4. Round 1: Guiding Question  I am repeatedly reminding individuals and groups of students what to do for the math transition  What are the teachers and students doing during the math transition?

5. Round 1: Data Collection  Kept track of the time specific tasks (giving directions, getting seated, planners ready, and planners marked) took for students and me in the transition

6. Round 2: Guiding Question  I noticed I was feeling more anxious about repeatedly reminding individuals and groups of students what to do for the math transition  What are teachers and students doing during the math transition?

7. Round 2: Data Collection  Video recording to track what students and I do during the transition Day Ready (Planners out) Talking (Planner not ready) Out of seatMiscellaneous 18735 210526 39923 49842

8. Using Resources Mullins, Jenna, personal communication, Oct. 22, 2013. Sharp, Colby, personal communication, Oct. 17, 2013. Stacks, Betsey, personal communication, Oct. 1, 2013. Talking About Teaching with Jim Knight, & The Teaching Channel. Strategies To Improve Lesson Transitions And Class Time Management [Video file]. Retrieved from https://www.teachingchannel.org/videos/improve -transition-time-management

9. Round 3: Guiding Question  I realized getting through planners can take up a lot of time if we do not get them started right away. I also realized that I could participate in the transition process differently  What does a smooth transition to math look like?

10. Round 3: Data Collection  Video recording to track what students and I do during the math transition

11. Round 3: Data Collection  Video recording to track what students and I do during the math transition Day Ready (Planners out) Talking (Planner not ready) Out of seatMiscellaneous 121110 218221 320201 421200

13. Round Ready (Planners out) Talking (Planner not ready) Out of seatMiscellaneous 29734 319211

14. Conclusions  When teachers participate more directly in the learning process it provides support for students to be more successful.  When teachers make a personal connection to students they are able to more clearly convey their expectations.

15. Thank You! Mrs. Stacks Ms. Buseth Ms. Phillips Mr. Hutchins Dr. Shanton Dr. Mitchell The Concord Elementary staff and faculty My student teaching colleagues Mr. Casteele Mrs. Fisher Mrs. Murray Mrs. Higgings Mrs. Seeley Dr. Alozie Jason Moritz Karen Hoaglin Mary Weicht Guy Cox My parents, Rob and Kathy Sharp Colby, Alaina, Breslin, Dharia, and A.J. Sharp Jenna, Bobby, Brock, and Brant Mullins Louie Sharp Sam Sharp Cole Sharp Cal Sharp The Conklin family