1. Scenario 19: Managing transition in a lesson
Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 19: Managing transition in a lesson 1

2. Scenario 19 Managing transition in a lesson
Your lesson plan has three activities that last about 10 minutes each and you find that the group are very reluctant to change from one task to another. This causes a lot of disturbance and misbehaviour which is hard to control.
What can you do to help the transition work more smoothly? 2

3. Key Learning Outcomes
Developing understanding and skills for planning ahead to avoid behaviour problems.
Practising and refining ways to achieve efficient transition during a lesson. 3

4. What do you do?
Set time limits for each activity and warn pupils that any over-run will have to be made up in their own time.
Introduce an element of competition – start each activity off like a race
Use an Affiliative style and be flexible. Let everyone work at their own pace to create harmony in the lesson.
Cut out one of the activities and describe the intended outcome so that pupils can move to the next activity.
Use a Pace Setting style for transition. Gain attention first. Say, “Please put your pens down, stop and look this way.” Quickly praise the positive response and give the next instructions clearly. 4

5. What may be the best choice?
5. Use a Pace Setting Style. Gain attention first. Say, “Please put your pens down, stop and look this way.” Quickly praise the positive response and give the next instructions clearly.
But be sensitive about to why the class are reluctant to change activity. If they are all on task and a change would risk losing motivation and momentum, then you should modify your lesson plan. On the other hand, if some pupils are just gossiping, you should adopt a pace setting style and focus on those pupils to get them back on task and ready to move on before they disrupt others. 5

6. How might you prevent a recurrence?
Plan carefully so the tasks are manageable in the time; adjust lesson plans in the light of experience.
Make sure the lesson is really well sequenced and instructions are clear (see Situation Q). Give warnings well before pupils need to stop and use a countdown when time is almost up.
Build in extension activities for the able and support for the less able by moving round the groups to monitor progress.
Work on creating a purposeful and positive atmosphere, explaining the sequence of the lesson at the start and the consequences of not completing the work.
Delegate the responsibility for time-keeping to the class who nominate someone to keep time each lesson.
Summarise quickly after each activity, before moving on, to help everyone to reached the same point in the learning sequence. 6 6

7. Underlying principles
Achieving smooth and efficient transitions can be challenging.
Pace in lessons depends largely on the focus, structure and organization of the lesson.
Managing within time limits is an important work discipline for pupils to learn.
Teachers can share responsibility with pupils for the pace of the lesson and time-keeping.
Planning ahead and anticipating possible problems is an essential teaching skill if you are to lead by example. 7

8. Rights and Responsibilities
You are responsible for planning so that pupils are able to complete all the required tasks.
Pupils should be encouraged to share responsibility with you for the pace of a lesson.
You can help to keep the pace up by anticipating problems and offering quick routes through them.
Pupils need to be trained to settle quickly and to move on to the next part of the lesson without disrupting others. 8

9. Activities to try
In pairs, discuss a lesson you are each going to teach allocating time limits to each section.
Decide how you are going to explain and display this information about the lesson structure to the class.
Teach the lesson and ask your mentor to observe you, focussing on the structure, pace and timing.
Discuss how this worked and plan to refine your technique.
Discuss also ways of making short activities, and movement between them, more fun. 9

10. Want to find out more? References on the B4L site
Improving Behaviour for Learning (Secondary Schools) – Managing transitions within lessons
Group trainee teacher discussions – Transitions
Teachers TV - Primary NQTs: From One Thing to Another
Teachers TV - Teaching With Bayley - Showing Them Who's Boss
Teachers TV - Teaching With Cowley - Starting Over (from the playground environment to the classroom ) 10

11. Conclusions
What is the key message have you gained from this scenario material?
How might you apply this approach in your own practice in school.
Further insights and notes for tutors and mentors are available on the website
Updated August 2009