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How do you manage classroom transitions?

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Classroom transitions are the moments when students move from one activity, task, or location to another. They can be challenging for both teachers and learners, as they require coordination, communication, and attention. However, effective classroom transitions can also enhance learning, engagement, and classroom culture. In this article, you will learn some strategies to manage classroom transitions smoothly and successfully.

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Coen Bruin

Bevorder groei met AI-inzicht | Workshops & Cursussen voor organisaties en bedrijven
Renée Padmore

To make walking in purpose and sharing the Gospel as simple and creative as possible for Christian women entrepreneurs

1 Plan ahead

One of the key factors to manage classroom transitions is to plan ahead. This means that you should have a clear idea of what you want your students to do before, during, and after each transition. You should also prepare the materials, resources, and instructions that you will need for each activity. Planning ahead will help you avoid confusion, delays, and disruptions, and will also help your students know what to expect and what to do.

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2 Establish routines

Another important factor to manage classroom transitions is to establish routines. Routines are consistent and predictable patterns of behavior that help students transition from one activity to another. For example, you can have a routine for starting and ending the class, for moving from one group to another, for cleaning up and organizing the classroom, or for switching from online to offline mode. Routines help students feel more comfortable, confident, and secure, and also reduce the need for constant reminders and directions.

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Coen Bruin

Bevorder groei met AI-inzicht | Workshops & Cursussen voor organisaties en bedrijven
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A routine from my previous work was having a check-in and a check-out every day with my coachgroup. It was to see students opening their hearts and share their day-to-day lives. It helped me understand their behavior that day and influenced how I coached them that day.

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3 Use signals

A third factor to manage classroom transitions is to use signals. Signals are cues that indicate when a transition is about to happen, when it is happening, and when it is over. Signals can be verbal, such as counting down, using a phrase, or asking a question; non-verbal, such as ringing a bell, playing a song, or flashing a light; or visual, such as using a timer, a chart, or a poster. Signals help students pay attention, focus, and prepare for the next activity, and also create a sense of urgency and excitement.

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4 Teach expectations

A fourth factor to manage classroom transitions is to teach expectations. Expectations are the rules and norms that you want your students to follow during each transition. For example, you can have expectations for how students should move, talk, work, and behave during each transition. You should teach your expectations explicitly, model them, practice them, and reinforce them. Teaching expectations will help your students understand what you want them to do and why, and also increase their accountability and responsibility.

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Renée Padmore

To make walking in purpose and sharing the Gospel as simple and creative as possible for Christian women entrepreneurs
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Teaching expectations works well to help with classroom transitions. I once had a class, ages 7-8. The P.E. teacher told me one day he was heading to the lunchroom. My kids were at recess and were standing outside our class in small groups, talking and eating. All of a sudden they started putting away snacks, headed to the bathroom/tap, formed 2 lines outside the classroom door and stopped the chatter. He was taken aback and wondered what promoted that behaviour. When he looked back he saw me coming from the staff room and heading towards them. I had established a routine where I taught the kids to be ready when they saw me returning so that time wasn't wasted. They won't always get it right. But they need something to work towards.

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5 Provide feedback

A fifth factor to manage classroom transitions is to provide feedback. Feedback is the information that you give your students about their performance and progress during each transition. Feedback can be positive, such as praising, rewarding, or celebrating; or constructive, such as correcting, reminding, or suggesting. Feedback helps your students know how well they are doing, what they need to improve, and how they can improve. Feedback also motivates your students to keep trying, learning, and growing.

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6 Be flexible

A sixth factor to manage classroom transitions is to be flexible. Flexibility is the ability to adapt and adjust to different situations and needs during each transition. For example, you can be flexible by modifying the time, the pace, the order, or the content of each activity; by accommodating the different levels, interests, and preferences of your students; or by responding to unexpected events, problems, or opportunities. Flexibility helps you cope with challenges, make the most of each transition, and create a positive and supportive learning environment.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How do you manage classroom transitions?

1

2

3

4

5

6

7

1 Plan ahead

2 Establish routines

3 Use signals

4 Teach expectations

5 Provide feedback

6 Be flexible

7 Here’s what else to consider

Teaching

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How do you manage classroom transitions?

1

2

3

4

5

6

7

1 Plan ahead

2 Establish routines

3 Use signals

4 Teach expectations

5 Provide feedback

6 Be flexible

7 Here’s what else to consider

Teaching

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感谢您的反馈

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