1. Transitions

2.  The teachers will be able to create smooth transitions by developing classroom management routines.  Transition- Noun: a change from one state or condition to another.  When & where do transitions occur?  Flag ceremony  Going to/from specials and recess  Changing from one subject to another  Lining up for lunch

3. Transitions  Transitions can be effectively managed, fluid and organized. However, they can lead to disruptive behavior and strain the classroom environment if not appropriately managed.

4. Transitioning In Class From Subject to Subject  Give a head’s up that transition time is approaching (ex: you have 3 minutes until we clean up and move on to Science).  Have students clean up what they are working on so they are moving from one organized space to another.  Call rows or numbers (even/odd) when children are ready to move on and their space is cleaned.  Before you release children to begin transitions make sure that they are well aware of what their job is (When I call your rows (or numbers) you are going to quickly and quietly put your Social Studies book back in your cubby, grab your Science book and quickly return to your seat).

5. Transitioning In Class From Subject to Subject Cont.  Release children by numbers (even/odd), rows, shirt colors etc.  You can have your text on overhead, vocab, word of day etc. to keep other children engaged.  Make sure that you are monitoring during this time and you are not distracted.  This is a good time to implement your strategies to help speed them along  Counting down from 5  Using rhythmic clapping  Chimes/Bells  Using a kitchen timer to time each group

6. Transitioning In Class From Subject to Subject Cont.  Reward them!! Encourage them and give verbal praise during transitions. You can give row points, stickers, stones (whatever reward system you have to the group that was the quietest and quickest).

7. Transitions: Hallway Position  Hallway Transitions can sometimes be an area of concern. Make sure the students are aware of the expectation in the hallway, no matter what they see any one else doing.  Hallway Position: To walk in a quiet and orderly manner so other students’ learning is not disrupted  Hands to yourself (ducktail)  Voices Off (bubble)  Face forward (to ensure safety and prompt transitions)

8. Hallway Position: In The Beginning  Give a heads up, “we will be lining up in 2 minutes to go to recess.”  Take them from whatever environment they are in to a clean and organized environment (Please place your worksheets and books in the top left corner of your desk and get in Spalding position so we can be dismissed to line up).  Dismiss by quietest row. Never dismiss everyone at once, this makes it hard for you to monitor.  When children are lined up and quiet remind them of the expectation in the hall (Ex: “Remember children are learning and we are going to be quiet, keep our hands to ourselves and face forward and walk to music. Feel free to catch a bubble or ducktail if you need to).

9. Hallway Position: In The Beginning  Stand in the doorway where you can see and monitor every student (in hallway and in class).  Praise and Encourage the children who are following directions. (Stickers, points, pennies, tickets (whatever your system is)).  During the first few weeks of teaching proper hallway positions it is ok to make a u-turn and go back to class to try again. This should be done calmly without any frustration or anger. Your goal is to make a teachable moment and ensure they are successful. Do not point out negative behavior. You can say something like “Friends, it looks like we need a little more practice with Hallway Position. Jerry, can you lead us back to the class?”

10. Hallway Position: In The Beginning  Be consistent with stopping points. Have certain places that students must stop to wait for further instruction (this way students are not out of site).  Develop quiet signals to redirect children who may be talking etc.  Model (catch your own bubble, use quiet signals you have already implemented in your class etc.)  Thumbs up to praise the children who are following directions  Kindly tap children on shoulder who need a gentle reminder  Re position or re organize your line if necessary.

11. Hallway Position: In The Beginning  When reorganizing, make sure students know you are helping make sure they are successful in line. (I’m going to place you somewhere where you can be successful, please move between Jerry and Sue, end of line etc.)  When we show frustration or anger we are showing students that we, the teachers, are responsible for the students to accomplish their goals, we are not holding them accountable.

12. Hallway Position: In The Beginning  Please remember we should not be late to Specials, Lunch etc. No one knows your class like you do, if you know they are going to need to practice a few times please leave early to make sure you are still on time.  It should only take a few weeks, at the most, to develop a quiet routine in the hallway, IF you are consistent. Students are aware when you mean your words. If you do not follow through students will be aware of that as well.  Once you have practiced hallway routine ask your students if they are ready and have had enough practice. (Ex: give me a thumbs up if you have had enough practice and you know you can successfully make it to P.E.)

13. Fun Tip: Mystery Walker  You can choose a mystery walker to earn stickers, pennies, tickets etc.  Draw a stick, number (whatever strategy you use in class).  Let the students know that you have selected a mystery walker to earn (2 or 3: teacher preference) stickers, tickets, pennies etc.  The job of the mystery walker is to make sure they are in perfect hallway position while traveling from one destination to the next.  Do not tell this student who they are (that’s the mystery).  Observe.  Award Stickers, Pennies, Points, etc.

14.  Any Ideas, Tips to Share, Questions?