We’ve all had transitions go sideways in the classroom. You ask the students to do something simple like put away supplies, and suddenly chaos erupts. The noise level goes way up, the pencil sharpener grinds, and students roam everywhere. And you find yourself spending 10 minutes or more struggling to resettle the class so you can get on with the next thing.
Transitions can spiral out of control even when you explicitly teach the students your expectations and cue correctly. But if this happens often, it can cost you hours of instructional time. Think about it – 10 minutes for each transition of the day times 5 days a week – YIKES!
A Simple Mind Shift to Reclaim Your Transitions
If you’d like to reclaim your transitions, I suggest a simple mind shift. It has to do with your belief about what a transition actually is.
What if would happen if you changed your belief about transitions, and decided they were just as important as direct instruction?
I’ve noticed that students and teachers both tend to think of transitions as break time. Students feel free to get a drink of water, come up and ask questions, and so on. A parent or other adult who would never interrupt a lesson thinks a transition is a good time to start a conversation with the teacher or a student. We ourselves often use transition time as a chance to take a sip of coffee, get our supplies ready for the next lesson, and so on. We are modeling “take a break” by our actions, if not our words.
What if would happen if you changed your belief about transitions, and decided they were just as important as direct instruction? That both you and the students have an important job to do, and that you would no more tolerate an interruption to a transition than you would an interruption in direct instruction?
Definition of Transition
The Dictionary.com definition of transition is “a process or period of changing from one state or condition to another.” Some synonyms are metamorphosis, alteration, and changeover. None of that sounds like break time to me! Don’t get me wrong. I think it’s a great idea for students and teachers to stay hydrated and to move around once in awhile. But I don’t think every transition needs to turn into a break.
One of the best ways to signal that a transition isn’t a break is to require the transition to be done without talking and/or within a short amount of time. Be active during transitions. Watch what’s happening. Correct students as needed, and reinforce those who are staying focused. If someone tries to talk to you, politely ask them to speak with you during independent work time, or during an actual break.
Free Resource – How to Fix Inefficient Transitions
If your transitions are in need of some spiffing up, I recommend the Target-Challenge-Reward method of fixing inefficient transitions. Awesome Teacher Nation members can download it from the All Educators section of our Resource Library. Not a member? Get free access here.
Katrina Ayres – PositiveTeachingStrategies.com