Focus for reflection: 4.

2 Manage classroom activities - Year 1 Carpet to Desk Transitions

What I have observed during transitions What does this mean for my teaching?
During my lessons:
I feel as though I am losing instructional time during transitions and this is
• Noise - chatter
• Students wandering classroom/visiting friends/taking a round-a-bout route having a knock-on effect to my explicit teaching, i.e. I am rushing parts so that we
before arriving at desk have enough time to complete activity after transition. After demonstrating focus
• Students requiring resettling/redirection once back at desk
• Students unsure/forgetting what to do once back at desk (e.g. take out during carpet time some students are losing this during the journey from carpet to
pencil and iMaths book) floor and then I am forced to re-teach or re-explain directions.
• I am frequently approached during transitions by students wanting to go to
the toilet/get a drink/resolve social issue/answer unrelated questions (how Prior to specifically observing my mentor teacher’s management of
long until lunch? When is Christmas? Etc).
• I am raising my voice to be heard; in response students voices get louder transition I had thought they were verging on overly noisy and this was something I
• Tensions are raised during transitions, increased likelihood of inappropriate tried to address during my lessons. However, having observed this routine
behaviours, conflicts, anxiety.
transitions I can see a clear and consistent process that allows learners the
During mentor teachers’ lessons:
• Clear directions: Say what students need on desk and use visual prompts opportunity to both move (physically) and get a short break from the demands of
on w/b
learning content.
• Clear expectations: “I’ll count to 20, when I get to 20 you should be sitting
at your desk”
In moving forward and managing these transitions myself I must develop a
• Start counting, address student questions quickly and succinctly
• Move identified students to writing station at back of class routine (and clearly articulate this routine to learners) that meets these needs in my
• Allow time for students to follow directions prior to redirection learners and allows a smooth and efficient movement and maintains the calm
• Calm voice, even tone
• Clear and simple instructions atmosphere.
• Specific praise
• Reminders of expectations (prior and during) - name/describe (I want to
see……)
 Strategies for managing smooth and efficient classroom transitions
Verbal: Non-Verbal: Addressing inappropriate behaviours/redirecting:
• Pre-announce end to activity if necessary • Pause after signal for attention • Parallel acknowledgement
(rotations, ‘fun’ activities) - “We will pack up in • Wait for attention before giving instruction • Selective attending
three minutes so finish up what you are doing”. • Arrange and refer to visual aids showing what • Redirect behaviour in the moment if required
• Signal for attention - can be clap and response equipment student will need for the activity (disrupting other learners)
in noisy activity, “freeze” instruction, “one, • Use proximity, position myself strategically in • Provide choices for individual students “we get
two, three, eyes on me”. problem areas this down now or we get it done in your time”
• Begin instruction with “When I say go…” (or go • Make eye contact when interacting with • Follow through with stated consequences
signal: e.g. nod, click, etc) then give simple, students (providing instruction, checking for • Note inappropriate behaviours to discuss at end
clear instructions in calm voice. understanding) of activity or in quiet time with individual
e.g. When I say go, you will stand up and… [describe • Observe transition - wait and scan students. Provide explanation as to why the
how they will walk] (creep like ninjas, tip toe like • Encouraging body language - smile, nod, clap behaviour is inappropriate, e.g. wastes time,
ballerinas, etc) to your desks and get out your writing (Education Queensland, 2007) stops others from learning, etc.
book”. • Start transition over if necessary (whole class)
• Provide processing time
• Pre-correct - Check for understanding. “What
am I asking for? What will I see?” etc.
• Staggered release of students (girls, boys/brown
hair, blonde hair, black hair, etc)
• Make it competitive “can the girls do it best?”
• Begin countdown if time becomes an issue
(Education Queensland, 2007)
Education Qld. (2007). Essential Skills for Classroom Management. Retrieved October 9, 2020 from https://inclusiveschooling.files.wordpress.com/2017/12/essential-skills-
for-croom-management-micro_skills_.pdf