How to Eliminate Transition Chaos in the Classroom
Transition chaos in the classroom is as unpleasant for teachers as it is unproductive for students. A transition, which means "change," occurs in the classroom whenever there is a change in activity, subject or location. If the teacher does not clearly outline the expectations for each transition and rehearse making transitions with students, delays, excessive noise levels and other undesirable behaviors can occur. Successful transitions can be achieved by clearly laying out your expectations and practicing with students until they master transition routines.
Instructions
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Decide how you would like basic things to be done in your classroom during transitions, such as entering and exiting the classroom, handing in work, taking attendance, passing out and collecting materials, and preparing for the next class. How you would like each thing done is called a "procedure," according to Harry Wong, author of "How to Be an Effective Teacher: The First Days of School." For example, your procedure for entering the classroom in the morning might be that students quietly hang up their coats, get needed materials from their backpacks, go straight to their desks and immediately begin working on a handout that is on their desks before they arrive. Talk to your colleagues who teach the grade below yours to find out what their procedures are; use some of the better ones in your classroom so that your students will have fewer new procedures to learn.
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When introducing a new transition procedure, teach students the procedure and give them an opportunity to practice. Remind students about your expectations for the transition before the transition happens. Provide feedback to students on what they are doing well and opportunities for extra practice if necessary. Continue to practice until students execute the procedure automatically. At this point, the procedure has become a "routine," which, Harry Wong says, are things that students do without needing to be reminded. It is essential to establish routines if you want your classroom to be chaos-free during transitions.
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Have a short, introductory assignment ready for students before they arrive in your classroom so they can begin working immediately. Write a few math questions from a unit you are studying on the board and have students copy and answer the questions in a "Bell Work" notebook. Alternatively, place a handout leading into the day's lesson on students' desks. This provides a focus for students and cuts down on waiting time during which they would likely occupy themselves in less productive ways. Use this opportunity to take attendance or circulate in the classroom and observe students as they work.
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Let students know a change in activity is coming ahead of time. You might say, "There are five minutes left before the end of the period, so finish up what you're working on." Post a large class schedule so students can see what class is coming next.
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Give a set amount of time for putting away and getting out materials. For example, count to 30, having let students know they need to be prepared for the next period before you finish. Have students keep their desks tidy so they can easily access needed materials.
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Reward quiet students who have tidied their area and are prepared for the recess transition with getting to line up first. Praise students for correct behavior by saying something like, "Alex, thank you for lining up so quietly. Good work." For students who are noisy or too slow while making the transition, provide an opportunity for extra practice during recess so that they can master the transition procedure. Allow students to go to recess as soon as they correctly demonstrate the procedure a few times, as this is a learning exercise, not a disciplinary exercise. Students will likely be motivated to demonstrate their understanding of the procedure as quickly as possible so that they can proceed to recess with the rest of the class.
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For preschool classrooms, sing a specific song for each type of transition, such as tidying up, coming to the carpet and getting dressed for outside. Encourage students to sing along. Use rhymes and finger plays to help students put their hands in their lap, cross their legs and listen during "carpet time."
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Model good transition behavior for students by being prepared for every class and having your materials handy and ready to go. Avoid making students wait for you.
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Tips & Warnings
Speak with experienced colleagues for more ideas on what types of transition procedures would work well in your classroom situation.
References
Resources
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