The only problem with this type of routine is that, if the routine is not explained to a "new comer", it will be very difficult for them to feel welcome or fit in as the other children get on with what they are doing.
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Routines allow organisation. For example putting books away. If there is not a sufficiently good routine for this there could be chaos. However, if the children know that at the end of the lesson they have to put their books in the middle of the table and one person collects them this changes chaos to organisation. This simple routine re-enforces a sensible and easy way to end a lesson. .
An important reason to establish routine is for safety. Repeatedly telling a child to walk down the corridor as opposed to running down it establishes a safety routine. One of the most important routines in school would be the routine for a fire. Organising a simple routine to ensure all the children are calmly removed from the classroom and accounted for definitely is a reassuring safety routine. .
Intrinsic or extrinsic routines (whether we know why we do them or not) they are important. However, a routine is more easily followed if we understand the reasoning behind it.
Misuse of routines can end in problems. Once a child realises that they can push and push a routine out of shape they become undisciplined, this comes from the routines not being understood by everyone or not made aware by everyone. For example, a child running down a corridor is told off by certain teachers but one teacher does not, that child will then think that he can run down the corridor when that teacher is there - this shows a failure from the child to understand the safety issue and failure of the teacher being aware of the routine or failure to make the child aware of the rule. .
Children behave badly when they do not know what to do! So, whose fault is it? This is why it is important for the school as a whole; the teachers, pupils, dinner staff and parents, to be aware of the routines and rules expected by the school.
