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“A picture is worth a thousand words” holds so true with my ESL learners.  Make vocabulary word walls with pictures.  Grouping words into themes helps to make connections with my students.  (For example, classroom words, verbs, fruit, body parts, prepositions, etc.)

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Having the kids draw something or doodle at the start of the lesson is a great idea!
During that first 5 minutes you can use an online whiteboard while waiting for the kids to join class and taking attendance.
This will keep the children busy with a fun activity, provide interactive learning and help relieve their stress too.

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Let's face it. When you're not present in your classroom, you miss your whiteboard.

It's convenient. Everyone in the room can see it. You can write text and draw pictures on it, then erase it clean in an instant.

When you're teaching remotely, the physical whiteboard may be gone. But the concept of using it to teach doesn't have to be.

In this post, you'll see 15 options for teaching remotely with whiteboards. With most of these options, you can ...

Start a video call using your preferred video call platform (Zoom, Skype, Google Meet, Microsoft Teams, etc.). Share your screen so students can see your whiteboard.

Use a screen recording tool to capture video you can share with students later. Use a tool like Screencastify, Loom, Snagit, the Game Bar app in Windows, etc.

Have another idea for online whiteboarding for remote learning? Share it in a comment below!

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Recording real whiteboards

If the real thing will work, you may not need to go digital. Grab an actual white board or a sheet of paper. Either of these options may work for you!

Use a real whiteboard

Use your phone as a document camera

This is a fun hack that's easier than you'd think! Start a video call. Then use a second device -- a smartphone is best -- and join the video call with it. Set the phone on a tall stack of books with the camera facing down at a paper (or small whiteboard). Instant document camera!

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15 online whiteboard options for remote learning

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Let's face it. When you're not present in your classroom, you miss your whiteboard. It's convenient. Everyone in the room can see it. You can write text and draw pictures on it, then erase it clean in an instant. When you're teaching remotely, the physical whiteboard may be gone.

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I notice we talk a lot here about telling students a transition is coming and preparing them for the upcoming transition.  But I find when teaching online, transitions can be done in an instance.  There's no moving desks or chairs. Kids don't have to line up and wait.

So why not just spring one on them out of the blue, all of a sudden! Pop quiz, Kahoots! This can also keep them engaged and on the edge of their seats....who doesn't like an occasional surprise?

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Students will make numerous transitions throughout a school day, but they all break down to three types of transitions:

1. Entering class

2. Switching from one activity to another

3. Exiting the class

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Some examples of classroom transitions are:

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Some examples of classroom transitions are:

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Moving from carpet time to desk work

Coming back into the classroom after lunch or recess

Returning from specials (P.E., music, art, etc.)

Going to another area of the school such as the library, the cafeteria, or the computer lab

Rotating from one small group activity to another.

Entering and exiting the classroom
at various times of the day.

Start of day/entry activities.

Moving to or from another class.

End of day.

Putting materials away and preparing for the next task.

Cleaning up a work area.

Moving from group to independent
work.

Turning in homework.

Choosing partners for small group
activities.

Preparing for a lesson.

Choosing a book in the library.

Returning equipment at the end of
recess.

Checking in with a mentor before
or after school.

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Students with physical disabilities using assistive devices such as wheelchairs or crutches must have a classroom that is accessible for classroom supplies and other learning materials. Teachers must make sure that the classroom is arranged for easy student maneuvering using assistive devices and that classroom supplies are placed in locations that are accessible and free of blockage or student traffic.

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Create student supply boxes that contain basic materials such as pencils, notebooks, tape, stapler and glue. If you create supply boxes for all students, you can have them create name tags to attach to their classroom working boxes for assignments or group projects. Make this activity an inclusive one for your students.

Use an open cabinet with wide shelves to store student supply boxes. Make sure that you store boxes at arms length or closer to the floor for students using wheelchairs or other assistive devices to get around the classroom.

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Location, location should be the motto in classroom arrangement of desks, tables or working stations for students who need to be able to turn wheelchairs or store crutches at student work centers. Try putting student working stations in an open corner of the room next to a window, so that the area feels open and larger for students who may need to move around the work station to work with peers.

Make sure that computer stations are arranged on tables that allow easy maneuverability for students using a wheelchair to go from the computer to his/her working area.

Teachers must check with Administration and the Registrar to insure that classrooms rosters that contain students with disabilities are not over scheduled during registration. Students with physical disabilities may need space and lots of it in having easy access to learning supplies and to peers during group work.

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Before an activity, explain to the child what you will be doing and the steps that are about to occur. Prior to a trip to the grocery store you could tell them, “We are going to the store to buy food. There will be no new toy today. If you follow the rules, you will be rewarded when we get home.” Pair the steps with pictures when possible. If you know of a particular toy or object that is calming for your child, such as a blanket or a teddy bear, be sure to bring it along.

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Many children desire to feel like they are in control of the situation and their environment.  If this is the case, giving children options is an easy way for them to feel they have some control. For example, if it’s time to leave a store and your child wants a new toy, a simple transition strategy is giving them a choice: “You can have a surprise I have for you at home, or you can play with the toys in your room.” Be sure to keep a few small toys or stickers on hand for this purpose. You could also pull out a favorite toy the child has forgotten about.

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Many children are often unaware of time, such as how long they have been playing. Giving children a countdown is a helpful strategy to ease an upcoming transition. Start as simply as possible with a five minute warning and alert your child again when there is one minute remaining. Visual timers can also help to increase awareness of time. It’s a good idea to practice countdowns while at home, during times of low stress, such as before bed or while getting ready for school. This allows the child to gauge in their own head how long they have to finish a particular activity. If you’re aware of specific situations that trigger difficult transitions, allow plenty of extra time. In any given situation, you may have to repeat the transitioning process several times before the child becomes comfortable.

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Always try to stay positive. When the child is aggravated, try not to complicate the situation by adding your own frustration. Kids are able to pick up on your emotions.

Break the transition into small steps.

Try to avoid saying no, as it gives the child a negative reaction.

Use pictures and create a social story prior to the event.

Preview the transition with the child. Laying out a timeline of the activity can be helpful.

Have the child help you create a plan for the day or particular task/activity and write it down step by step. Have the child cross off steps as they are completed.

Use a favorite toy, game or electronic device to help transition (transition object).

If needed, offer small rewards.

If you experience several unsuccessful attempts employing these strategies, you may just have to try again another time in order to decrease stress on both you and your child.

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Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another.

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Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another.

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Preparation Strategies

Visual Timer

Visual Countdown

Elements of Visual Schedules

Use of Objects, Photos, Icons, or Words

Use of Transition Cards

"Finished" Box

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All individuals must change from one activity to another and from one setting to another throughout the day. Whether at home, school, or in the workplace, transitions naturally occur frequently and require individuals to stop an activity, move from one location to another, and begin something new. Individuals with autism spectrum disorders (ASD) may have greater difficulty in shifting attention from one task to another or in changes of routine. This may be due to a greater need for predictability (Flannery & Horner,1994), challenges in understanding what activity will be coming next (Mesibov, Shea, & Schopler, 2005), or difficulty when a pattern of behavior is disrupted. A number of supports to assist individuals with ASD during transitions have been designed both to prepare individuals before the transition will occur and to support the individual during the transition. When transition strategies are used, individuals with ASD:

Reduce the amount of transition time;

Increase appropriate behavior during transitions;

Rely less on adult prompting; and

Participate more successfully in school and community outings.

What are transition strategies?

Transition strategies are techniques used to support individuals with ASD during changes in or disruptions to activities, settings, or routines. The techniques can be used before a transition occurs, during a transition, and/or after a transition, and can be presented verbally, auditorily, or visually. The strategies attempt to increase predictability for individuals on the autism spectrum and to create positive routines around transitions. They are utilized across settings to support individuals with ASD.

Why do we use transition strategies?

Transitions are a large part of any school or work day, as we move to different activities or locations. Studies have indicated that up to 25% of a school day may be spent engaged in transition activities, such as moving from classroom to classroom, coming in from the playground, going to the cafeteria, putting personal items in designated locations like lockers or cubbies, and gathering needed materials to start working (Sainato, Strain, Lefebvre, & Rapp, 1987). Similar requirements for transitions are found in the employment and home setting as well, as individuals move from one task to another, attend functions, and join others for meals and activities.

Some individuals with ASD may have difficulties associated with changes in routine or changes in environments, and may have a need for "sameness" and predictability (Mesibov et al., 2005). These difficulties may eventually hamper one's independence and limit an individual's ability to succeed in community settings. A variety of factors related to ASD may contribute to these difficulties during transitions.

These may include problems in understanding the verbal directives or explanations that a teacher, parent, or employer are providing. When a teacher announces that an activity is finished and provides multi-step directions related to upcoming activities, students with ASD may not comprehend all of the verbal information. Difficulty sequencing information and recognizing relationships between steps of an activity can impact one's ability to transition as well. Individuals also may not recognize the subtle cues leading up to a transition (i.e. students packing up their materials, teachers wrapping up their lecture, co-workers getting their lunches out of the refrigerator) and may not be prepared when it is time to move. Additionally, individuals with ASD are more likely to have restrictive patterns of behaviors (per the diagnostic criteria) that are hard to disrupt, thus creating difficulty at times of transitions. Finally, individuals with ASD may have greater anxiety levels which can impact behavior during times of unpredictability, as some transitions are.

Other factors, not unique to individuals with ASD, may impact transition behavior also. The ongoing activity may be more reinforcing to the individual than the activity he/she is moving to, or a second activity may be more demanding or unattractive to the individual (Sterling-Turner & Jordan, 2007). The individual may not want to start one activity or may not want to end another. In addition, the attention an individual receives during the transition process may be reinforcing or maintaining the difficult behavior.

Preparation Strategies

Cueing individuals with ASD before a transition is going to take place is also a beneficial strategy. In many settings a simple verbal cue is used to signal an upcoming transition (i.e. "Time for a bath now", "Put your math away", or "Come to the break room for birthday cake"). This may not be the most effective way to signal a transition to individuals with ASD, as verbal information may not be quickly processed or understood. In addition, providing the cue just before the transition is to occur may not be enough time for an individual with ASD to shift attention from one task to the next. Allowing time for the individual with ASD to prepare for the transitions, and providing more salient cues that individuals can refer to as they are getting ready to transition may be more effective. Several visual strategies used to support individuals with ASD in preparation for a transition have been researched and will be discussed.

Visual Timer

It may be helpful for individuals with ASD to "see" how much time remains in an activity before they will be expected to transition to a new location or event. Concepts related to time are fairly abstract (i.e. "You have a few minutes"), often cannot be interpreted literally (i.e. "Just a second" or "We need to go in a minute"), and may be confusing for individuals on the spectrum, especially if time-telling is not a mastered skill. Presenting information related to time visually can assist in making the concepts more meaningful. Research indicated that the use of a visual timer (such as the Time Timer pictured below and available at timetimer.com) helped a student with autism transition successfully from computer time to work time at several points throughout the day (Dettmer, Simpson, Myles, & Ganz, 2000). This timer displays a section of red indicating an allotted time. The red section disappears as the allotted time runs out.

Visual Countdown

Another visual transition strategy to use prior to a transition is a visual countdown system. Like the visual timer, a visual countdown allows an individual to "see" how much time is remaining in an activity. The countdown differs, however, because there is no specific time increment used. This tool is beneficial if the timing of the transition needs to be flexible. Team members deciding to use this strategy need to make a countdown tool. This can be numbered or colored squares, as used in the photos below, or any shape or style that is meaningful to the individual. As the transition nears, a team member will take off the top item (i.e. the number 5) so the individual is able to see that only 4 items remain. The team member decides how quickly or slowly to remove the remaining items depending on when the transition will occur. Two minutes may elapse between the removal of number 3 and number 2, while a longer amount of time may elapse before the final number is removed. Once the final item is removed, the individual is taught that it is time to transition.

Elements of Visual Schedules

The consistent use of visual schedules with individuals with ASD can assist in successful transitions. Visual schedules can allow individuals to view an upcoming activity, have a better understanding of the sequence of activities that will occur, and increase overall predictability. A number of studies have indicated that visual schedules used in classrooms and home settings can assist in decreasing transition time and challenging behaviors during transitions, as well as increase student independence during transitions (Dettmer et al., 2000).

Use of Objects, Photos, Icons, or Words

Research has indicated that using a visual cue during a transition can decrease challenging behavior and increase following transition demands (Schmit, Alper, Raschke, & Ryndak, 2000). In one study, photo cues were used with a young boy with autism during transitions from one classroom activity to another, from the playground to inside the classroom, and from one room within the school to another (Schmit et al., 2000). At transition times, the staff presented the student with a photo of the location where he would be going. This allowed him to see where he was expected to go and provided additional predictability in his day. Other formats of information, such as objects, black-line drawings, or written words could be used to provide similar information to individuals. It is helpful for the individual to carry the information with him/her to the assigned location. This allows the individual to continually reference the information about where he/she is headed as the transition occurs. Once arriving at the destination, consider creating a designated "spot" for the individual to place the information, such as an envelope or small box. This indicates to the individual that he/she has arrived at the correct place.

For example, if an individual is a concrete learner handing him an object that represents the area that he will be transitioning to may be most meaningful. If this student is to transition to work with a teacher, staff may hand him a task that will be used during the work time indicating it is time to transition to that location. Another student may be given a photo of the work with teacher area, while a third student may be given a written card that says "teacher". When the student arrives at the teacher area, he may use the task in the activity or place the photo or word card in a designated spot. These cues provide advance notice to an individual and may assist with receptive language (understanding what is being said). Examples of a transition object (a book representing the reading center), a transition photo (picture of the teacher work area and the matching photo located at the teacher table), and a written card (the word "teacher" is given to the student and matched to a corresponding written cue at the teacher area) are below.

Showing a student one piece of visual information at a time during transitions may be helpful for many individuals with ASD. Other individuals may benefit, however, from seeing a sequence of two activities so they can better predict what will take place during the day. It is important for the team working with the individual to assess how much information is helpful at transition times. A "First/Then" sequence of information may be useful-as individuals can see what activity they are completing currently and what activity will occur next. This may help an individual transition to a location that is not preferred if he/she is able to see that a preferred activity is coming next. A "First/Then" should be portable and move with the individual as he/she transitions.

Use of Transition Cards

Other individuals with ASD may find that longer sequences of visual information are more effective in alleviating transition difficulties. These individuals might benefit from the use of a visual schedule that is located in a central transition area in the home, classroom, or employment setting. Instead of the information coming to the individual as discussed previously, now individuals have to travel to the schedule to get the object, photo, icon, or words that describe the next activity or location. If the schedule is centrally located, individuals need a cue to know when and how to transition to their schedules to get information. Using a consistent visual cue to indicate when it is time to transition is beneficial, as concrete cues can reduce confusion and help in developing productive transition routines. When it is time for an individual to access his visual schedule, present him/her with a visual cue that means "go check your schedule". This cue can be the individual's name, a photo of the individual, a picture of something that is meaningful to the individual, or any visual symbol the team selects. The individual is taught to carry the visual cue to his/her schedule, match the cue in a designated location and refer to the schedule for the next activity. Using the visual cue regularly helps individuals predict the transition routine. The visual cue may be more salient and meaningful to the individual than repeated verbal cues. Examples of transition cues, including visuals that read "Check Schedule" and match to a corresponding pocket above daily schedules, and a picture of Barney that serves as a transition cue for a young girl (who also matches it to a corresponding pocket near her daily schedule) are below.

"Finished" Box

Another visual transition strategy that can be used before and during a transition is a "finished" box. This is a designated location where individuals place items that they are finished with when it is time to transition. When it is time to transition it is often helpful for individuals to have an assigned location to put materials prior to moving on to the next activity. The box may be located in the individual's work area as well as in any center of the classroom or room in the home, and can be labeled with the word or a visual cue to indicate its purpose. Research indicated that the finished box, in combination with several other discussed visual strategies, was helpful during transitions from work time to free time for a young student with ASD (Dettmer et al., 2000). When work time or free time was finished (as indicated by the Time Timer) the student was instructed to put his items in the finished box before transitioning. This assisted in creating a clear and predictable transition routine which decreased transition time and increased positive behavior. Similarly, team members may decide that a "To Finish Later" box may be appropriate for an individual with ASD. This may used during transitions when an individual has not had time to complete an assigned activity. Often, individuals with ASD may prefer to complete an activity before moving on, and this may not be possible due to time constraints (i.e. family member has an appointment to attend, it is time to go to the cafeteria, the work shift is over). In these cases, establishing a loc ation where the individual knows he/she can find the materials to finish up at a later time or date may be helpful.
Finished Box
Other Considerations When Planning for Transitions

Along with developing predictable and consistent transition routines, team members may also need to consider adjusting the activities that individuals are transitioning to and from if transition difficulty continues. Factors such as the length of an activity, the difficulty level, and the interest level of an individual all may contribute to transition issues. Similarly, if an area is too crowded, loud, over stimulating or averse for some reason, individuals may resist transitioning to that location. A review of environmental factors that could contribute to transition difficulties is also recommended. In addition, the sequence of activities may need to be reviewed. Team members may benefit from reviewing the activities required of the individual throughout the day and categorizing them as preferred, non-preferred, or neutral. If the individual has difficulty transitioning it may be wise, when possible, to strategically sequence certain activities so individuals are moving from non-preferred activities to preferred activities and from preferred activities to neutral activities. Though this certainly may not be possible for all of an individual's transitions, it may alleviate some transition challenges.

It is important for the team to continually assess how transitions impact individuals with ASD. Depending on the activity, environment, and the specific needs and strengths of the individual, a variety of transition strategies may be appropriate. Through the use of these strategies, research shows that individuals with ASD can more easily move from one activity or location to another, increase their independence, and more successfully participate in activities at home, school, and the workplace.

References

Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163-169.

Flannery, K. & Horner, R. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4, 157-176.

Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH®approach to autism spectrum disorders. New York, NY: Plenum Publishers.

Sainato, D., Strain, P., Lefebvre, D., & Rapp, N. (1987). Facilitating transition times with handicapped preschool children: A comparison between peer mediated and antecedent prompt procedures. Journal of Applied Behavior Analysis, 20, 285-291.

Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38, 131-137.

Sterling-Turner, H. & Jordan, S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44,681-690.

This article is an excerpt from a longer manuscript that can be found on the Autism Internet Modules, website:https://autisminternetmodules.org/.

Hume. (2008). Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another. The Reporter 13(2), 6-10.

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Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another

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All individuals must change from one activity to another and from one setting to another throughout the day. Whether at home, school, or in the workplace, transitions naturally occur frequently and require individuals to stop an activity, move from one location to another, and begin something new.

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Smile!  Remember that your students are in a new and unfamiliar setting.  They can be very afraid and uneasy.  Your body image and facial expressions can immediately put a child at ease.  Start with learning their names.  Let your students pronounce their names correctly and have your other students practice it.  Our names are so special to us, and this will be a wonderful way to set a new student at ease. You may want to have your new students bring a special item from home to share about their culture.

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If possible, pair your new student with a student in your classroom who speaks his/her native language.  It is great if you can have the student interpret at times.  If you do not, then pair them with a student who would be a helpful friend.

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Though I love the sneak attack idea, I'll admit it should be a rare event rather than the norm.  Most children do better when they know what to expect each day. While the occasional surprise can liven things up, sticking to a schedule helps relieve anxiety and set positive expectations.

Lets the students know the schedule for the day or class.  Forewarn them when transitions are coming. In fact you can share the schedule onscreen and show your students the exactly how their day/lesson is planned!

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Remember you are the teacher and you have control!  You can always mute students during transitions. The benefit of muting participants allows the speaker to have center stage while also minimizing distraction from audio feedback. Non-verbal cues make it a lot less likely that people will talk over each other. Even when you're not talking, however, leaving the camera on helps everyone feel more like they're in the same room, which makes meetings go a lot more smoothly.

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Beat the timer

When you play Beat the Timer you allow a set amount of time for cleaning up or transitioning and encourage students to beat that time. Some ideas include:

a visual timer

a clean up song

“before I count to 10”

This provides students a visual or auditory cue to help understand how much time is left. It helps them better pace their transition – and allows a clear cut end to the transition.

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I find the chat feature on the online classroom can be very useful too. Particularly for late arrivals. If they join the class late, they can look in the chat and read the agenda. You, as a teacher can also bring them up to speed and write them a quick message without disrupting the class too.

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These are times when noise levels increase, academic engagement is absent, and movement is present. It’s the perfect recipe for disasters or regaining mental focus. It all depends on your use of routine and effective transitions.

Transition Time = No Learning, which is good for the brain.

Smooth transitions = Increased learning time.

Time = A teacher’s most valuable resource.

Bad Transitions = Unfocused learners, loss of time.

Chaotic Transitions = Unhealthy class climate.

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Another simple way to prepare and do transitions is to put small groups of students in a breakout rooms.  Breakout rooms are a great way to improve your class management techniques by assigning exercises to students who break the rules or are bored during the lesson. Working in groups improves the focus of students when learning material. The teamwork assignments in the breakout rooms encourage social interaction.  The time they are in the breakout rooms allows you as a teacher, to set up what's coming next. When they come back, you can discuss what they have learnt from each other, then immediately go onto the next activity.

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Online quiz sites like Kahoots, Quizlet, Schoology, and Mindtickle can be used during or as transitions. Studies reported that classes using Kahoot! Especially those that used it often saw increased attendance, student participation, engagement, motivation, as well as interaction between students and teachers and students and peers.

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A great way to transition between activities, introduce a subject, or reward the kids, is to play a video.
Students today are using educational videos as a tool for learning everything: from basic skills - like changing a tire - to the latest dance craze. Remarkably, millennials make up 92% of the digital video viewing audience. Abstract topics that once seemed difficult to teach and learn are now more accessible and understandable thanks to the availability of effective educational video platforms for online learning.

Studies have shown that the use of short video clips allows for more efficient processing and memory recall. The visual and auditory nature of videos appeals to a wide audience and allows each user to process information in a way that’s natural to them. In a nutshell, videos are good teachers.

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Teachers need to manage their expectations appropriately, understanding that for some students, two or more weeks of learning from home feels like a luxury with plenty of technology, space, and parental support to help them along the way. For other students, home may not be such a safe space. The house may be overcrowded, access to technology and the internet may be minimal or non-existent, parents may be neglectful or absent, and food may be scarce. Students in the latter situation may have seen their brick-and-mortar school as a respite from instability that has suddenly been taken away without a clear end in sight. Of course, any of your students may be dealing with an illness (either themselves or a loved one) which will impact their physical and emotional wellbeing.

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Distance Learning Benefits on Early Ages 

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Distance Learning Benefits on Early Ages 

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Policies providing guidance for how to structure synchronous class time can build consistency in the distance learning experience for early grade students. Research suggests students—especially those in the early grades—need synchronous, interactive instruction to build both academic and social-emotional skills. Synchronous instruction is any learning opportunity that occurs at the same time between teachers and students; interactive instruction includes learning opportunities in which students are working with their peers or the teacher. Interactive learning is most likely to occur for early grade students during synchronous instruction such as small group or partner work; ideally, distance instruction should also prioritize this type of instruction.

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Get yourself a timer.

Sing!

Assign a Secret Superhero.

Tell the class you really need their help.

Use 1, 2, 3.

Hands up 1-2-3!

They can not go until I am finished with my directions.

Thumbs up

Have the kids put their heads down.

Establish good routines and solid classroom management.

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I avoided transitions because I just didn't have much in my bag of tricks to make them run as smoothly as they should. Fast-forward three years later, and I have so many tricks up my sleeve I could write a book solely on transitions. I thought I would share some of my most effective tricks for transitions.

10 Tricks for Easier Classroom Transitions

Classroom Transitions Tip 1. Get yourself a timer.

This does two things: It holds the kids accountable, and it holds you accountable. It will be your best friend and your worst enemy. However, it really trains the kids (and you) to be aware of what a given amount of time feels like.

Now, to be successful with a timer, you need to let your kids know what the incentive is if they can accomplish something within your time frame. You also need to let them know what the consequence is if they do not accomplish something in the time frame you gave them.

If the younger kids do not understand time yet, I always have them count up or count down with me. It is a great way to integrate math and number sense while transitioning.

Classroom Transitions Tip 2. Sing!

If you have any concepts you are working on such as skip-counting, math facts, spelling words, etc., sing! If you do not have a song, make it up! Kids love singing. Just make sure it is not a super long song or you will get a super long transition.

Classroom Transitions Tip 3. Assign a Secret Superhero.

Do not tell the class who it is until the transition is over. Be sure to go over expectations before you allow the kids to transition. After you are done, let the class know who the Secret Superhero was and why.

You could shower them with praise, and or give them a tangible incentive. If they did not have Superhero behavior, I kindly let them know why, and I make it a learning experience.

Classroom Transitions Tip 4. Tell the class you really need their help.

Tell them you trust them and give them their steps for the transition. You will be so surprised by the way they respond when they know they have your trust. They will not want to let you down.

I want to express that you should not use this transition all the time, because the novelty wears off quickly as with anything. This should be a special transition used carefully at your discretion. I usually use this type of trick two or three times a week.

Classroom Transitions Tip 5. Use 1, 2, 3.

I use this when I am getting my little ones used to multiple-step directions. For example, when we need to get in line, I will say:

1. Stand up.
2. Push in your chair.
3. Walk quietly to your spot in line.

You could easily add more steps to this once they grasp the concept.
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Classroom Transitions Tip 6. Hands up 1-2-3!

Like the previous trick, I will ask my students to put their fist in the air. I then tell them to put a finger up and I will say the first step. Then, I ask them to put their second finger up, and I give them the second step, and so on.

Then I have them tell their partner the steps, so they really have to tune into what I just said. This is also a great way to integrate those listening skills with your students.

Classroom Transitions Tip 7. They can not go until I am finished with my directions.

If you let the kids start standing up and start to where they are going, they are not listening to you. I have to say "you may go," before they can move. This does take training and you have to make sure you set that expectation of hearing "you may go."

Sometimes I forget to say it and my kids are still sitting there on the floor, and some just assume I forgot and they start to get up. If the transition is awful, it is completely my fault. They will not be as successful if you forget, so try to use a magic word or phrase each time you send them off.

Classroom Transitions Tip 8. Thumbs up

Tell the kids to give you a thumbs up when they have what they need and are ready. Wait until the entire class has their thumb up.

Allow the kids to remind their partner and table mates to be ready and to also give a thumbs up. This is something that should be done regularly if you want it to work. Don't try it for the first time during your evaluation:)

Classroom Transitions Tip 9. Have the kids put their heads down.

When kids go back to their table, have them get their materials out, and when they are finished, have them put their heads down on the table. This helps them to refocus and it minimizes talking because it slightly closes their diaphragm.

Should the kids have their heads down for every transition? No. Can you use this once in a while? Absolutely. I usually do this one at the end of the day, and I allow them to lay their head on their hands and read a book if they wish.

I do this because it is really important I get the kids packed up and out the door and I can see if they have their head down, they are telling me they are ready. If they have their head down, and they are not ready, I can easily correct them.

Classroom Transitions Tip 10. Establish good routines and solid classroom management.

This one does not happen overnight, and for me, it did not happen until the second half of my first year. Your class room transitions are not going to get better until you tighten up your routines in other areas.

Be sure the kids know what their job is. Have a system for behavior. Have routines for getting materials and moving centers. If you don't have a routine, make it up! If you make it up on the spot, and it doesn't work, just change it later!

One rule I live by is "Fake it 'till you make it." Just get really good at faking it. I promise if you do what you can to prepare yourself, and fake the rest, you are one step in the right direction. And yes, I still fake it.

Remember, it takes time and routine to make your classroom transitions faster. Do not expect perfect right away, be patient. Once I accepted that I was the common denominator of successful or unsuccessful transitions, my transitions slowly improved.

I stopped blaming the kids, and worked on my own bag of tricks. Did each one work the first time? No. Is there one trick you can use all year? No. Kids love the novelty, so keep them on their toes, and you will learn that successful transitions are all about patience and persistence.

Do not let up. Ever. Give them the structure and expect smooth classroom transitions until the very last day of school.

Comment with any great classroom transition tricks you use! I would love to add more to my bag of tricks!
Now that you some fresh classroom transitions, you're on your way to becoming a more efficient teacher!
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10 Tricks for Easier Classroom Transitions

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I avoided transitions because I just didn't have much in my bag of tricks to make them run as smoothly as they should. Fast-forward three years later, and I have so many tricks up my sleeve I could write a book solely on transitions.

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Use an attention signal

An attention signal is key for classroom management. You need a clear way to get your students’ attention. This is helpful for providing announcements, clarifying directions, freezing out of control behavior, or ending the transition. Here are some easy ideas or attention signals:

ring a bell or a chime

flash the lights off then back on

use a clapping pattern (ex: 3 fast claps, followed by 3 slow claps) – students repeat the clapping pattern

call and response routines

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1. Teach students how to transition

2.  Use an attention signal

3.  Provide a 5 minute warning

4.  Beat the timer

5.  Plan “sponge” activities

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Classroom transitions. For the teacher: a time for chaos to break out. For students: a time when anything goes! But, with careful planning, you can change that.

I remember my first few years teaching... I was starting to get the hang of instruction. My lessons went pretty smoothly. I was differentiating and adapting lessons to meet individual student needs. I had good relationships with my students. In my mind, I was pretty successful.

Until the lesson ended and we tried to transition to the next activity. Things went downhill fast. The noise level went up. Bodies were all over the place. Wrestling matches broke out on the classroom carpet. It wasn't pretty.

I knew I needed to do something about it. So, I did some professional reading and consulted with co-workers and tried a few things. Then I reflected on what worked, revisited those resources and tried a few more things. With time and reflection, classroom transitions improved in my classroom and I no longer dreaded transitions. Many, many years later, I still can't say it's perfect. We are dealing with children and unexpected things come up: I get distracted or need to deal with a pressing issue, it starts snowing, someone loses a tooth, or we all have a bad day. But... Transitions in my room now go so much more smoothly than they did that first year teaching!

I'm going to share some of the things I've learned about classroom transitions in 20+ years of teaching. First I'll share what classroom transitions are and why they get crazy. Then I'll share tips to make those transitions go more smoothly.

What are classroom transitions?

Classroom transitions are the time between activities in the classroom. They start as students arrive and complete their morning routines. They can include the time moving from one activity to the next (ex: moving from a reading lesson to a math lesson.) And those times where students leave or enter the classroom, for lunch, recess, specials, end of the day, etc. No wonder the school day feels chaotic at times - there are a lot of transitions in one day!

Why do transitions get so crazy?

Transitions create chaos in many different ways. First of all, there are usually a lot of things going on at the same time. For instance, in a typical transition between small group lessons, students need to put away center materials, get new materials, remember which kids are joining the teacher and actually move to join the teacher. As they do all these things, they pass by friends and naturally want to chat with them (think of what it's like when you see your favorite co-worker in the morning!)

Then, teachers are often a bit distracted during these transitions - after all, we are transitioning between activities and need to get out new materials, too. Plus, we are dealing with student concerns that pop up during that time (like lost materials, questions, and tattling.)

Add in the fact that kids move at different speeds and it makes transitions even trickier! You've seen how half the class can arrive on the carpet in 10 seconds, while the last child takes well over a minute. That leaves a lot of kids on the carpet waiting, with nothing to do. So they find something to do - chat, braid hair, wrestle.

From time to time, teachers do a few things that inadvertently add to the chaos. Sometimes our directions aren't clear (kids get confused and we have to repeat ourselves.) Or we sometimes have unrealistic expectations of our students (like asking a 5 year old to remember a 5-step direction we just rattled off orally). And sometimes we ask students to engage in a classroom procedure without teaching them what we expect.

When thinking about these things, we can identify a few strategies that will help transitions run more smoothly in classrooms.

What can we do to create smooth classroom transitions?

Teach students how to transition

First of all, plan and teach the procedures used during the transition. To do this most effectively, you'll need to envision the students going through the transition. What steps are involved in moving from one specific activity to the next? What steps do students need to be able to do quickly and efficiently? Think specifically about your current class. Where do things start to fall apart? Noticing and reflecting on these things will help you anticipate and prevent them in the future.

Once you've identified the procedures you will use, take the time to teach them to students. Yes, every single procedure. You'll find some helpful tips on teaching procedures (and a list of procedures to teach) in this blog post.

Sometimes you'll be able to take a shortcut because the procedures are similar. For instance, you might be able to tell students, "Remember how we practiced putting our math book in our desk. What did we do for that? We are going to do the same thing when we put our reading response journals away." List the steps and allow students to practice it.

The time spent intentionally teaching classroom procedures will pay off with a more efficient use of class time throughout the year.

Use an attention signal

An attention signal is key for classroom management. You need a clear way to get your students' attention. This is helpful for providing announcements, clarifying directions, freezing out of control behavior, or ending the transition. Here are some easy ideas or attention signals:

ring a bell or a chime

flash the lights off then back on

use a clapping pattern (ex: 3 fast claps, followed by 3 slow claps) - students repeat the clapping pattern

call and response routines (see this post for some suggestions)

But to make the signal effective, you have to practice it. When you first introduce it, you can have kids talk (or pretend talk) to each other. Then use your signal to get their attention. Model what their behavior should look and sound like when they hear the signal. Repeat the practice 2-3 more times. Later in the year, feel free to introduce a new signal. Sometimes the new signal is refreshing. Sometimes you need a different signal for when you are in a different place (like lining up after PE, or not near your light switch.) Regardless of which you choose, you will find an attention signal incredibly helpful to classroom transitions.

Provide a 5 minute warning

It seems so basic, but this truly is helpful for students. It allows them to adjust their pace to finish the task, and to start thinking about the transition in advance. You might even use a think aloud to show them what to think about when you give a five minute warning. (Ex: "I have five minutes left and I really want to color the picture on my writing. I need to finish this sentence quickly so I have time to work on my picture a bit. If I don't finish my picture before the timer rings, maybe I can work on it during snack time, too.")

This post from Responsive Classroom goes into detail about teaching students to use a five minute warning to better pace themselves.

Beat the timer

When you play Beat the Timer you allow a set amount of time for cleaning up or transitioning and encourage students to beat that time. Some ideas include:

a visual timer

a clean up song

"before I count to 10"

Note: This timer is available for free from Online Stopwatch.

This provides students a visual or auditory cue to help understand how much time is left. It helps them better pace their transition - and allows a clear cut end to the transition.

Plan "sponge" activities

Sponge activities are small time filling activities. Head-off crazy behavior by planning something engaging during a time that could get out of control. Sponge activities can be fore the whole class, or for fast finishers.

Sponge Ideas for Fast Finishers

First, let's think about fast finishers. They are students who finish their work quickly and need something else to do (besides socializing with kids who are trying to work.) Offer students a few (slightly engaging) choices if they finish work early. If the activities are too engaging, kids will rush through work to do them; if they are not engaging, fast finishers will find other things to do. Here are a few suggestions for your fast finishers:

read

write (in a journal, blank book, or a note)

play a partner math game

partner read a readers' theater script

fun practice sheet (like a color by number page or a word search)

Whole Class Sponge Ideas

Whole class sponge activities can be engaging and rewarding. You can use them as you wait for the final stragglers, or as an intentional break or movement activity. A few ideas include:

movement video (like Go Noodle or Jack Hartmann on You Tube)

play Simon Says (or a silent version where one leader comes up and students copy the leader)

sing a silly song

do 20 jumping jacks (or other exercises)

practice counting to 100 (or skip counting)

play I Spy (you can incorporate shapes or other concepts)

allow students to share something from the lesson

play Hangman (you can create a sun with a smile instead of a hanging person, if you prefer)

do a number talk or math talk

quickly show subitizing cards

It's helpful to have one or two sponge activities that need no supplies, in case you need something todo when you arrive a specials too soon, or something similar.

If you want more sponge activity ideas, this blog post on What I Have Learned Teaching has a phenomenal list of 80 different ideas.

So take a few minutes to think about which of these ideas might improve the transitions in your classroom. Pick one or two and try them tomorrow! Remember to pin this post so you can refer back to it later!

Learn more about classroom routines:

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5 Ways to Create Efficient Classroom Transitions - Primary Delight

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Classroom transitions. For the teacher: a time for chaos to break out. For students: a time when anything goes! But, with careful planning, you can change that. I remember my first few years teaching... I was starting to get the hang of instruction. My lessons went pretty smoothly.

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Students with disabilities will likely find it harder to navigate across the room or between classes. Therefore make sure you give the students ample time to get where they are going.

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Music can be played at the start or end of the class, or to signal a transition.  It can also be used to set the mood for the upcoming transition.  Play classical when it's time to study, pop to liven things up and some hip hop when your feeling bad ass!

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Teach students to use private chat if they need to go to the bathroom, you have the option to switch off, both their mic and camera to minimize distractions.
How do teachers poop in online classes?  To execute this one, simply mute yourself, turn off your camera, take your laptop to the bathroom, and start pooping! If you get called on, make sure to clench and hold until you're done talking. A loud “plunk” during your response could potentially incriminate you! (sorry, couldn't resist, plus I want to see if you're paying attention Julio)

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Set the mood by putting on some classical music. The music sets the tone for entering quietly and beginning study. (This can also be done for online lessons.  Play some music for 5 minutes while waiting for everyone to join the class.)

Greet and line up your students in an area outside your classroom. This is ideal for teaching students how-to-enter-the classroom while welcoming them to class. (Online: Greet the students individually as the join the class, and have a brief chat)

Tell them how happy you are to have them as your students this year. Then tell them the procedure of what to do when they enter the classroom. (Make sure their webcam and mics are on and pointing at the students.)

Ask any student who enters the room inappropriately to return to the doorway and reenter appropriately. You do not send the student out of the room but rather to the door. You do not want to send anyone “out of the room” in the very first minute; “out of the room” has a negative, humiliating connotation.

Rather, calmly but firmly, do the following: Ask the student to return to the door. Tell the student why. Give directions for correctly entering the room. Be specific, such as

1. Go to your assigned seat.

2. Read the agenda to see what will be done in class.

3. Begin the bellwork.

4. Check if the student understands.

5. Acknowledge the understanding.

(For online classes, make sure the student has eliminated distractions, such as TV, toys, cell phone. Ask them to ask their sibling to leave the room if it's a problem.)

Check attendance and prepare for the first lesson of the day! This is also a great time to walk  around (or look around online)and make sure students seem visibly OK, and if not, I give a hug and kind words.  (Online students can write a few short messages in the chat box about how they are feeling or how their weekend was.)

Write a morning message on the whiteboard giving them short and “to the point” steps on what to do after they enter. (Online you can share your screen to show the students what today's lesson will involve.)

The first step is to hang their sweaters and hats up, then put their backpacks on the back of their chairs.

Next is to take out their homework and communication books and place it on my desk, take out their books and put them on their desk, get two pencils out, and sharpen them (if needed). Then, they know to quietly sit and begin working on their morning work/bellwork activity. I always have this out ready on their desks each morning.

Once they finish, they choose a book from the reading corner and read silently until I give them further directions.

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Make it clear that students should use the bathroom before school, before class, during recess, during passing periods.

If there is an emergency, students should go to the bathroom during independent work time.

Students may get the teacher's attention by raising their hand and using their fingers. One finger (number 1). Two fingers (number 2) Three fingers (other).  If the student raises 3 fingers, walk them to the door and find out the problem. (online: Students can use this same system or request in the chat to talk privately with the teacher in a breakout room.)

Students must take a bathroom pass. You can use a bottle of hand sanitizer as a hall pass.  Have 1 blue and 1 pink available for boys and girls respectively.

Also have a small packet of wet wipes available to take with them. (In case the janitor is having a bad day and they get caught short.)

Upon returning to the classroom enter quietly, spray your hands with the sanitizer once more. Return to your seat.

If the privilege is abused, the teacher will meet with the student either after class. (Or in a private session online.)

Find out if there is any specific reason the child needs to go to the bathroom during class time.  Explain that constantly leaving the room is a distraction to the class and they themselves may miss instruction.

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Signal the day is coming to an end. (Online classes, you can also play a little music in the background)

Students should put all their materials away, clean off their desk or table, and put work to take home in their homework folder at the end of the day, usually beginning this process about fifteen minutes before the final bell rings. (Online: If the students are collaborating in breakout rooms, make sure the time limit is set 10 minutes before class ends)

Rate the Learning or Lesson: This exit slip can be accomplished in a matter of minutes. Ask students to rate—on a scale of 1 to 10—how well they understood the learning that day. If they rate their understanding low, ask them to write down what they may need (more time, more explanation, a graphic organizer to help with writing the essay, etc.). Students can also rate the lesson or teaching on a 1 to 10 scale—ask them to write a sentence or two giving feedback on the materials or activity that day.  (Online: This can also be done in a fun way maybe using Kahoots)

Collect the slips, and after your students leave, make piles of similar ratings. If you have a lot of 8, 9, and 10 ratings, the lesson went well. If you have lower numbers, it might be time to probe for further information from the whole class the next day, and then review or reteach.

Closing Statement or Question: Ask students to first turn and talk in pairs or in a triad and discuss questions such as: What did you learn? What surprised you? What is unclear? What do you want to know more about? Then ask them to come up with a closing statement or question about the content and write it down. Collect the slips and use them for talking points the next day, answering questions and commenting on statements they wrote. (Online: Do the same online, putting them in smaller breakout rooms, maximum 2 minutes.)

When students have finished organizing and cleaning up, give the class as a whole feedback on things they are doing well and things that may require more effort.

Only after the class is organized should they gather their belongings and sit quietly until they are dismissed.

Reward the quiet kids.  Let quiet kids sit on top of their desks or line up first.

Remind them that they are not to leave their seats when the bell rings. Explain that the bell is the signal to you, and that you will excuse the class when things are reasonably quiet and when all wrap-up tasks have been completed.

Spend the final minute or two going over the homework and writing tomorrow’s agenda.  Introduce the students to what you’re teaching tomorrow.  (Online do the same, you can share your screen with a list including homework activities and tomorrow's schedule.  You could also play a video or provide a link showing what it is they will be learning tomorrow)

Dismiss the students either one by one or together based on how well behaved they were during the lesson, or how well they are sitting.

Students who didn’t perform well will be last to leave, this can also give you an opportunity to talk with them about their behaviour.  (Online you can dismiss them one by one or as a class.  Arrange a private breakout room to chat with students who didn’t perform well.)

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Play the “Lining Up Right Game” at every opportunity to line up. Keep score on the board. Once the class reaches a pre-determined point goal, they earn a celebration.

Before the class needs to line up, ask a student to tell the class the steps for lining up right.  Use the line up rubric by the door to assist.

When it is time to leave the room, the teacher will play a music cue...I like ‘the lone ranger’ theme by Mozart.

The line leader will stand at the door and say, "Time to line up right.”

The students will stand up and push in their chairs section by section when called.  Correct students who stand up from a section that wasn’t called.

Walk slowly and quietly to the door.

Students who rush or push must return to their chairs

Stand in line quietly, hands at sides, “with two people spaces between you.

Watch for any students who talk loudly or are too close together. When you see a student line up incorrectly, remind him or her how to do it right and have the student show you the right way to do it.

Give specific praise and attention to students who are lining up right.

Students walk quietly in the hallway, with two people spaces, on the right side of the hallway.

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Greeting students by their name as they join the class online.Remind students to please turn their cameras on and have them pointing at themselves so that you can see their entire face clearly during the lesson.

Ask them how their day/weekend is going or went.  Share a little about your time and include a few pictures.Make sure the students have submitted their homework or assignments and prepared what they need for the lesson, such as pictures, notes etc.

Reward the kids who came early and submitted the work on time using praise and class dojo.

Begin with a breathing exercise to calm the students, help them focus and create a quiet atmosphere as the class begins

Take attendance.

Virtual check-in activity to see how students are feeling that day. Ask them to post an emoji or write a word in the chat.Going over plan/outline for the lesson that day Have individual students read different parts of the plan.

Pop quiz.  Use Kahoots or another similar app to test the kids on both the discussed lesson plan, online rules and etiquette.

Reward the children who scored highly on the test using class dojo.

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Toward the end of the activity announce that they have 5 minutes to finish what they are doing.  Repeat a minute by minute countdown to ensure they finish on time.

Tell Students to start putting their work in either the finished or incomplete box in the final minute.

Ask the student or individually call one student to recite the steps for cleaning up. Direct them to the clean up rubric if necessary.Have one or two students demonstrate how to clean up their work station for the others.  Point out how well they are doing, or ask the class to spot and point out any mistakes they may have made.

Once they have demonstrated how to clean up successfully, ask the remaining students if they have any problems or questions with what to do.Assign certain students to do certain jobs. Have 2 students collect the scissors to prevent everyone walking around with them.  One student will hold the box and another will put the scissors in the box and go from table to table.

Assign another student to be the waste basket monitor.  Standing by the waste basket ensuring that the trash is placed correctly inside by the other students.

Once all the job assignments have been allocated, play the clean up song to signal the start of the procedure.Walk around the room, between the desks and observe the students are cleaning up properly.

Praise the students who are cleaning up well, pointing out to them and the rest of the class certain aspects that are making their clean up that extra special.  (The student putting in elbow grease to clean the marker stains off their desk with a wet wipe).

Encourage the students to finish before the end of the song.Once complete, have students stand next to their work station/desk and inspect the area.  Comment on particular children who did a great job.

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Play an upbeat pop song to signal the lesson is coming to an end.

Give a little feedback regarding today's lesson.  How you felt the students did. What they did well and what they need to work on.

Praise and reward using class dojo.

Share homework if any and review any necessary instructions for the next lesson.

Ask if they have any questions regarding the homework.  Ask a few questions about the homework you assigned. Focus on the students who you thought weren't paying attention while you were explaining.

Exit slip: Have the students complete a quick online survey using google sheets.  Get them to rate how well they understood today's lesson.  Write what they have learnt and what they didn’t fully understand.  Address the issues in the next lesson.

Have the students give a little shout out to 2-3 friends that they worked with that day saying something positive about the way they worked together and praise them for their positive feedback.

Say goodbye to the students and remind them you will stay online until they have all left the chat.  If they wish to talk to you about something they can wait until everyone is gone and you can talk to them.

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Recommendations:

Watching the class I really couldn’t see much room for improvement.  A relaxing mindful breathing exercise at the start could also be useful for calming emotions, reducing stress, allowing the body to relax and enhancing the students focus.

Perhaps the use of music of a chant to assist with transitions would also be helpful.  I found the class a little quiet.  More physical activity would have been good, but I’m not sure it would have been suitable for this type of lesson.

Incorporating some VR apps such as google expeditions, YouTube VR and Google VR to take a look at some of the geographical locations she was teaching could be great.  Apps such as Duolingo, Memrise, Cram and talk English could also be incorporated into their homework to help with their english.

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Recommendations:

Overall, I think she did an okay job.  I’d suggest maybe that she dressed more appropriately, (I think a T-shirt isn’t the best look for a teacher) and perhaps had better posture while sitting, after all even though she is still at home, it’s a good idea to set a good example for the students.  Again it would be beneficial to start the class with a breathing exercise, to reduce stress and help focus.  The scribbling game at activity at the start had no focus and was the equivalent of tossing the kids some scrap paper in a classroom.

I thought some of the games were a little dull.  Judging by the kids' faces, they did too.  They often looked bored and uninterested.  I thought the quizlet she prepared was okay, but the images she used weren’t really age appropriate. Kahoots would provide more fun, having them play against each other and trying to beat a clock would be much more engaging.

There were lots of interesting noises during the class, I think one kid was actually eating.  I would not have allowed that, and would have talked to the child either privately or after class..  There were various tapping sounds throughout.  I think she should have muted their mics, she appeared to at the start of the lesson but it seems the rules weren't enforced.  I also thought that she was a little too preoccupied with the books and highlighting things that she lost focus of the actual students and what they were doing.  An example of this was when Kevin decided to have a bit of a lie down.  I don’t think she dealt with this very well and he seemed constantly distracted and uninterested throughout the lesson.

There are a number of different things she could try. A subject-specific Scavenger Hunt, where kids have to find things around the house that relate to what they are learning.  Giving them a chance to get out of their seats and have a small adventure in their own house could be so much fun.  Digital choice boards would be great, where teachers can combine online and offline activities, integrate the home environment, and mix various subjects on their boards. Teachers could also challenge students to explain a process in a quick ‘FlipGrid’ or ‘Seesaw video’.

Finally, I would have liked to see some physical activity during the class.  Perhaps a dance or kids workout routine that could be grabbed from YouTube.  I’m sure it would have livened up the lesson and engaged the kids more.

The homework she set was a little old fashioned considering the tech she had at her disposal.  The “I want you to think about…. and draw a picture was a little 1970’s for me. Again, using something like ‘Flipgrid’ to record their thoughts and various drawing apps where they could submit something truly special such as ‘Doodle buddy’ or ‘Animate It’ would be terrific for younger learners.  Using apps such as Duolingo for homework would also be great for enhancing their english!

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Include a step by step guide of how to carry out the transition on a poster, and put it somewhere in the classroom where it will be seen.  Lining up rubrics by the door. Clean up rubric by the wastebasket etc....  Make the rubric colorful with lots of pictures to help with both special need students, students with learning difficulties and children with language barriers.

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Provide scaffolding for transitions.  Break up the learning of the transition into chunks and provide a tool, or structure, with each chunk. This can be especially useful for special needs students and students with learning difficulties, as the transition won't overwhelm them when done in smaller, more well trodden steps.

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Repeat, repeat, repeat! The secret to learning anything, especially a language is repetition. For students with language difficulties have them repeat both the action and sentence constantly until it becomes 2nd nature.

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Organization is critical! Setting up a structured special education classroom can help facilitate learning and smooth daily routines.

Independent Work Stations – many special education classrooms utilize independent work stations to help promote independence for students with autism spectrum disorder.

Centers – creating centers in the classroom can help encourage student engagement and independence. Centers can include an art station, break/leisure area, writing area, computer center, reading/library center, and many others.

Classroom Layout – organizing your classroom to fit the needs of each of your students can help facilitate a comfortable learning environment for students with special needs.

Creating a daily routine and maintaining structure is essential to keeping staff and students organized. Planning student activities and creating visual schedules can help students with special needs adapt to the daily flow of the school day.

Greeting students with a smile and making personal connections sets the tone for the first day of school. If you aren’t able to greet each student as they enter the classroom, make sure to walk around the room and spend a few minutes welcoming your students back to school.

These are just a few tips to help you prepare your classroom and ease transitions for students with special needs returning to school.

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Celebrate to Overcome the Language Barrier

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Celebrate to Overcome the Language Barrier

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Celebrate Hard

It’s not easy to find the positive right now. The first time some of my students came back to the building for in-person tutoring, I struggled. I wanted to hug them. I wanted to sit on the carpet and share. I wanted to lay in the classroom library and dust off the books. I knew this wasn’t going to be a reality and so did my kids. They all walked in, sat at their 6-feet apart desks, and checked their masks. I didn’t know if I should circulate the room or if I was isolating myself or what I should do.

My students immediately broke the ice. Their faces were beams of happiness and they wanted to do work. They yearned for our first novel study or language board. I had a decision to make. I could either operate in a place of confusion or just embrace the flow. I chose to let things be what they will be, and look for the positive in each interaction. It was a whole lot easier than I thought it would be, too!

I celebrated students for anything and everything. You remembered your computer charger today, great job! You tried your best on our quick write, I am so proud of you! The fact is we all need a cheerleader right now. And we know that celebrations are the best way to remind our students what they should be doing. And it works! My students now always remember to get hand sanitizer when they walk in or out of the room because we chose to celebrate that action. The key is that you celebrate them honestly. If you are truly excited for them, they will recognize it and repeat the action.

As educators, we aren’t always in a position to make the decisions, but we are in a prime position to ensure that wherever our classroom is, whether virtual, in a school building, or both, we are making these transitions as smooth as possible for our students.