Mixed Messages - Lineups

School life involves a lot of lining up.

No one loves lines, but if one class is walking down the hall to get to the music room, they need to be single file so that another class coming from the gym can safely pass.

When we see students arguing about a place in line we often say:

"We are all going to the same place! It does not matter where you are in line!"

Sometimes though we send mixed messages about the significance of line order.

What is often the first response if someone is pushing in line? They get sent to the back of the line. We unintentionally send a message that line order actually does matter, and the back of the line is the least desirable.

In kindergarten some classes even have a built in line hierarchy when they assign a Star of The Day to get special treatment by always sending them to be first in line. In this case we clearly send the message that first is best.

There will always have to be a first, middle, and a last place in line. There will certainly be times in life when line placement matters, but in kindergarten we do not need to create a false sense of value to these spots.

There are many ways to get from A to Z smoothly. If the class is having battles over line placement then consider resetting your routine. Avoid making lining up a big event: Stop creating systems that unintentionally ascribe value to line placement. Sometimes we spend more time figuring out an imaginative way to line up than we do walking to the destination.

You probably have assigned spots for cubbies and mail bags to create a predictable and reliable routine for students so they can focus their attention on important things. If kindergarten lineups have gotten out of control, consider establishing a set lineup order so that students can rely on that routine. Just like cubby placements you can always tweak the lineup if certain combinations are not working, but the goal is to reduce the rush, stress and panic to claim a space in line. To help bring calm to the line ensure that students are prepped for the expectations at the destination, and ensure there is no unintended outcome of being first getting the best toy or last getting no snack.

Once the class has mastered a structured, teacher led, lineup and once they have experienced the calmness of your co-regulation safely getting them to their destination without the risk of missing out on something, then you may consider altering the routine to support their developing self-regulations skills and encourage them to contribute to the organization of the line.

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