# 314. The Simple Framework for Teaching Procedures That Actually Stick

Page: https://stenobird.com/podcast/stellar-teacher-podcast-a-podcast-for-upper-elementary-teachers-3455242/314-the-simple-framework-for-teaching-procedures-that-actually-stick
Text version: https://stenobird.com/podcast/stellar-teacher-podcast-a-podcast-for-upper-elementary-teachers-3455242/314-the-simple-framework-for-teaching-procedures-that-actually-stick.md
Podcast: [Stellar Teacher Podcast: A Podcast for Upper Elementary Teachers](https://stenobird.com/podcast/stellar-teacher-podcast-a-podcast-for-upper-elementary-teachers-3455242)
Published: 2026-07-20T08:00:00+00:00
Episode link: https://www.stellarteacher.com/stellar-teacher-podcast-with-sara-marye/
Audio file: https://episodes.captivate.fm/episode/108a8fbf-4e2d-435c-867c-eefac62f58c7.mp3
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Duration seconds: 815

## Resource

Part 3: New Teacher Blueprint Series The first few weeks of school can make or break the rest of your year—and one of the biggest factors in creating a smooth, productive classroom is teaching procedures effectively. In this episode of The Stellar Teacher Podcast, we're continuing our New Teacher Blueprint series by walking through a simple framework for teaching classroom procedures that actually stick. If you've ever explained a routine, watched your students nod along, and then completely forget what to do moments later, you're not alone. The reality is that procedures need to be taught the same way we teach any other skill: through explicit instruction, modeling, practice, feedback, and repetition. Resources & Links: 📌 Join The Stellar Literacy Collective: stellarteacher.com/join 📌 Browse literacy resources and free teaching tools: stellarteacher.com You'll learn how to move beyond simply telling students what to do and instead create routines that become automatic habits. From modeling expectations and using visual reminders to leveraging narration and providing effective feedback, this episode is packed with practical strategies you can implement immediately.

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## Transcript

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