Transitions:
Utilize effective transitions to minimize disruptions and behavior problems, to maximize instructional time and to maintain optimal learning environment.
• Reduce the amount of downtime between activities or a change in subjects
• Establish clear, consistent routines and expectations for accomplishing daily tasks and activities (e.g., entering the classroom, taking attendance, handing in homework, working in groups, working independently)
• Provide daily warm‐ups or bell‐ringer activities for immediate student engagement
• Post and adhere to daily or weekly schedule incorporating transitional times
• Notify students of any schedule changes in advance
• Eliminate disruptions between lessons or activities through careful planning and preparation
• Model appropriate procedures and signals for transitions; have student practice all procedures; give feedback as they practice
• Design the layout of the classroom to facilitate a smooth flow so students move around the room with ease
• Make materials quickly and easily accessible to students
• Give consistent visual or auditory signals and verbal cues (e.g., bell ringing, clapping rhythm, countdown, overhead timer, sounding a clicker, playing music, performing a chant) to alert student to a transition
• Using transition signals in advance to allow student to finish and prepare for the next activity
• Provide “transitional time” for students to follow through and/or prepare before the next activity begins or before instructions are given
• Circulate among students during transition times to assist, prompt or intervene before a disruption occurs or escalates
• Provide incentive or other reinforces for smooth and successful transitions
• Use relaxation or visual imagery exercise to set a calm atmosphere after recess, lunch or any physical activity
• Teach, model and practice specific procedures and expectations for out‐of‐class activities (e.g., walking in the hallways,
cafeteria routines, etc…)
• Monitor student during class changes, lunch, recess and dismissal
• Provide behavioral contract for students who have difficulty in out‐of‐class settings (e.g., bus, playground, cafeteria)
• Offer school‐wide incentives and positive reinforces to motivate appropriate behaviors outside of the classroom
• Prepare and organize instructional material in daily files or basket for easy access
• Reduce the amount of downtime between activities or a change in subjects
• Establish clear, consistent routines and expectations for accomplishing daily tasks and activities (e.g., entering the classroom, taking attendance, handing in homework, working in groups, working independently)
• Provide daily warm‐ups or bell‐ringer activities for immediate student engagement
• Post and adhere to daily or weekly schedule incorporating transitional times
• Notify students of any schedule changes in advance
• Eliminate disruptions between lessons or activities through careful planning and preparation
• Model appropriate procedures and signals for transitions; have student practice all procedures; give feedback as they practice
• Design the layout of the classroom to facilitate a smooth flow so students move around the room with ease
• Make materials quickly and easily accessible to students
• Give consistent visual or auditory signals and verbal cues (e.g., bell ringing, clapping rhythm, countdown, overhead timer, sounding a clicker, playing music, performing a chant) to alert student to a transition
• Using transition signals in advance to allow student to finish and prepare for the next activity
• Provide “transitional time” for students to follow through and/or prepare before the next activity begins or before instructions are given
• Circulate among students during transition times to assist, prompt or intervene before a disruption occurs or escalates
• Provide incentive or other reinforces for smooth and successful transitions
• Use relaxation or visual imagery exercise to set a calm atmosphere after recess, lunch or any physical activity
• Teach, model and practice specific procedures and expectations for out‐of‐class activities (e.g., walking in the hallways,
cafeteria routines, etc…)
• Monitor student during class changes, lunch, recess and dismissal
• Provide behavioral contract for students who have difficulty in out‐of‐class settings (e.g., bus, playground, cafeteria)
• Offer school‐wide incentives and positive reinforces to motivate appropriate behaviors outside of the classroom
• Prepare and organize instructional material in daily files or basket for easy access