1. 26-15+12 = Math Transitions Mr. Casen C. Sharp
Explain Math Transitions
# of Ss
Recess-lunch set time
Shorter than previous years
How far students are traveling (x)
What we do to begin the lesson (planner) **next slide
– what a planner is and what we do with it for math

2. – what a planner is and what we do with it for math

3. How the planner filling out portion looks.

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?
Focused on ALL students

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
Focused on time
Time they arrived
Time they got seated
Time they got planners out
Time the lesson began
Yellow goes on at same time as purple.
35-45 minutes
Where I was. Where they were.

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?
Focused more on just the students staying and coming in. Could easily get my students out the door, and had no control over when the students from Ms. Buseth and Ms. Phillips’ class would be coming over.

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 seat
Miscellaneous 1 8 7 3 5 2 10 6 9 4
Focused on what they were doing, and what they should be doing as we begin our math block
15 day one not ready
13 day two
14 day three
14 day four

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
: Agenda powerpoint. Like what I did
Estimating time and showing the students the timer – Something I would consider if the transitions were still rough.

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?
Students need to come in and have their planners out so we can add in the homework.

10. Round 3: Data Collection
Video recording to track what students and I do during the math transition
Again, I focused on time.
However, this time I just focused on when the students were ready with their planners on their desk.
The lesson cannot begin until we have written our homework on the planner
If we can speed up the time it takes to do the planner we will have more time for the lesson.

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 seat
Miscellaneous 1 21 2 18 3 20 4
Again, I focused on time.
However, this time I just focused on when the students were ready with their planners on their desk.
The lesson cannot begin until we have written our homework on the planner
If we can speed up the time it takes to do the planner we will have more time for the lesson.

12. Work smarter, not harder
Explain graph

13. Work smarter, not harder
Round
Ready (Planners out)
Talking (Planner not ready)
Out of seat
Miscellaneous 2 9 7 3 4 19 1
Explain chart

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.
When I stood outside the classroom to tell each student to have their planner out
I participated directly in the transition process and it helped the transitions become smoother for the students and myself.
When teachers make a personal connection to students they are able to more clearly convey their expectations.
Throughout the year I have done this by showing a vested interest in my students personality and learning.
Now that I have the personal connection
all I have to do now is point while in the hallway, and they know what the expectation is

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