# Season Two, Episode 1: Starting right

Page: https://stenobird.com/podcast/chalk-dust-7274496/season-two-episode-1-starting-right
Text version: https://stenobird.com/podcast/chalk-dust-7274496/season-two-episode-1-starting-right.md
Podcast: [Chalk Dust](https://stenobird.com/podcast/chalk-dust-7274496)
Published: 2026-02-01T20:08:43+00:00
Episode link: https://chalkdust.media/p/season-two-episode-1-starting-right
Audio file: https://api.substack.com/feed/podcast/186463177/00364f6482865b031772c0def0ccba94.mp3
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JSON: https://stenobird.com/v1/public/podcasts/chalk-dust-7274496/episodes/season-two-episode-1-starting-right
Duration seconds: 1946

## Resource

Summary In this Season Two opener of Chalk Dust, Rebecca Birch and Dr Nathaniel Swain unpack what it means to start the year “right” through classroom routines that are warm, efficient, and culturally responsive. Drawing on classroom videos from AERO, they analyse entry routines, explicit logistical instructions, and minimally invasive behaviour corrections (the look, gesture cues, deliberate pauses, proximity). Across primary and secondary examples, they emphasise that strong routines aren’t about cold compliance; they are about building trust, reducing chaos, and freeing up attention for learning. The episode closes with a useful tension: aiming high while avoiding performative perfectionism—being yourself, staying firm, and focusing on the active ingredients that make routines work. Mentioned resources and explainers AERO (Australian Education Research Organisation) AERO provides evidence-informed guidance and classroom video libraries showcasing effective practice. In this episode, Rebecca and Nathaniel use several AERO clips as case studies for entry routines, instruction delivery, and behaviour support. Entry routines The predictable sequence for when students arrive: greeting, expectations, materials, and immediate settling. Strong entry routines reduce transition friction, increase time-on-task, and communicate calm authority without needing lots of talk. Checks for Understanding (CFU) in routines Quick prompts that verify students can repeat or enact steps (for example: “What’s the first thing?”) before movement begins. CFUs prevent students from wriggling and prematurely moving off, especially when there are multiple steps. Nonverbal corrections Low-disruption cues (a look, a hand signal, finger to lips, a pause) used mid-instruction to redirect behaviour wit…

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## Transcript

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