137. 3 Mistakes to Avoid when Setting Up Routines (& How to Fix Them)

If your independent work routine is starting to feel more frustrating than functional, you’re not alone. In this episode, I’m sharing the three most common mistakes I see with independent work systems—and more importantly, how to fix them without tossing your whole setup.

If you’re looking for sustainable routines that actually support your students and your teaching, you’re in the right place. Want ready-to-use resources to go with these strategies? Check out the Complete Independent Work Club linked in the show notes.

If you're a busy special education teacher looking for tips, tricks, and resources to save you precious time, I've got you covered! I'm here to help you regain your confidence in the classroom and feel calm and collected as a special educator.

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Episode Transcript

Speaker 1 (00:00):
Welcome back to Special Educators Resource Room
Podcast.
I'm your host, jennifer, fromPositively Learning.
Today's episode is one I thinkwe all need to hear, whether
you're brand new to setting uproutines in your classroom or
whether you've been doing themfor years.
We're going to be talking aboutthe three most common mistakes
that can happen with independentwork systems and how to fix

(00:23):
them without starting over orthrowing your whole system in
the trash.
Now, if you don't useindependent work systems, why
not?
What are you waiting for?
But just kidding, this couldapply to any classroom routine.
Let's get started.

Speaker 2 (00:40):
Hey, special educators, I'm Jennifer from
Positively Learning.
Welcome to the SpecialEducators Resource Room.
If you're like me, you'realways looking for ways to save
time and streamline your work.
That's why this podcast wascreated to give you the systems
and solutions you need to getyour time back.
Tune in for tips, tricks andtools that will help you manage

(01:03):
your workload and make the mostof your time.
Whether you're brand new orexperienced, all are welcome in
the Special Educators ResourceRoom.

Speaker 1 (01:14):
Before we get started , I want to say up front if
you've made any of thesemistakes we're going to be
talking about today, welcome tothe club.
I've made them too, so havehundreds of other teachers.
These aren't mistakes becauseyou're doing something terribly
wrong.
They happen because we'rejuggling 20 things at once and
trying to create systems thatactually work for students.

(01:37):
So if you've ever looked atyour task boxes, binders, file
folders and thought, why isn'tthis working like it's supposed
to, this is your episode.
We're going to start big withmistake number one.
Assuming students know whatindependent means.
So we often assume that becausea task is designed to be
independent, students willautomatically understand that

(01:59):
means they're supposed to do itby themselves, quietly, without
calling your name, withoutwandering around the room,
without dumping everything onthe floor.
But here's the truth.
Independence has to be taught,just like everything else.
Just because a task is levelappropriate doesn't mean your
student knows when to start,what done looks like, how to

(02:23):
manage materials or what to donext.
So that's an easy fix.
We're going to build aconsistent visual routine, so
this could be a first then chart.
This could be a numbered taskstrip.
This could be a checklist withpictures.
This could be a clear finishedbin, and then you're going to
model it again and againfinished bin, and then you're

(02:47):
going to model it again andagain.
Independence grows from thisrepetition and clarity.
You're not just going to put abox on a table and hope for the
best.
Mistake number two using thewrong task for the student's
current level.
So this is a big one.
Sometimes you have a systemthat looks right, it's organized
, it's labeled, it's evencolor-coded, but your student
gets stuck every time they sitdown.

(03:09):
Why?
Because the task is too hard orit might be too easy.
When the task isn't a goodmatch for the student's current
level, you might get refusal,avoidance, meltdowns or just
rapid fire clicking just to bedone, and that's not really
independence.
So here's how to fix it.

(03:30):
Start with tasks that are justbelow the student's
instructional level.
This is that I can do it zoneor independent level.
If a student is still learninga concept in direct instruction
or in your small groups, itshouldn't be in their
independent work.
Yet you want tasks that aregoing to build confidence,
because confidence is whatallows students to practice the

(03:52):
skills without constant adultsupport.
So you might want to tryerrorless tasks or use fine
motor tasks.
These are perfect for when theroutine is still new or when
there's a low energy day or whenjust a reset needs to happen
because things are feeling hard.

(04:13):
Mistake number three not havinga plan for maintenance and
rotation.
So you've got the setup, thevisuals, the right tasks, but
two weeks later students arebored and the materials are
incomplete and no one knowswhere that missing Velcro piece
went.
What happened?
You need a maintenance plan.
Even the best systems will fallapart if they're not supported

(04:35):
or designed for longevity.
Here's how to fix it.
There's actually two options tochoose from.
Option one set up a weeklyrefresh routine.
This could be a regular timemaybe Friday afternoons, monday
mornings, whatever works tocheck your systems and routines,
check the materials, the taskboxes, the binders.
You might want to swap out oneor two familiar tasks, add a new

(04:59):
one.
Check for missing pieces.
I recommend keeping a small binlabeled needs fixing or to
refresh.
That way, when something doesbreak or goes missing, it's not
lost forever.
It can go in this bin until youhave more time to deal with it.
Option two build your systemusing evergreen tasks.
If regular maintenance soundslike way too much, you can focus

(05:20):
on creating or choosingevergreen tasks, ones that
students can use again and againwithout them feeling so
repetitive.
So this might be tasks thatrotate the order but not the
materials, which means theycould use the same task but
maybe they're using it in adifferent way or with a
different manipulative.
You could have more open-endedtasks, like matching and sorting

(05:41):
a write and wipe option withyour work binders, or tasks that
build up fine motor strengththrough repetition.
Evergreen tasks are also notseasonal, so you don't have to
worry about swapping them outwhen St Patrick's Day ends or
when it's Thanksgiving.
This reduces the need forconstant updating, while
students can still stay engaged.

(06:02):
So whether you go for a regularrotation or you stick with
evergreen options, the key is tohaving a plan so that your
system doesn't quietly fallapart when your to-do list
explodes.
Let's recap those three mostcommon mistakes that we all make
when setting up routines.
Number one assuming studentsknow what to do.

(06:22):
In our example, we wereassuming students know what
independent even means.
How do we fix it?
We can use visuals and we canmodel routines means.
How do we fix it?
We can use visuals and we canmodel routines.
Mistake number two using tasksthat don't match the student's
current level.
A quick fix is chooseconfidence-boosting tasks that

(06:44):
are going to reinforce masteredskills.
And mistake number three nothaving a rotation or a
maintenance plan in place.
Quick fix you can either do aweekly refresh or skip the
seasonal and build an evergreensystem that doesn't need you to
be checking in on it every week.
These are small fixes but theycan make such a big difference

(07:04):
because when your routine worksit's gonna give students
meaningful practice.
It's also gonna give you thespace to teach to collect data
or just to breathe studentsmeaningful practice.
It's also going to give you thespace to teach to collect data
or just to breathe for fiveseconds.
If you're thinking I love theseideas but I just don't have
time to put it all together,I've got you Inside the complete
independent work club.

(07:24):
You'll get access to hundredsof task boxes, plus file folders
and workbinders that arealready organized by level and
by skill.
There's visual supports tobuild student routines ready to
use tracking tools if you wantto put in that task rotation.
And, of course, you have asupport system to help you set
it all up without overwhelm,because it's not just about the

(07:46):
resources, it's a plan.
I'll put a link in the shownotes if you want to take a peek
.
Thanks so much for listening.
I greatly appreciate it andthank you for building systems
that are going to really supportyour students.
You are doing such importantwork and I'm cheering you on.
I'll talk to you next time inthe special educators resource
room.

Speaker 2 (08:09):
Thanks so much for tuning in and I'm dying to ask
what'd you think?
Be sure to hit the follow orsubscribe buttons that you never
miss an episode.
You can find the show notes andlinks for everything mentioned
in this episode atpositivelylearningblogcom.
See you next week for morespecial education solutions.