Can you believe we've already been working on "Sharing Control Through Choices" for two weeks?! Time flies! Thank you to Jordan, Abby, and Jennifer for commenting on the last post and sharing how giving students choices is going in your classroom. If you haven't had the chance to comment yet, it's never too late.
For the next two weeks we will be focusing on...drum roll please...TIGHT TRANSITIONS. Our school is unique in that our students transition A LOT, both within classrooms and switching to different classrooms. This strategy is critical.
To download a printable version of the Tight Transitions Reference Sheet, click here.
I was thinking of this exact idea this past weekend and how it is something I wanted to work on! I definitely need to work on the "tight" part of the transitions because I feel as if mine are lagging and taking too long.
ReplyDeleteExcellent. I struggle with transitions. I am eager to put these into practice.
ReplyDeleteThe hyperlinks will work if you download the printable version.
ReplyDeleteI could really use some work on our transitions. It seems like I am constantly telling students where to put things and to stop talking while we line up or switch to Spanish.
ReplyDeleteMy students are not exactly doing tight transitions. I think part of the problem is that they are not listening to instruction. I think they have learned to be dependent on April. We switched roles today so that she was running the small groups and I was working with other students and managing the other centers. It was amazing how many kids asked me what they were supposed to be doing even though I had explained the procedures, and they have done them before. However, here is the caveat- the students have to keep moving to different groups in literacy to be able to have the small group instruction that is best going to fit their literacy needs. They really struggle with that and any change in the order in which they do the centers, but they are going to have to get used to the fact that things are going to constantly change. I think I might use my chart differently and highlight where we are at somehow- maybe an arrow or something- they tend to lose track of what has already happened. I am open to suggestions. Thanks for the info.
ReplyDeleteWhen working on transitions, I told my students that I was going to time them to see how fast they could get their books out, clean up, line up, etc. and then I would see if they could beat their time the next day. That seemed to engaged them. I also give out Dojo Points to tables who are sitting quietly the fastest.
ReplyDeleteI feel like some days are harder then others. I feel like my classes are getting better at this.
ReplyDeleteI started to use an online timer that has music and some sort of race; the students are challenged to beat the timer and win the race. It worked really well...in the beginning. I think they are now losing interest and motivation. In the beginning I would give the whole class a Dojo point if they beat the timer. Now since they have become less excited about beating the timer it seems like I hardly give Dojo points out for it. I think I need to give them Dojo Points by table or individually to those who beat the timer. I need to think of something new and tighten up transitions again.
ReplyDeleteI love the idea of using a timer to help with transitions. I usually count down from 10 to 1. Any student not where they are expected to be usually will have to move their clip down. I think this motivates them to want to be where they are at. I also let the first few who get there and are ready move their clip up. I do like the timer as it would be more exciting and not have a negative consequence correlated to it.
ReplyDeleteWhen we first started doing transitions, I modeled it with a table of students. I moved at a slow pace grabbing everything I had instructed and was able to beat the table. We practiced this a couple of times with the other tables observing and seeing who could do better. When we moved onto doing it as a whole class I gave instructions and told them they had 90 seconds. Keeping time on my watch I would give them the remaining time every 15 seconds then count down from 10. For extra incentive I would give the tables who accomplished the task on time table points to go towards the total for receiving a certificate to cash in on class prizes. It seemed to work well throughout the year. There is always going to be those few students who take their sweet time.
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