm, calm, safe, safe, and and inviting. inviting.

Display the Visuals

Hang the Hang the feelings feelings posters, posters, breathing breathing strategies, strategies, affirmations, affirmations, and and calming calming tools tools where students where students can can easily easily see see and and use use them them independently. independently.

Teach the Routine

Model when Model when to to use use the the calm calm down down corner, corner, how how to to choose choose a a calming calming strategy, strategy, and and what what students students should should do do before before returning returning to to learning. learning.

Practice & Reinforce

Practice using the space as a class before it's ever needed so students feel confident using it independently throughout the year.

Practice using the space as a class before it's ever needed so students feel confident using it independently throughout the year.

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CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Don’t just display the posters. Model how to utilize them effectively.

"What does it feel like to be in this cl assroom?"

Comfy Chairs Comfy Chairs Sun pillows Sun pillows

system

THE

06

Waiting

DESIGN FOR INDEPENDENCE

shelf TWO

RRO ROOM OOOMM Teach the Teach the routine. routine. Protect Protect instructional instructional time. Build time.

Build independence. independence.

A waiting room isn't about making students wait.

It's about making sure learning doesn't stop while they're waiting.

Instead of forming a line at the teacher's desk, students grab a number in the waiting room, clip it to their paper, and immediately return to their work.

When it's their turn, the teacher calls them over.

Students always know they'll be helped, and instructional time continues without unnecessary interruptions. d library car

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why it mat ters One of the biggest time-wasters in a classroom isn't talking—it's waiting.

When students stand beside the teacher waiting for help, they're no longer engaged in learning. The waiting room eliminates the line, allowing students to continue working until the teacher is ready.

The goal isn't faster help. It's protecting learning while students wait.

06

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BUILD INDEPENDENCE

SSEETT IITT UUPP Choose a location

Create a designated "Waiting Room" location near your teacher table where it's easy for both you and your students to access throughout the day.

Create a designated "Waiting Room" location near your teacher table where it's easy for both you and your students to access throughout the day.

Prepare your waiting room

Display the Display the numbered numbered Waiting Waiting Room Room labels labels and attach and attach the the matching matching numbered numbered clothespins. Once clothespins.

Once it' it's s assembled, assembled, the the system system is ready is ready to to use use all all year. year.

Keep sticky Keep sticky notes, notes, pencils, pencils, and and highlighters highlighters nearby so nearby so students students can can quickly quickly write write down down their question their question before before returning returning to to work. work.

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Teach the routine

When students When students have have a a question, question, they: they: Take the Take the first first available available numbered numbered clothespin clothespin (starting with (starting with the the lowest lowest available available number). number).

Write their Write their question question on on a a sticky sticky note note and and place place it it on on the the assignment assignment they' they'rre e working working on. on.

Return to Return to their their seat seat and and continue continue working. working.

Call students in order Call students Call students by by the the missing missing numbers. numbers. Once Once helped, they helped, they return return the the clothespin clothespin to to the the waiting waiting room. room.

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every student every time

Stock the station

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Clothespins Clothespins

Acrylic Sign Acrylic Sign

These These colors colors match match up up perfectly perfectly to to our our decor! decor!

This helps the paper not fold with the weight of the clothespins

The goal isn't to make students wait. It's to make sure learning never has to.

This helps the paper not fold with the weight of the clothespins

"Can students function independently?"

Post-It notes Post-It notes

Have Have these these available available to to the the students students for for their their questions questions

system

07

SS EEA SEATING ATTII NNGG

shelf TWO DESIGN FOR INDEPENDENCE

Flexible Choice with Choice with purpose. purpose. Structure Structure with with flexibility. flexibility.

AA change change inin seat seat can can create create aa change change in in focus. focus.

Flexible seating gives students the opportunity to choose where they work best during independent work time.

With clear expectations and designated seating options, students can stay engaged, collaborate with different classmates, and take ownership of their learning. All while remaining organized and focused. d library car

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why it mat ters Providing students with choice encourages responsibility, independence, and engagement. Flexible seating allows students to discover the learning environment that helps them focus best while giving them opportunities to collaborate with classmates outside of their usual groups. gyto library

BUILD INDEPENDENCE

SSEETT IITT UUPP Designate your flexible seating areas Choose the Choose the seating seating options options you' you'dd like like to to offer offer and decide and decide how how many many students students can can use use each each space at space at one one time. time.

Create a seating board

Teach the routine

When it'it'ss time When time for for independent independent work, work, students students may may keep keep their their assigned assigned seat seat or or move move their their numbered numbered magnet magnet to to an an available available flexible flexible seating seating option. option.

Keep it organized

Once aa seating Once seating area area is is full, full, students students simply simply choose choose another another available available option option or or remain remain at at their their desks. desks.

Set clear expectations Flexible seating Flexible seating isis aa privilege privilege that that supports supports learning. Students learning.

Students are are expected expected to to stay stay on on task, task, make make responsible responsible choices, choices, and and respect respect each each learning learning space. space.

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CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Numbered Magnets Numbered Magnets

Magnetic White Magnetic White Board Board

Magnetic Printing Magnetic Printing Paper Paper

Print Print on on Magnetic Magnetic Paper Paper for for easy easy application application

The goal isn't to change where students learn. it's to help them discover where they learn best.

"Can students function independently?"

Washi Tape Washi Tape

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every student every time

Display each seating option with the number of available spots. Place your students' numbered magnets or pieces at the bottom of the board.

Display each seating option with the number of available spots. Place your students' numbered magnets or pieces at the bottom of the board.

system

DESIGN FOR INDEPENDENCE

shelf TWO

08

EASY TO ACCESS

Student

ACCTTIIVVIITTII EESS A ACTIVITIES Create predictable Create predictable systems systems that that empower empower independent learning. independent learning.

Create grab-and-go systems that keep your cl assroom running smoothly.

When activities are organized, labeled, and easy to access, students can transition into meaningful practice without waiting for directions. A dedicated phonics station gives every activity a home, making it simple to find the right skill, complete the work, and return materials when finished.

Using familiar activity formats allows students to focus on practicing phonics skills instead of learning new directions every time. d library car

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Independent practice begins with organized materials.

When students know exactly where to find activities and how they're organized, they spend less time asking questions and more time engaged in learning. Consistent activity formats build confidence because students recognize the routine, even as the phonics skill changes.

The goal isn't simply storing activities. It's creating a system that keeps students learning independently while you work with small groups or individual learners.

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BUILD INDEPENDENCE

SSEETT IITT UUPP

ORGANIZE BY SKILL. Sort activities Sort activities by by phonics phonics pattern pattern so so students students can can quickly quickly find the practice they need. find the practice they need.

LABEL EVERYTHING. KEEP ROUTINES CONSISTENT.

Use activity Use activity formats formats that that repeat repeat across across different different phonics phonics skills skills so so students students already already know know how how to to complete complete the the work. work.

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CREATE AN EARLY FINISHER STATION.

Keep activities in one dedicated location so students always know where to find meaningful practice when they finish early.

Keep activities in one dedicated location so students always know where to find meaningful practice when they finish early.

TEACH THE SYSTEM. Model how Model how to to choose choose an an activity, activity, complete complete it, it, and and return return it it so so the the routine routine becomes becomes automatic. automatic.

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every student every time

Use clear Use clear labels labels and and visual visual dividers dividers so so materials materials are are easy easy to to identify, identify, return, return, and and maintain. maintain.

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Filing Crate Filing Crate

Don't Skip This Step: Keep the routine the same. Familiar activity formats help students work independently.

"Can students function independently?"

Hanging Folders Hanging Folders

system

THE

09

SSTTA STATION ATTIIOONN

shelf TWO DESIGN FOR INDEPENDENCE

Student

Everything students Everything students need, need, all all inin one one place. place.

A Student Station gives students easy access to the materials they use every day.

Instead of waiting for the teacher, students can independently grab supplies, replace materials, and get back to learning.

A well-organized station keeps the classroom running smoothly while encouraging responsibility and independence. d library car

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why it mat ters When classroom materials are easily accessible, students spend less time waiting and more time learning. A Student Station promotes independence, minimizes interruptions, and teaches students to take responsibility for the tools they use every day. gyto library

BUILD INDEPENDENCE

SSEETT IITT UUPP Choose a location

Designate an Designate an easily easily accessible accessible area area where where students students can can quickly quickly gather gather materials materials without without disrupting disrupting instruction. instruction.

Organize your supplies

Label everything

Print, laminate, Print, laminate, and and attach attach labels labels so so students students always know always know where where to to find find supplies—and supplies—and where to where to return return them. them.

Include everyday essentials Add aa pencil Add pencil sharpener sharpener along along with with designated designated containers for containers for sharpened sharpened and and dull dull pencils pencils to to keep materials keep materials organized organized and and ready ready to to use. use.

Teach the routine

Model when Model when students students may may visit visit the the station, station, how how to to use use materials materials responsibly, responsibly, and and the the expectation expectation that that everything everything is is returned returned to to its its proper proper place. place.

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every student every time

Place classroom Place classroom essentials essentials into into labeled labeled bins, bins, such such as as pencils, pencils, scissors, scissors, crayons, crayons, markers, markers, colored colored pencils, pencils, paper, paper, sticky sticky notes, notes, and and other other frequently frequently used used materials. materials.

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Pencil Holders Pencil Holders

You You will will label label these these pencil pencil holders holders with with the the dull dull and and sharp sharp sign. sign.

An organized classroom starts with organized systems.

"Can students function independently?"

Stackable Bins Stackable Bins

Labels Labels will will be be placed placed outside outside and and materials materials will will go go inside inside the the bins. bins.

system

Learning

10

shelf THREE

ZZO ZONES ONN EESS

Design the Space

Every space Every space should should have have aa purpose. purpose. Every Every purpose should purpose should support support learning. learning.

Learning Zones are intentionally designed areas of your classroom that support different types of learning throughout the day. Instead of students seeing "the carpet" or "the library," they recognize each space as a place with a specific purpose, expectations, and routines.

When every area has a job, students transition more confidently, work more independently, and spend more time learning.

why it mat ters A classroom isn't just one learning space—it's several. d library car call number

Throughout the day, students move between whole-group instruction, independent work, small-group learning, collaboration, and reflection.

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When those spaces are clearly defined, students spend less time wondering where to go or what to do and more time focused on learning.

Well-designed learning zones create: Smooth transitions Stronger independence Clear expectations Better classroom management More purposeful instruction gyto library

Whole Group Instruction

Small Group & Teacher Area

Purpose: Differentiate instruction and provide targeted support.

Design this area to maximize visibility and accessibility.

Include: Small group table Teacher materials Assessment tools Intervention resources Flexible seating Classroom Library

Student Center

Purpose: Promote independence through accessible materials and meaningful work.

Students should be able to use this space without relying on the teacher.

Include: Student supplies Turn-in station Finished work Learning tools Classroom resources

Purpose: Foster independent reading and a love of books.

This space should invite students to explore texts while making book selection and organization simple.

Include: Clearly labeled genres Comfortable seating Book return bin Book recommendations Student favorites

Click for our Favorite Rug!

Click for our Favorite chair pockets!

Don't Skip This Step: Give each learning zone a name and teach its expectations just like you would any classroom routine.

"Does my cl assroom work for students?"

CLICK BELOW TO SHOP some of our favorite classroom items: Click for our Favorite stools!

every student every time

Purpose: Introduce new learning and build shared understanding.

This is where students gather for: Mini-lessons, Read-alouds, Modeling, Discussions, Learning Targets & Success Criteria Include: Learning Target Success Criteria Interactive display Anchor chart space Launch Pad area

Every inch of your cl assroom should have a purpose.

SSEETT IITT UUPP

FFRRO FRONT ONNTT

system

shelf THREE

11

OF THE

Classroom Design aa space Design space that that answers answers students' students' questions before questions before they they have have to to ask. ask.

Design the Space

The front of your classroom is more than a place to teach—it's the instructional home base students return to throughout the day.

When organized with purpose, it provides students with the information they need to stay focused, organized, and independent. Rather than relying on the teacher for every answer, students can quickly reference the front of the room to find the day's learning, schedule, expectations, and important classroom information.

The goal isn't to fill every inch of wall space.

The goal is to make the most important information impossible to miss.

why it mat ters Students constantly ask questions like..

"What are we learning today?" "What's next?" "What's today's date?" "What should I be doing?"

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Many of these interruptions can be eliminated when the front of the classroom consistently provides the answers.

A purposeful instructional space creates: Greater student independence.

Fewer repetitive questions.

Smoother transitions.

Stronger lesson focus.

Better ownership of learning.

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Every inch of your cl assroom should have a purpose.

SSEETT IITT UUPP Make the learning target the focal point The most The most important important thing thing students students should should see see is is what what they' they'rre e learning. learning.

Display Display your your Learning Learning Target Target where where every every student student can can easily easily reference reference it it throughout throughout the the lesson. lesson.

Ask Ask yourself: yourself: "Could "Could every every student student answer answer what what we' we'rre e learning learning today today without without asking asking me?" me?"

Display the success criteria Keeping the the success success criteria criteria visible visible gives gives students students a a Keeping roadmap for for the the lesson lesson and and helps helps them them monitor monitor their their roadmap own progress. progress. own

Create a daily information station Dedicate one area to information students reference throughout the day. Include items such as: Today's date, Classroom calendar, Daily schedule, Specials rotation, Lunch choice Keep it together in one predictable location.

Dedicate one area to information students reference throughout the day. Include items such as: Today's date, Classroom calendar, Daily schedule, Specials rotation, Lunch choice Keep it together in one predictable location.

Inspire without overwhelming Choose one Choose one intentional intentional space space for for an an inspirational inspirational quote, affirmation, quote, affirmation, or or classroom classroom mantra. mantra.

Keep it current

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wer answer uld ans should m sho sroom classroo yourr clas of you frontt of The fron The new new te te crea not crea ns—not stions— questio ents'' que students stud ions.. ractions distract dist ose.. purpose a purp ea have uld hav should lay sho display ry disp Every Eve ent ent stud stud or or ning learning port lear support sn'tt sup doesn' it doe If it If ere ewhere ewh som som it it ing ing mov siderr mov conside ce, con dence, penden indepen inde else.. else

every student every time

Don'tt stop Don' stop at at the the target. target. Students Students also also need need to to know: know: "How will will I I know know I' I'v ve e been been successful?" successful?"

"How

Students stop looking at displays that never change. If students don't need it today, it doesn't need to stay at the front of the room.

Students stop looking at displays that never change. If students don't need it today, it doesn't need to stay at the front of the room.

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Don't Skip This Step: Teach students to use the board.

Don't assume they'll naturally look at it.

"Does my cl assroom work for students?"

Striped Rug Striped Rug

system

shelf THREE

12

GET INTENTIONAL WITH

Interactive

ANN CCHHOORR CHARTS A ANCHOR CHHAARRTTSS C

Design the Space

Save time Save time on on the the setup setup while while building building meaningful learning meaningful learning with with your your students. students.

These aren't just posters to hang on your wall.

Interactive anchor charts provide the framework so you can create the learning alongside your students. The layout, visuals, and organization are already designed, allowing you to focus on the discussion, examples, and thinking that make anchor charts so powerful.

As students help build each chart during lessons, they develop ownership of the learning while creating a resource they can revisit all year long.

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Anchor charts are most effective when students help create them.

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Starting with a thoughtfully designed template saves hours of planning and drawing while preserving the interactive teaching experience. Instead of spending time designing chart layouts, you can focus on modeling strategies, recording student thinking, and building understanding together.

The goal isn't simply displaying information. It's creating learning tools that reflect your classroom conversations and continue supporting students long after the lesson ends.

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Every inch of your cl assroom should have a purpose.

SSEETT IITT UUPP

PLAN YOUR CONTENT. Decide which Decide which concepts concepts you' you'llll add add during during each each lesson lesson so so the the chart chart builds builds naturally naturally alongside alongside your your instruction. instruction.

USE A POSTER PRINTER LAMINATE FOR REUSE. Laminate your charts so you can write with dry erase markers, wipe them clean, and use them year after year.

Laminate your charts so you can write with dry erase markers, wipe them clean, and use them year after year.

BUILD IT TOGETHER. Complete the Complete the char charts charts ts with with your your students students as as you you teach. teach.

Their ideas, Their ideas, examples, examples, and and thinking thinking are are what what make make anchor anchor charts charts meaningful. meaningful.

KEEP THEM WITHIN REACH. Display completed charts where students can easily reference them during independent work, small groups, and review.

Display completed charts where students can easily reference them during independent work, small groups, and review.

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li br ar y no te

hor anchor e anc ctive eractiv intera are int se are These The The s. The ters. poster ed pos ished finish not fin rts,, not charts cha but you,, but for you e for done ady don already is alre ign is design des you as you s as pens happen g hap rning learnin the lea the yourr h you with rt wit chart h cha each te eac plete comple com ts. dents. studen stu

every student every time

Enlarge your Enlarge your charts charts as as posters posters so so every every student student can can easily easily see see them them during during whole-group whole-group lessons. lessons.

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Don't Skip This Step: Leave room for student thinking. Complete each chart during instruction so it becomes a record of the learning you've built together.

"Does my cl assroom work for students?"

Curtain Rod Curtain Rod

system

WHERE ARE YOU IN THE

13

Design the Space

shelf THREE

Writing PPRRO PROCESS OCCEESSSS Writing Process Writing Process Management Management Make the the writing writing process process visible. visible.

Make

A Writing Process Tracker is a visual classroom system that helps students monitor their progress through each stage of writing. By moving their clip as they work, students always know where they are in the process and what's coming next.

Instead of asking, "What am I supposed to be doing?" students can independently identify their current stage and continue working with confidence.

why it mat ters

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Writing isn't one task.. .it's a process.

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When students can see each stage of the writing process, they begin to understand that strong writing takes time, revision, and reflection.

A visual tracker also helps teachers quickly identify where students are, making it easier to provide targeted support, confer with writers, and manage a classroom where everyone may be working at different stages. gyto library

Every inch of your cl assroom should have a purpose.

SSEETT IITT UUPP Display the writing process.

Teach the Process Before You Track the Process

Give every student a clip.

Assign each Assign each student student a a clothespin clothespin or or magnetic magnetic clip clip with with their their name. name.

Move the clip as students progress.

As students As students complete complete each each stage, stage, they they move move their their clip clip to to the the next next step step in in the the process. process.

This This creates crea creates tes ownership ownership while while giving giving you you an an instant instant snapshot snapshot of of the the class. class.

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ut about isn'tt abo ckerr isn' Tracke s Tra cess Proces itingg Pro Writin The Wr The step.p. samee ste the sam on the ryonee on everyon ping eve keeping kee le. le. visib visib ning learning king lear making ut ma about It'ss abo It' le while sing whi revising revi be be y y ma ma ts ts den den stu Somee stu Som that't'ss nd tha ning.....aand planning still plan are still ers are others oth like.. lookss like ing ing writ look tic writ hentic authen whatt aut ctly wha exactly exa

every student every time

A clip A clip only only has has meaning meaning if if students students know know what what each each stage stage requires. requires. Take Take time time to to model model every every step step of of the the writing process writing process and and define define what what success success looks looks like like before before students students move move their their clip. clip. Use Use examples, examples, think think aloud, aloud, and and create create clear clear success success criteria criteria so so students students know know exactly exactly when when they' they'rre e ready ready for for the the next next stage. stage.

The goal goal isn' isn'tt to to move move quickly. quickly......iit' t's s to to move move with with The purpose. purpose.

Use it during conferences.

Instead of asking, "Where are you?"

Simply glance at the tracker. You'll immediately know where to begin your conference.

Instead of asking, "Where are you?"

Simply glance at the tracker. You'll immediately know where to begin your conference.

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CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Don't Skip This Step: Teach students what success looks like at each stage before they move their clip.

"Does my cl assroom work for students?"

Pencil Clothes Pencil Clothes Pins Pins

system

14

Turn &

shelf THREE

TTA TALK ALL KK

Design the Space

Every student.

Every student. Every Every time. time.

A Turn & Talk system is a structured discussion routine that ensures every student has the opportunity to think, speak, listen, and respond throughout a lesson.

Rather than relying on volunteers, Turn & Talk creates accountability by giving every learner a voice. Students process new learning, strengthen their understanding, and build confidence through purposeful conversations with a partner.

When implemented consistently, Turn & Talk transforms passive listeners into active participants.

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Learning doesn't happen by simply hearing information—it happens when students process it.

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Turn & Talk provides students with the opportunity to: Process their thinking before sharing.

Practice academic language.

Learn from different perspectives.

Build confidence in speaking.

Stay actively engaged throughout the lesson.

Most importantly, it shifts participation from a few students to every student.

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Every inch of your cl assroom should have a purpose.

SSEETT IITT UUPP Establish consistent partnerships.

Choose aa partner Choose partner system system that that allows allows students students to to transition transition quickly quickly and and eliminates eliminates wasted wasted time. time.

Explicitly teach conversation expectations.

Teach your classroom Talk Moves.

Give students simple language they can use during every conversation.

Give students simple language they can use during every conversation.

Plan your Turn & Talks with intention.

Every Turn & Talk should have a purpose.

Ask questions that require students to explain, justify, predict, predict, compare, or connect—not simply recall information.

Every Turn & Talk should have a purpose.

Ask questions that require students to explain, justify, predict, compare, or connect—not simply recall information.

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ts dents studen ting stu getting ply get simply isn'tt sim goall isn' The goa The dentt studen ry stu every ting eve getting goall isis get The goa ing. The talking. talk pen pen hap hap ns ns atio versatio convers ong con Strong king.. Str thinking thin — ght— taught beenn tau bee has has tine tine rou rou the ausee the becaus bec was stionn was questio the que ausee the becaus not bec not ting.. resting interes inte

every student every time

Never assume Never assume students students know know how how to to have have productive productive academic academic conversations. conversations.

Model and and practice: practice: Model How to How to face face your your partner. partner.

How to How to take take turns turns speaking. speaking.

How to How to listen listen without without interrupting. interrupting.

How to How to build build on on another another person' person's s thinking. thinking.

How to How to respectfully respectfully disagree. disagree.

Build stamina over time.

Start with Start with short, short, non-academic non-academic conversations conversations to to teach teach the the routine. routine. As As students students become become more more confident, confident, gradually gradually increase increase the complexity, the complexity, length, length, and and academic academic rigor rigor of of their their discussions. discussions.

find this in the gyto library: "Does my cl assroom work for students?"

Don't Skip This Step: Teach conversation before content.

WOOWW W WOW

system

KEEP IT RUNNING

SHELF FOUR

15

Chart

Motivate positive Motivate positive behavior behavior with with aa system system that practically that practically runs runs itself. itself. a positive behavior management system that is low maintenance and easy to maintain!

The WOW Chart gives students a visual way to earn rewards while helping you recognize positive choices throughout the day. Instead of stopping instruction to manage behavior, you can quickly acknowledge students by having them add their name to the WOW Chart.

With clear expectations and consistent routines, the WOW Chart keeps motivation high while reducing unnecessary interruptions. d library car

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The best classroom management systems are simple enough to use every day.

When students understand exactly how they earn rewards, you spend less time answering questions, explaining expectations, or managing individual behavior. A visual tracking system keeps everyone focused on the goal while making positive reinforcement quick and consistent.

The goal isn't simply giving rewards. It's creating a predictable system that keeps learning moving.

15

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The organizational systems that save time all year long.

SSEETT IITT UUPP CHOOSE YOUR REWARD. Decide what Decide what students students are are working working toward toward before before introducing the chart. Simple incentives often work best. introducing the chart. Simple incentives often work best.

EXPLAIN THE EXPECTATIONS.

KEEP IT VISIBLE. Display the Display the WOW WOW Chart Chart where where students students can can easily easily see see their their progress progress throughout throughout the the day. day.

li br ar y no te RECOGNIZE POSITIVE CHOICES. Students add their name to the chart when you notice they are promoting positive behavior.

Students add their name to the chart when you notice they are promoting positive behavior.

STAY CONSISTENT. Use the Use the system system every every day day to to build build routines routines and and keep keep motivation high. motivation high.

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ve aa have can ha ionss can ration ebrat celeb all cel Small Sm nt stent nsiste Consi t. Co pact. impac big im big itivee positiv lps pos helps n he ition ognitio recogn rec ay ryday everyd comee eve becom rs be viors havio beha be bits.s. habit ha

every student every time

Teach exactly how students earn spaces so everyone understands the goal from day one.

Teach exactly how students earn spaces so everyone understands the goal from day one.

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to PROMOTE POSITIVE BEHAVIOR:

Don't Skip This Step: Celebrate the small wins. Frequent, consistent recognition keeps students engaged.

"How do I eliminate unnecessary interruptions?"

Dry Erase Dry Erase Markers Markers

system

THE

16

Hall Pass

SHELF FOUR

SSYYSSTT EE M SYSTEM M

KEEP IT RUNNING

Know who's Know who's out. out. Keep Keep every every student student accounted for. accounted for.

This hall pass system keeps the pass inside the classroom instead of traveling with students.

Before leaving, students place the appropriate hall pass on their desk and return it when they come back.

This simple routine promotes independence while helping teachers quickly see who is out and where they're headed. d library car

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why it mat ters Keeping hall passes inside the classroom makes it easy to monitor student movement at a glance. It provides accountability, limits unnecessary trips, and allows teachers to quickly identify who is out and where they are—especially during an emergency. gyto library

The organizational systems that save time all year long.

SSEETT IITT UUPP Choose a location

Designate aa shelf Designate shelf or or easily easily accessible accessible area area to to display display all all of of your your hall hall passes. passes.

Prepare the passes

Teach the routine

Before leaving Before leaving the the room, room, students students place place the the appropriate hall appropriate hall pass pass on on their their desk desk and and then then head to head to their their destination. destination.

Return the pass

When students When students return, return, they they place place the the hall hall pass back pass back on on the the designated designated shelf shelf so so it'it'ss ready for ready for the the next next student. student.

Keep it consistent

Follow the Follow the same same routine routine every every time time students students leave the leave the classroom classroom to to build build independence independence and and accountability. accountability.

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li br ar y no te

ul lpful helpf iallyy he eciall espec is esp tem is system Thisis sys Th s. AA cies. encie ergen emerg or em lls or drills g dri ring durin du m room the roo undd the aroun ncee aro glanc ick gla quick qu ich which you wh tellsls you telyy tel diatel media imme im theirir andd the outt an are ou nts are dents stude stu on.. ation stinati destin de

every student every time

Print, cut, Print, cut, and and place place each each hall hall pass pass inside inside an an acrylic sign acrylic sign holder. holder. There There isis separate separate passes passes for each for each destination, destination, such such as as the the restroom, restroom, nurse, office, nurse, office, library, library, or or cafeteria. cafeteria.

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Built for independence. Designed with safety in mind.

Acrylic Frames Acrylic Frames

"How do I eliminate unnecessary interruptions?"

Hall Pass Hall Pass Shelf Shelf

system

Turn in

17

KEEP IT RUNNING

SHELF FOUR

WOORR KK W WORK

Create routines Create routines that that keep keep papers papers moving moving without slowing without slowing down down instruction. instruction.

A designated turn-in bin and student mailbox system give every paper a clear destination. Students know exactly where to submit completed work, pick up returned assignments, and collect classroom materials without waiting for directions.

When paperwork has a predictable flow, classroom routines become smoother and instructional time is protected.

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Paper management shouldn't interrupt learning.

Simple systems reduce questions, eliminate piles of misplaced papers, and create consistency for both students and teachers. Instead of collecting assignments one by one or passing papers across the room, your classroom continues running while the system does the work.

The goal isn't simply organizing papers. It's creating routines that save time every single day.

17

gyto library

The organizational systems that save time all year long.

SSEETT IITT UUPP CREATE ONE TURN-IN SPOT. Choose aa single Choose single location location where where every every assignment assignment isis submitted so students never have to ask where their work belongs. belongs. submitted so students never have to ask where their work

ORGANIZE STUDENT MAILBOXES. ADD A REMINDER CHECKLIST.

Place aa simple Place simple "Check "Check Your Your Work" Work" reminder reminder beside beside the the turn-in turn-in bin bin to to encourage encourage students students to to review review their their work before work before submitting submitting it.it.

TEACH THE ROUTINE. Model how Model how to to turn turn in in papers, papers, check check mailboxes, mailboxes, and and collect collect materials materials until until the the process process becomes becomes automatic. automatic.

KEEP IT CONSISTENT. Use the same system every day so paperwork flows naturally without interrupting instruction.

Use the same system every day so paperwork flows naturally without interrupting instruction.

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li br ar y no te nts dents stude s stu ions cision decis er de fewer Thee few Th herr oothe smoot the sm ke, the make, to ma ve to have ha e One e. On come. becom es be tines routin yourr rou you ps keeps tem kee system tentt sys sisten consis con g. long. yearr lon all yea g all ving movin ork mo erwork paperw pap

every student every time

Label mailboxes Label mailboxes clearly clearly so so returned returned work, work, newsletters, newsletters, and and classroom classroom materials materials are are easy easy to to distribute. distribute.

TURN STUDENT WORK INTO A DISPLAY "How do I eliminate unnecessary interruptions?"

Don't Skip This Step: Keep the routine the same. When papers always go to the same place, the system quickly becomes second nature.

system

KEEP IT RUNNING

shelf FOUR

18

P rep Your Prep

DD EESS KK DESK

Set students Set students up up for for independence independence before before independent work independent work begins. begins.

Prep Your Desk is a proactive classroom routine that gives students one dedicated moment to gather every material they'll need before independent work begins.

Instead of stopping instruction to pass out supplies, answer questions, or search for materials, students prepare everything in advance so they can transition seamlessly from teacher instruction to student learning.

When students are prepared, momentum isn't lost.

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The transition from whole-group instruction to independent practice is where many classrooms lose valuable learning time.

Without a consistent system, students are: Looking for materials.

Asking what they need.

Borrowing supplies.

Waiting for directions.

Interrupting instruction before independent work even begins.

A simple Prep Your Desk routine eliminates unnecessary interruptions and allows students to begin working immediately.

18

gyto library

The organizational systems that save time all year long.

SSEETT IITT UUPP Decide what students always need.

Create a list of materials that remain on every student's desk or in their Launch Pad every day.

When students always know what should be available, preparation becomes automatic.

Create a list of materials that remain on every student's desk or in their Launch Pad every day.

When students always know what should be available, preparation becomes automatic.

Display what is needed for today's lesson.

Give students one dedicated prep time.

li br ar y no te

Build 30–60 seconds into every lesson for students to quietly prepare their workspace.

This is the only time students should be gathering materials before beginning independent work.

Build 30–60 seconds into every lesson for students to quietly prepare their workspace.

This is the only time students should be gathering materials before beginning independent work.

tion.. ruction instruc of inst partt of is par n is ation paratio Prepar Pre on als on terials materi ing ma having ply hav simply isn'tt sim goall isn' The goa The re re whe whe m m sroo sroo clas atingg aa clas creatin ks—it'it'ss cre desks— des ning learning lear from from ve ve mo mo can can ts dents studen stu tly tly den den pen pen inde inde ning learning to lear er to ether togeth tog s. s. tion tion rrup interrup ry inte ssary ecessa unnece out unn without with

Teach what "ready" looks like.

Don'tt just Don' just teach teach what what students students need—teach need—teac need—teach h how hhow ow they they should should prepare. prepare.

every student every time

Before students Before students transition transition to to independent independent work, work, display display any any additional additional materials materials they they will will need. need.

Students Students should should be be able able to to gather gather everything everything from from one one visual visual without without asking asking questions. questions.

Protect the routine.

Resist the Resist the urge urge to to stop stop instruction instruction for for forgotten forgotten materials. materials.

The more more consistently consistently students students experience experience the the expectation, expectation, the the The more independently independently they' they'llll prepare prepare the the next next time. time. more

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CLICK BELOW TO SHOP ADDITIOnal ITEMS you may want to use to build your system:

Printable Magnetic Printable Magnetic Paper Paper

Don't Skip This Step: Teach the routine until students no longer need reminders.

"How do I eliminate unnecessary interruptions?"

Magnetic Bin Magnetic Bin

system

KEEP IT RUNNING

SHELF FOUR

19

ORGANIZED

Classroom

CAARRTT C CART

Simple system.

Simple system. Materials Materials within within reach. reach.

Everything has Everything has aa home. home.

Create grab-and-go systems that keep your cl assroom running smoothly.

A rolling cart is more than extra storage. It's a simple way to organize the materials you use every day, so they're easy to find, easy to maintain, and always within reach.

Whether you're organizing copies, center materials, lesson plans, or classroom resources, assigning every drawer a specific purpose reduces clutter and helps your classroom run more efficiently d library car

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An organized classroom starts with intentional systems.

When every paper and supply has a designated home, you spend less time searching for materials and more time focused on teaching. Clear organization also makes it easier to maintain your classroom throughout the year instead of constantly reorganizing overflowing piles.

The goal isn't simply filling drawers. It's creating a system where everything has a purpose and a place.

19

gyto library

The organizational systems that save time all year long.

SSEETT IITT UUPP CHOOSE A PURPOSE. Decide how Decide how your your rolling rolling cart cart will will support support your your classroom, classroom, whether it's for copies, centers, teacher materials, or student work. work. whether it's for copies, centers, teacher materials, or student

GIVE EVERY DRAWER A JOB.

LABEL EVERYTHING. Use clear Use clear labels labels that that make make it it easy easy to to maintain maintain your your organization organization throughout throughout the the year. year.

li br ar y no te KEEP IT MAINTAINED. Take aa few Take few minutes minutes each each week week to to empty empty unnecessary unnecessary papers, papers, restock restock supplies, supplies, and and reset reset drawers drawers so so the the system system continues continues working working all all year. year.

ADJUST AS NEEDED If you If you find find yourself yourself not not using using aa specific specific drawer drawer or or needing needing more more space space for for another, another, don’ don’tt be be scared scared to to make make adjustments! adjustments! Make Make the the cart cart work work for for you. you.

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en when st wh best rk be work ts wo carts g car lling Rollin Ro se rpose purpo ry pu mary prima one pri ve one serve theyy ser the ze anize organi to org ing to trying of try d of tead instea ins is tem is system d sys used focuse A foc g. A hing. rythin everyt eve g! long! yearr lon all yea ain all intain maint to ma ier to easier eas

every student every time

Assign one Assign one clear clear purpose purpose to to each each drawer drawer before before you you begin organizing. begin organizing.

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Laminating Pouches Laminating Pouches

Don't Skip This Step: Organize with intention. Assign a purpose to every drawer before you begin.

Velcro Dots Velcro Dots

"How do I eliminate unnecessary interruptions?"

Rolling Cart Rolling Cart

Launch

system

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shelf FOUR

PPA PAD A DD

KEEP IT RUNNING

Prepared students.

Prepared students. Efficient Efficient transitions. transitions.

A Launch Pad is a designated space where students keep the materials they need for instruction and quickly collect any additional resources for the day's lesson.

Instead of spending valuable instructional time passing out supplies or answering, "What do I need?", students begin every lesson prepared and ready to learn.

The Launch Pad creates consistency, independence, and efficient transitions so more time is spent learning—not managing materials.

why it mat ters One of the biggest instructional time wasters happens before the lesson even begins.

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GYTO 2026

Keep It Running Who Love

by Teachers checked out Simple Systems

category

Students are: Looking for supplies.

Walking around the room.

Asking what they need.

Waiting for classmates.

Interrupting the flow of instruction.

A Launch Pad eliminates those interruptions by giving every student one predictable place for everything they need. When the system is consistent, students spend less time preparing and more time learning.

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gyto library

The organizational systems that save time all year long.

SSEETT IITT UUPP Decide what always stays in the Launch Pad. Identify the materials students use every day so they never have to search for them. These become the "always there" tools.

Identify the materials students use every day so they never have to search for them. These become the "always there" tools.

Add today's lesson materials.

Teach the Launch routine.

Create one Create one consistent consistent routine routine and and use use the the same same language every language every day. day.

Teach how to launch.

Don'tt just Don' just teach teach what wh wha att goes goes inside. inside.

Model: Model: How to How to carry carry the the Launch Launch Pad. Pad. How to How to walk walk safely. safely.

Where to Where to place place it it during during instruction. instruction.

How to How to remove remove materials materials quietly. quietly.

How to How to return return materials materials after after the the lesson. lesson.

Practice Practice the the routine routine until until it it becomes becomes automatic. automatic.

li br ar y no te

ing anizing organiz ut org about isn'tt abo Pad isn' nch Pad Launch The Lau The s. plies. supplie sup n ween betwee s bet riers barrier g bar oving removin ut rem about It'ss abo It' ce. dence. penden indepen and inde tion and ruction instruc inst for ing for looking nd look spend ts spe dents studen ond stu second ry sec Every Eve not e not y'rre they' ond the second a sec is a als is terials materi ma ning.. learning lear

every student every time

Before instruction begins, students add any materials needed specifically for that day's lesson.

Examples: Graphic organizers, Books, Manipulatives, Whiteboards, Vocabulary cards, Math tools Everything should be ready before students gather for instruction.

Before instruction begins, students add any materials needed specifically for that day's lesson.

Examples: Graphic organizers, Books, Manipulatives, Whiteboards, Vocabulary cards, Math tools Everything should be ready before students gather for instruction.

Transition with purpose.

When students When students have have finished finished preparing, preparing, use use one one consistent consistent cue cue to to transition transition into into learning. learning.

find this in the gyto library:

CLICK BELOW TO SHOP ADDITIONal ITEMS you may want to use to build your system:

Flower Highlighters Flower Highlighters

Don't Skip This Step: Practice the Launch Routine FIRST without academic content.

Dry-Erase Erasers Dry-Erase Erasers

"How do I eliminate unnecessary interruptions?"

Clipboards with Clipboards with Storage Storage

m ee ee tt your m meet yy o o uu rr creators cc r r ee aa tt o o rr ss

Ho H HoPE o PP EE

Hope King is a veteran educator with 18 years of experience, a national speaker, and the co-founder of Get Your Teach On and Rock Your School. She is recognized for her ability to integrate research-based Tier I instructional practices with intentional, highengagement strategies that elevate both teacher effectiveness and student learning.

For the past four years, Hope has served as a Campus Implementation Specialist, leading the GYTO Content Team in a multi-year effort to strengthen instruction across more than 30 campuses. Through comprehensive, yearlong support—including lesson modeling, instructional coaching, and system development—she and her team partner with schools to improve Tier I practices from the beginning of the year to the end. @HEYHOPE

KING

Hope is also the author of The Wild Card and the creator of the widely implemented “Five to Thrive” instructional framework. She presents nationally on instructional design, student engagement, classroom management, and schoolwide systems for consistency.

In every setting, her mission remains clear: to equip educators with high-impact, sustainable practices that ensure every student receives rigorous, meaningful, and joyful learning experiences every day.

b ii aa n b bianca n cc aa

Bianca Pecina is a Texas elementary teacher entering her 7th year in education, with experience teaching both third and fourth grade. She is passionate about creating a classroom environment that feels welcoming, structured, and engaging for all students.

Bianca loves combining strong classroom management and routines with creative DIY classroom ideas that make learning exciting and comfortable for her students. She is dedicated to helping students grow academically while building a classroom community they truly enjoy being part of.

@BIANCA

_ANAHI9

9

m ee ee tt your m meet yy o o uu rr creators cc r r ee aa tt o o rr ss

am a amy m yy

Amy Lemons is passionate about creating engaging, standards-based Math and ELA lessons that make learning meaningful and fun.

With over a decade of classroom experience, she believes students thrive when content is presented in multiple, hands-on ways. Amy’s mission is to equip teachers with effective, confidence-boosting lessons that spark curiosity and joy in the classroom.

@MSAMYL

EMONS

Mo M MoNTANA oN N TT AA N N AA

Montana is from Raleigh, North Carolina and graduated from East Carolina University with a degree in Elementary Education. With 8 years of teaching experience, she believes all students deserve to come to school each day to a place where they feel seen, heard, and believed in.

Montana is passionate about cultivating a strong classroom community and is helping teachers do the same in their classrooms.

Through team building activities, project based learning, community building games, and more, Montana believes that all teachers have the ability to build a strong classroom community that will impact their every day relationships, lessons, and management. Through her engaging, practical, and powerful sessions, teachers leave with ready-to-use practices they can implement in their classrooms right away.

@TEACHI

NGANDU

PLIFTING

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