Works with Claude, ChatGPT, Gemini, or your own local model: paste this prompt and your AI will co-facilitate this exercise with you.

Help me prepare and run the exercise below. First ask for my participant count, time, setting, access needs and intended result. Check these against the stated limits. Use the supplied rules and materials. Explain any proposed changes before using them, and label them as adaptations. Do not invent source claims or require personal disclosure. Give me one step at a time when I say start. I manage the people, physical activity and clock; do not claim to observe the room. Ask me what happened before choosing a next step.

Reference revision: 3cc74fd9deddfe26f586eb52b6a4cf8889a386afbf151a48b6b7110a954deef8

# Teaching Procedures

Participants learn, rehearse, and refine an explicit operational routine using a three-part framework covering bodies, assistance, and conversation. The group practices the routine directly through both correct demonstration and non-examples.

**Time:** 15 minutes. UWT suggested standard 15-minute pacing to introduce, rehearse, and check one operational routine.
**People:** 4 to 24. Whole-room explanation followed by pairs or small table groups of 3 to 4 practicing the routine simultaneously.

## Choose this exercise

**Purpose:** Establish shared operational expectations for a recurring task by teaching, modeling, and practicing explicit behavioral steps.
**Use it when:** Use at the launch of a new program, cohort, or workshop cycle, or when resetting group norms after an extended break.
**Skip it when:** Skip during rapid ideation, open-ended problem solving, or one-off discussion sessions where fixed movement and communication rules are unnecessary.

## Materials and tools

- One prepared visual chart or poster outlining the target procedure using the BAC framework (Bodies, Assistance, Conversation)
- Markers or pens for facilitator notes
- Timer

## Before participants arrive

1. Choose one specific procedure to establish (such as transitioning from table talk to quiet focus, entering the room, or asking for help).
2. Write the steps on a wall poster or digital slide divided into three BAC categories: Bodies (movement and seating), Assistance (how to ask for help), and Conversation (who to speak to and volume level).

## Say this to open

To keep our time together running smoothly, we are going to learn and test one specific routine: transitioning from small-group discussion back to full-room attention. We use three cues: Bodies, Assistance, and Conversation. Right now, please look at the chart on the wall. I will walk through the steps, show you what it looks like, and then we will all practice it together twice.

## How to run it

### 1. Introduce the BAC framework (3 minutes)

Display the visual poster. Read aloud each requirement under Bodies, Assistance, and Conversation. For example, explain: 'Bodies: remain seated facing front. Assistance: raise a hand if you missed the instructions. Conversation: zero talking once the chime sounds.' Ask if anyone needs verbal clarification before moving to practice.

### 2. Model example and non-example (4 minutes)

Demonstrate the correct execution yourself or invite one volunteer to demonstrate it. Then demonstrate a common non-example (for instance, finishing a sentence to a neighbor or packing bags while the facilitator speaks). Point directly to the poster to show where the non-example violates the agreed standard.

### 3. Rehearse in parallel (5 minutes)

Set the room into active small-group conversation for 60 seconds. Trigger the agreed signal (a chime or verbal cue). All participants immediately execute the routine according to the BAC guidelines. Pause and assess whether all criteria were met. Reset and run the drill a second time to build immediate muscle memory.

### 4. Debrief and set reinforcement (3 minutes)

Gather the whole group. Take two brief comments on what felt natural or where hesitation occurred. State clearly how the routine will be acknowledged and maintained in upcoming sessions.


## Debrief questions

- Which element of the routine (Bodies, Assistance, or Conversation) felt most clear, and which felt easiest to forget?
- What visual cue or signal will help you remember to apply this routine during our regular work?

**Finished output:** A shared, rehearsed operational procedure with an active visual reference poster posted in the room.

## Remote

Display the BAC chart on a shared screen. Adapt 'Bodies' to screen presence (camera position or keyboard availability), 'Assistance' to the digital hand-raise button or chat tag, and 'Conversation' to mute rules. Conduct the rehearsal by sending everyone to breakout rooms for 60 seconds, then recalling them to practice rapid mute and readiness.

## Hybrid

Position the physical BAC chart so in-room participants can see it clearly, and mirror the text on a pinned digital whiteboard or broadcast slide. When rehearsing, run the prompt simultaneously across the room and video feed. In-room attendees raise physical hands for assistance; online participants use the software hand-raise button.

## Access and participation choices

- Offer seated or standing options for physical requirements under 'Bodies' to accommodate physical comfort or mobility needs.
- Participants may choose whether to volunteer for the live non-example demonstration or simply observe and follow the group cue during parallel rehearsal.

## If the session gets stuck

**Participants laugh or treat the rehearsal as silly during the non-example demonstration.**

Acknowledge the humor briefly, then emphasize that practicing the boundary between example and non-example prevents friction later. Reset and complete one quiet, focused repetition.

**Some participants continue talking after the attention cue sounds.**

Do not speak over them. Point silently to the 'Conversation' section of the visual chart until all voices stop, then thank the group for making the correction.


## Terms used here

- BAC Framework: A classroom management mnemonic standing for Bodies (physical movement and posture), Assistance (how to signal for help), and Conversation (who to talk to and volume level).
- Non-example: An intentional demonstration of how the task or routine looks when performed incorrectly, highlighting common errors to avoid.

## Participant material: Sample Procedure Poster: Transition to Whole-Room Attention

PROCEDURE: TRANSITION TO WHOLE-ROOM ATTENTION

B - BODIES
- Turn your torso and eyes toward the facilitator.
- Hands empty of markers, phones, or devices.
- Stay in your current seat unless directed to move.

A - ASSISTANCE
- If you did not hear the instruction, raise one hand quietly.
- Wait for the facilitator to acknowledge you before asking.

C - CONVERSATION
- Zero speaking voices as soon as the chime sounds.
- Complete your sentence silently; do not finish the conversation.
- Listen for the next instruction.

## Sources and adaptation

Observed on The Teacher Toolkit website under 'Teaching Procedures'. The original entry cites contributions from Texas classroom educators (Claudia Sever, Amy Schell, Saray Maldonado).

The core method retains the six-step sequence from The Teacher Toolkit: writing expectations using the BAC acronym, preparing visuals, teaching, practicing with examples and non-examples, monitoring, and re-teaching. UWT structured the sequence into a concrete 15-minute facilitation run sheet, added specific scripts, defined exact remote and hybrid mechanics, and drafted a standardized printable reference chart.

[The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/teaching-procedures)

[The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/print-tool/teaching-procedures)

Current run sheet: https://unitedwetransform.com/exercises/teaching-procedures-the-teacher-toolkit/