1. Six Steps to Effective Classroom Transitions By: Kerri Watkins, other student names

2. Scenario The teacher tells the class to get their science books out. Most students find the book in their desk and are ready for instruction within a minute. However, three minutes later, Doug and Alison are still rummaging through loose papers, lolly wrappers, books and toys. After waiting for Dough and Alison, the teacher gives up and helps them locate their books. Finally, instruction can begin.

3. Intervention Six Steps to Effective Classroom Transitions Overview: Rapid, orderly transitions are an essential component of proactive classroom management. Because transitions occur frequently during the school day, teachers have multiple opportunities to increase academic learning time and promote prosocial behaviors by managing transitions efficiently. This multicomponent intervention targets transitions with a combination of explicit instruction, active supervision, goal setting, timing, performance feedback in a game-like format

4. Purpose and Materials Purpose: To promote quick, orderly transitions using a six-step instructional sequence in a game-like format. Materials: 1. Timer with audible signal.

5. Observation 1. Using a sheet of paper attached to a clipboard, record the number of minutes required for students to complete one or more transitions for 4 to 7 days. 2. Using a sheet of paper attached to a clipboard, tally the number of disruptive behaviors that occur during one or more transitions for 4 to 7 days.

6. Intervention Steps Step 1: Signal to Obtain Student Attention  Give the transition signal to focus student attention on you. (Ex: clap hands 3x) Step 2: Communicate Your Expectations for Academic and Social Behavior -Give academic directions: tell students what they need to do to get ready for the next activity. (Ex: “Put your social studies books away and get our your math homework.”) - Give behavior directions: remind students how they should behave during transitions and how they should look so you know they are ready to begin the next activity. (Ex: “Remember, change your materials without making too much noise with them and without talking.”)

7. Intervention Steps Step 3: Specify the Time Limit for the Transition - Tell students the amount of time they have to get ready for the next activity, set the timer for that amount of time, and encourage them to “beat the buzzer.” Step 4: Monitor For Compliance. - Walk around the room and observe students as they perform the transition. - Praise students who are following the academic and behavior directions and redirect or give a specific prompt for noncompliant students.

8. Intervention Steps Step 5: Signal the End of the Transition by Beginning the Next Activity. - Begin the next lesson promptly. Step 6: Provide Performance Feedback on the Success of the Transition. - Tell the students if they beat the buzzer or if the time required for the transition exceeded the criterion. Remind them that every student must have completed the transition within the time limit for the criterion to be met. - Praise the class if they met the criterion. If the time exceeded the criterion, tell the students that you are disappointed they did not beat the buzzer but that they will have another opportunity to beat the buzzer later that day.

9. Implementation 1. Use the timer or stopwatch to monitor times for targeted transitions during the day. 2. Provide positive reinforcement and corrective feedback as needed after each transition.

10. 6 Steps to Effective Classroom Transitions Meets Doug and Alison Once the subject before science ends the teacher should Clap 3x to get the classes attention to transition to science and announce that the students get their science books out. The teacher should tell the students that she would like the students to put their books away and take out their science books and to remember to not make too much noise while doing so.

11. 6 Steps to Effective Classroom Transitions Meets Doug and Alison The teacher should set the timer and tell the students they have 3 minutes (or whatever the time limit) to get their science books out and encourage the students to beat the timer, like a game. This should motivate students like Doug and Alison to help beat the timer along with the other students. The teacher should walk around the room and observe, this will also encourage Doug and Alison because they will feel more pressured to hurry up because the teacher will be praising the students around them whom are doing a good job transitioning.

12. 6 Steps to Effective Classroom Transitions Meets Doug and Alison Once the timer has gone off and the transition time is done the teacher should just start teaching the science lesson to signal the end of the transition time. If all of the students including Doug and Alison have beat the timer the teacher should give the class praise. If Doug and Alison are still too slow and don’t beat the timer the teacher should remind the class that every student must beat the timer for it to be a success. Doug and Alison will then feel guilty and more pressured to do better the next time so the don’t let the rest of the class down.