Transitions describe how children come into the program daily, move from one activity to the next, and leave at the end of the day. Breaking transitions down into steps can be extremely beneficial so that directions are clear and you can be sure everybody knows what to do. It’s also helpful to have these steps because sometimes a child or a group of children may frequently have difficulty during a specific transition and by breaking the transition into steps, it is easier for you to see where the problem may lie.
If certain transitions seem to be extra difficult for your classroom or for certain children, you may want to reassess how they are done.
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Give warnings before a transition is going to occur. Depending on the group and activity you may want to start with a 10 minute warning and then a 5, or if the activity is short a 5 minute warning followed by a 2 or 1 minute warning works as well.
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Transitions can be done at a slow pace. This allows plenty of time to set up and avoids a chaotic situation. It is also a good idea to transition in smaller groups. This helps to maintain order and give directions more clearly and easily.
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Consider what the children and adults will do during these times of transition (e.g., which adult is responsible for greeting the children and who will begin looking at books on the carpet with children?)
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Signal transition (clapping)
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Clearly state the activity and direction (It is time for snack, I need everybody to sit on the rug)
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Provide a time frame in which to follow the direction (I need everybody seated in 10 seconds. Then count – 10, 9, 8…)
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Praise those as they follow through with the directions (Thank you so much for sitting, Becky, you are doing a great job listening!)
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*If there are children who do not follow the directions, simply restate the direction, giving not only a time frame, but a consequence as well. (Thank you to those who are doing a good job listening. I’m still waiting for kids to follow directions. I need everybody on the mat in 5 seconds or they will owe me 2 minutes after circle time.)
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**If other staff are in the room, have them oversee those who are lagging behind; if they have not completed the direction in the given time frame, proceed while the other staff members tends to them.
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Some children may need help when they first arrive. Checklists are helpful to aid students in independently completing the task (i.e. putting away their backpack and homework in correct spaces, greeting teachers, etc.). Checklists may also be helpful throughout the day depending on a child’s needs (snack and homework time may be good time slots).
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When lining up, call children who are sitting calmly and ready first. Once everyone is lined up, wait until they are all quiet and ready to transition before proceeding.
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When transitioning children to different activities, have assigned staff members with whom they can line up with and proceed to the activity space with. (Especially useful for when children are to relocate to different parts of the building.) This minimizes children wandering and reduces the likelihood of disruption and negative behavior from students, as well as ensures their safety.
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Having a handful of short games/activities in your back pocket is a great way to quickly pass downtime as well as to focus students with low attention spans.
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Waiting patiently until all students are paying attention can be a tedious exercise, but it is a very effective one as the students are forced to modify their own behaviors based on the lack of reactions by the teachers. (This works best when all children are in a confined space i.e. meeting time or snack time after you have made it clear you will not move on until their full attention is received.)
