Episode 5: Start the Way You Mean to Finish

Summary

In this episode of Chalk Dust, Rebecca Birch and Nathaniel Swain are joined by instructional coach, author, and classroom management expert Dr Mark Dowley. Together, they step inside classrooms across Australia to see how great teachers start their lessons, from Year 9 maths to a Northern Territory prep class of fifty students.

They unpack the anatomy of an effective entry routine, from greeting students at the door to getting pens moving in under a minute. Along the way, they show how routines set the tone for behaviour, protect learning minutes, and build a positive culture from day one, even with classes you’ve just inherited.

The discussion covers how to reset routines when standards slip, why “do it again” is more about warmth than discipline, and how to make praise genuine rather than controlling. They explore similarities across contexts, from high-SES boys’ schools to mixed-age classrooms, looking at how to balance whole-school consistency with teacher autonomy.

You’ll see how small tweaks, like reducing “friction” in transitions or controlling the pace of entry, help students get started calmly and confidently. Whether you teach early years or senior secondary, this episode shows why high expectations and consistent routines work for every age group.

Mentioned resources and explainers

The Classroom Management Handbook Mark’s Amazon-bestselling guide to building culture, belonging, and behaviour in schools.

Positive Narration Describing desired behaviour in the moment to set norms and build buy-in without over-praising. Here’s an explainer from Teach Like a Champ.

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Takeaways

* A tight start makes the whole lesson easier to manage.

* “Do it again” works best when delivered warmly, not punitively.

* Positive narration should feel authentic, not robotic.

* High expectations and routines work for all ages; the principles don’t change.

* Reduce friction by having everything students need ready to go.

* Consistency across year levels smooths transitions, especially 6 to 7.

* Small moments, like greeting at the door, set the tone for the whole lesson.

* Teacher autonomy matters, but shared principles ensure every class starts strong.

Keywords

classroom management, entry routines, Mark Dowley, explicit teaching, positive narration, do it again, reducing friction, routines, behaviour expectations, checks for understanding, teacher autonomy, whole-school consistency, lesson starts, participation routines, K–12 transitions, instructional coaching, formative assessment, motivation, culture building

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