# data[].attributes.body
Have the schedule pulled up and music playing. Allow students 5 extra minutes to settle in and ask questions before beginning the lesson. Signal that the lesson is going to start soon with a countdown timer on the screen near the schedule.

Meditation option:
Give students 2 minutes to enter the VC and read the schedule for the day.  Timer countdown is for 2 minutes. When timer goes off, guide the students in a 3-5 minute meditation before beginning class to help them transition into this new subject.

# data[].attributes.body
The goal of this transition would be to help students quickly and effectively transition from their previous class or entry into the Virtual Classroom into a calm, centered and creative space for art-making.

This entry transition will take place after students have been greeted upon entry into the VC and have waited for the teacher to start the lesson.

GUIDED MEDITATION: same as In-Person Class, except students will be asked to stay seated in front of their computers.

For hearing-impaired students, I will ask them to close their eyes but set a timer for the same duration with a device that vibrates or signals to them that the meditation has been completed.

Rewards/Consequences: For non-compliant students, I will keep my eyes open and non-verbally let them know to close their eyes again if they open them. Positive reinforcement will be thanked and given to students who are compliant.

# data[].attributes.body
Watch short video or listen to short podcast about topic for breakout room.

Prepare students with any needed documents (send links, give instructions, review expectations)

Give clear instructions.

Ask if there are any questions before splitting students into groups

Give a signal that you will split them into the groups now, with a reminder you will come by and check in on them.

# data[].attributes.body
It is important to make the virtual classroom look, sound, and feel as much like an in-person classroom as possible.

Entry Transitions First 5 Minutes (timer on screen):
Dress Code - Be Dressed
Put Distractions Away
Treat the Webcam Like a Person
Use the "Hang Out" Breakout room for chitchat
Ask Questions to Teacher using the ChatBox
Camera On/Muted when timer goes off

Whole Class to Small Groups Transitions 5 Minutes (timer on screen):
Go to your breakout room
Get Material
Stretch
Talk to your friends
Be ready to Work when timer goes off

Brain Breaks (timer on screen and calm music):
Camera on
No Electronics
Stretch/Walk/Play with a Pet/etc.
"Hang Out" Breakout room opened

# data[].attributes.headline
Virtual "Break Breaks" for Online Learning

# data[].attributes.subject
Virtual "Break Breaks" for Online Learning

# data[].attributes.attachment_link.readable_text
By The Understood Team

Kids have been learning in new ways since the coronavirus pandemic began. If kids are doing distance learning, they may be sitting in front of a screen for many hours each day. If kids are learning in school, there may be rules for social distancing that don't allow them to move around like they normally would.

All of this makes it hard for kids to pay attention and stay on track - especially kids who learn and think differently. Kids with ADHD in particular may struggle. Brain breaks and games can help.

Here are 19 breaks and games you can try both in school and at home. They can help all kids clear their minds, move their bodies, and stay more engaged in distance learning or socially distanced learning.

1. Create a sensory path using chalk on a sidewalk or blacktop.

2. Make a slideshow of GIFs. Ask kids to imitate the movements in the GIFs.

3. Create a YouTube playlist of mesmerizing videos, like the Live Jelly Cam from the Monterey Bay Aquarium.

4. Try activities from a sensory diet.

5. Do some PE warm-ups, like toe touches, arm circles, and jumping jacks. Adapt as appropriate.

6. Have a dance party. (You might use a channel like Kidz Bop for younger kids. For older kids, look for non-explicit versions of their favorite songs.)

7. Play Charades. If you're playing over video, one child can act out a vocabulary word and the others can put their guesses in the chat box.

8. Tell some jokes, or have the kids tell some jokes. (Why are teddy bears never hungry? They're always stuffed!)

9. Take a movement break or play a game on GoNoodle.

10. Invite kids to do some animal walks.

11. Do some body-brain teasers. For younger kids, challenge them to rub their bellies while tapping their heads. For older kids, ask them to wink with their right eye while snapping their left fingers. Then switch.

12. Create a low-cost, sensory-friendly chair for kids to move around in.

13. Send kids on a scavenger hunt - it can be as simple as having kids find an item that starts with the letter t or something that is soft.

14. Do yoga or chair yoga.

15. Try out Google Quick Draw.

16. Invite kids to explore a virtual calming corner.

17. Play traditional games like Simon Says and Rock Paper Scissors. These work over video and with social distancing, too.

18. Try a breathing exercise like "take 5 breathing."

19. Do some mindful coloring or drawing.

Tips to help get you started

Tell us what interests you

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Amanda Morin is the director of thought leadership at Understood and author of "The Everything Parent's Guide to Special Education." She worked as a classroom teacher and early intervention specialist for more than a decade.

# data[].attributes.attachment_link.title
Brain Breaks and Games for Distance Learning

# data[].attributes.attachment_link.description
Kids have been learning in new ways since the coronavirus pandemic began. If kids are doing distance learning, they may be sitting in front of a screen for many hours each day. If kids are learning in school, there may be rules for social distancing that don't allow them to move around like they normally would.

# data[].attributes.body
First 5 (Minutes):

Established transition signal: Timer is on the white board starting from when the start of class bell rings. These First 5 Minutes are to cover the following: arriving from another class, greeting students, giving students time to find their place, set their bags down, look at the plan for the lesson and equipment required, get their equipment out and ready, go to the bathroom, drink, chat to a friend, ask the teacher a question.

When the timer goes off, all students are sitting at their desk, ready to engage in the lesson.

# data[].attributes.headline
Entry Transition In-Person with modifications

# data[].attributes.subject
Entry Transition In-Person with modifications

# data[].attributes.body
Students enter class prepared for creating art and learning.

Students will check the board to know if it is a New Project Day or a Studio Day, or if there will be a teacher demonstration (where they will work on their current artworks in progress)

For a New Project Day and Teacher Demo Day,  students will take out drawing materials stored in their storage space and begin working on the creative warm-up exercise explained on the board until the teacher begins class.

For a Studio Day, Students will get any supplies they need, or the project they are working on currently, out of their designated storage space and set up their workspace for the day.

Students will have 5 minutes after the bell rings to settle into class, finishing setting up their workspace.

Modification: For students with physical handicaps, they will have additional time to set up their workspace. Their materials, workspace and access to their projects would have already been differentiated at the beginning of the school year. They will all be comfortably accessible to them so they can independently reach them,  or the tools will be modified to fit their needs.

When students don’t adhere: Students that are disruptive, unprepared or not yet settled before the 5 minutes are up, will be asked nicely to take a seat and quiet down. They will be able to finish setting up after instructions have been given and reminded of the entry expectations. Students who have adhered will be given positive reinforcement and thanked for their preparedness and readiness to learn.

# data[].attributes.body
Whole class learning to small group learning:

Suggestion:

Music 5 (Minutes):

https://www.youtube.com/watch?v=ty3NhDZNJ8c

Established signal: When the music starts, the students have 5 minutes (duration of the song) to tidy their desk and organised themselves into the groups pre-set on the board for the set activity. By the end, they must be in their group in a place of the class of their choice ready to receive the instructions.

# data[].attributes.headline
Online Learning "Brain Breaks" and Transition between activities

# data[].attributes.subject
Online Learning "Brain Breaks" and Transition between activities

# data[].attributes.body
Virtual Dance Party
When you feel your students may need a quick break, pull up a happy playlist or a kid-friendly album and have everyone get out of their seats and dance for one song.

“Passing Time” Breaks

This is a simple, but often overlooked brain break. We forget that students have lost “passing time” in their days, so if this isn’t built into your school’s virtual learning schedule, make sure you take time out of your remote learning plan to allow students to get up and do what they need to do in their home. Whether that is grab a snack, a sweater, use the bathroom, or run to another room for something. Let them know that they have however many minutes to do whatever they’d like, but that you will be starting the lesson once that time is up so they should be back at their computers by then. This will ideally keep students from getting up at random throughout your remote lesson.

# data[].attributes.attachment_link.title
[Student Engagement] 4 Brain Breaks for the Virtual Classroom

# data[].attributes.attachment_link.description
With the switch to distance learning students are now spending more hours in front of a screen than ever before. For those who teach their online lessons later in the afternoon, we’re sure you’ve noticed that students get more and more fidgety as the day goes on. It is important to take breaks throu…

# data[].attributes.body
This transition would be an expected transition in the art classroom, but could be used in other subjects when students are working on a group or STEAM project and the teacher needs them to gather and come watch a demonstration, then transition back to working.

Secure Students Attention: Turn the lights on an off twice. (this would have been previously explained as a signal to stop working/talking because teacher has an announcement). "Please stop what you are doing and give me your attention"
Explain the procedures: "In 3 minutes I am going to give a short demonstration on ______."
Prepare kids for the signal to start: When I say "begin", come to a natural stopping point, grab your notebooks, a pencil or another note-taking device and gather around me over (direct students to where they need to go).
Initiate the Transition: "Begin"
Observe: observe student transition and make adjustments where needed.

Special Instructions and Modifications for ELL or Special Ed Students:

Students who are physically disabled will be allowed to transition first and helped over to the demonstration area by a peer.  The transition will be modeled so ELL students understand expectations and given written instructions with visuals ahead of time if necessary.

Rewards/Consequences: Non-compliant students will be reminded of the norms and asked again to comply. Students who have complied will be thanked and given positive reinforcement.

# data[].attributes.body
Engage students in discussing as a synchronous whole class the change of modality:
- Provide all the links to all of the online discussion spaces within one place so students are not scrambling to find where they should go.
- Define together a clear purpose for each discussion or interaction. For example: More effective for required interactions are specific prompts such as "Jones and Smith mentioned X. How have you seen evidence for X in your own life?" or "How does their explanation of X further explain what we read last week about Y?".
- Clearly communicate the purpose: If they understand why the asynchronous video or text discussions are important, for example, they may be more likely to stay engaged offline.
- Be clear with students about which learning spaces begin a conversation and which ones end it: begin with a synchronous videoconference in which teacher introduce the coming topics for the week and frame the discussion, end the week with an asynchronous video discussion in which students respond to reflection questions that draw upon all of the week's learnings.
- Clear chronological view often helpful for students, enabling them to move step by step through the assignments for the week and know which activities begin or continue which discussions.
- Clearly alert students to what work should be completed before, during, or after a class discussion.
- Define a consistent rhythm for the class.
- Establish expectations for interactions between students: develop class norms about when people will provide the first post and when (and how often) they will return to participate in responses.
- Address students' needs: provide alternative ways for students to participate in a conversation if needed.
- Establish available "office hours" and be visible.

# data[].attributes.body
Kearney et al. (2012) proposed a framework where the use of technologies for learning provided three pedagogical characteristics that influenced and enhanced learners’ experiences: personalisation, authenticity and collaboration.
"Personalisation" refers to students accessing customised online activities which gives them a sense of ownership and control over the time, place and pace at which they learn.
"Authenticity" provides opportunities for contextualised, situated learning, and students-generated tasks involving participation in real-life practices and/or highly relevant learning activities.
"Collaboration" is the conversational and connected aspects of online learning as technology allows a ‘high level of networking’. It also refers to sharing and accessing an array of content, artefacts and information. These concepts are underpinned using time and space, because the usual constraints of time and space are transcended as learning through online is no longer bound in physical spaces and timetables.
This framework is grounded in a socio-cultural perspective which ‘suggests that learning is affected and modified by the tools used for learning’ (Kearney et al., 2012).

Additionally, research found that the foremost condition needed for successful distance education is empathy, where empathy includes the student emotionally (Bozkurt et al.,  2020; Holmberg, 2005). Consequently, as teachers develop genuine students-centred relationships, it creates a feeling of belonging in the learning community, which in turn supports motivation, and fosters high achievements.

Therefore, developing transitions for the online learning will benefit from targeting routines which are students-centred and encompass Personalisation, Authenticity, and Collaboration.
These transitions should be the result of co-development and dialogue between teacher and students, respond to the students' needs , and take into account their need for autonomy, responsibility and control, particularly in High School.

# data[].attributes.body
This transition would be connected to a daily Clean Up and End of Day routine that would happen daily near the end of class. Students will be expected to clean up their supplies and transition to end of day announcements.
Secure Students Attention: In the Virtual Classroom, “Time for working is about to end in one minute. Please give me your attention. Explain the Procedures: "Class will be ending in 5 minutes. When I turn on the music, please come to a natural stopping point, clean up your workstation and prepare for end of day announcements.  I will set a timer for 2 minutes, when it ends, please be back in your seats ready to listen to end of day announcements and preview of what we will be doing for next class and how you need to prepare for next class"Prepare the kids for the signal to start: "Does anyone have any questions before I start the music?"Initiate the Transition: Turn on the musicObserve: Observe, and make adjustments as needed.
Special Instructions and Modifications for ELL or Special Ed Students: Instructions for Cleanup and this transition will be visually shared in the Online Classroom and in the group chat so students know what to do.  Students who need extra time will be notified earlier to begin cleanup, privately.
Rewards/Consequences: Non-compliant students will be reminded of the norms and expectations surrounding Clean Up and asked again to comply. Students who have complied will be thanked and given positive reinforcement.

# data[].attributes.headline
Tips and Strategies for Effective Transitions

# data[].attributes.subject
Tips and Strategies for Effective Transitions

# data[].attributes.attachment_link.readable_text
When we think of effective teaching strategies, we often think of the big ones: having a clear lesson plan to guide our instruction, building rigor into our lessons, fostering student independence.
But what about classroom transitions?
The reality is that transitions make up a significant part of any instructional time. Depending on grade level and time allotment per day, there can be from 5-6 academic transitions over the course of an hour or two.

Many teachers may not think much about transitions because they tend to happen without conscious thought during classwork. But when you start thinking more critically about your own practice as well as those around you, it becomes apparent just how important these little moments really are to having an effective classroom.

Transitions help us move smoothly between activities in order to stay focused and engaged with each task. They also allow for some downtime so that we can process information better later on. And finally, transitions give us opportunities to reinforce concepts and skills that were covered earlier in the session.

In this article, I'll share some tips for making transitions work well for you and your students. First, let's make sure we're on the same page with the basics.

What are transitions?

A classroom transition occurs whenever you have to leave one activity/lesson/event and enter another. It could be leaving math and entering reading, going from recess to lunchtime, or even switching classrooms. Transitions occur throughout the day but most commonly at the beginning and end of periods.

Based on this understanding, we can classify transitions into two major categories:

1. Entering or exiting the classroom space

2. Moving from one academic task to another

When we look at these more closely, it can be easy to see why entering and exiting the classroom are often the most time-consuming transitions. Arriving or leaving for the day are two major pieces of this, but the biggest impact at the elementary level is really the time spent on transitions from recess, lunch, or specials.

Not surprisingly, in-class transitions are can more easily be modified and made more efficient. For example, moving from one academic activity or subject to the next. This includes transitions during the day that we don't even think about, such as students moving from instruction to independent work, or moving from your small group table back to their seats.

Academic Learning Time: Why classroom transitions matter

Why do classroom transitions matter so much?

It all comes down to maximizing Academic Learning Time. Also called ALT, this is defined as the time between transitions, is a key principle of research-based instruction.

When you think about it, making the most out of every class period requires that you make good use of your ALT. But how do you figure out how to maximize your ALT?

The first step is to ensure you're not wasting time transitioning between activities. Studies have shown that in the U.S., 20% to 40% of instructional time in middle grades classes was devoted to teacher transitions and administration tasks. During much of this time, the students are just waiting for either the teacher or their peers.

Even small changes can have a huge impact!

This means that from the moment students enter the classroom until they leave, at least a third of their instructional time is spent on moving from place to place within the classroom or between rooms. This means that out of an hour-long class period only 40 minutes are left for learning activities.

Studies show that even small changes in transition length can lead to large increases in student achievement. For example, researchers found that reducing transitions by 10 seconds increased reading comprehension scores by 0.5

So if you want to get the best possible return on your investment of time, then you need to spend less time transitioning and more time doing meaningful things. That's where transitions come in.

How to determine if your transitions are efficient

So if you want to get the best possible return on your investment of time, the first thing you need to do is minimize wasted transition times. This begs the question, "How will I know if my transitions are efficient?"

Here's one way to answer that question: look at the data!

The first step is to take stock of how long you're currently spending on transitions during your school day. Just be prepared! The number might shock you.

Data Collection: Time your transitions

Timing your transitions across the period of a few days time can be an easy way to get a baseline of how much of the school day is lost to transitions. To do this you'll just want a timer or a stopwatch. I personally like the stopwatch better because I can keep adding time across the day more easily, but both follow the same principle.

Start your timer when you signal students to stop working and prepare to give them directions for the transition.

Allow the timer to run until the end of the transition. If you're doing a transition without a direction, simply time from when the students begin to move to a new location. Stop the timer when you give a direction or signal for students to get work out or get ready for a new lesson.

Take note of how long it takes to complete each of your transitions during class, and keep track of how many times per day you need to do each one.

A post-it note can be an easy way to record transition times.

You can also write the time for each transition in your lesson plans if you still keep a paper-based planner. Doing this allows you to have both a total transition time and a clear set of data for how much time is spent on specific transitions so that you can most effectively target the ones that are not efficient.

Consider doing this once a week to look for trends.

The more you track, the more you'll begin to see a trend emerge. For example, perhaps some of your transitions take shorter than others, or perhaps it differs depending on the length of the class. Maybe you can reduce or eliminate several unnecessary transitions by utilizing certain adjustments.

Having a clear understanding of how much time is currently being used for all of your transitions means you can think about ways to adjust or eliminate certain transitions to maximize Academic Learning Time.

Think about it this way, even if you can save 10 minutes a day by improving the efficiency of transitions, you'll gain 30 extra hours of instructional time per year. See what I mean about transitions being important to an effective classroom?

A Busy Teacher's Guide to Successful Transitions in the Classroom

Like any other aspect of your classroom routine, the first step to getting smooth transitions is to establish clear expectations. If you're lucky enough to be reading this article before the school year begins, start by determining what an efficient transition should look like, sound like, and feel like for both you and your learners.

Once you've envisioned the ideal, you can begin planning how you'll get your students to this point. Transitions are just like any other class skill. Children don't necessarily know how to do them, so we have to teach them. This is where routine comes into play.

Directly teach your expectations through modeling and practice.

When you begin planning transitions, you can begin by laying out your procedures. According to Smart Classroom Management, transitions are a five-step process.

1. Get their attention.

2. Prep them for what's about to happen.

3. Give directions.

4. Signal the start of the transition.

5. Observe & redirect individual students.

Although I think you could combine the second and third steps of their process, this is a great place to start so let's look at each piece a bit more.

Step 1: Get their attention

The goal of this step is to get students to stop what they are doing and attend to your directions. Depending on your school or classroom management philosophy, there are many different ways to do this. You might consider a call and response, like Class-Yes used in Whole Brain Teaching, or you might utilize something like a bell or wind chimes to get students' attention. Regardless of which method you choose, you'll want to pick something you like because you'll be using it frequently.

As you introduce this step to students, make it clear that once you've given the attention signal, you expect that they stop what they are doing and look at you to get their next directions. Eye contact and a noise level of zero are both good indicators that you've got students' attention.

Steps 2-3: Prepare them and give your directions.

Prepping students is simple. It is literally a short, one-sentence explanation of what's about to happen. This sentence is the framework that gets students ready to listen to your directions. For example, "We are about to start our writing time."

Then move into giving them directions for the activity they'll be doing. You'll want to give students your directions in the simplest, most direct way and include multi-sensory cues when possible.

You'll also want to tell them when you expect them to begin following these directions. Much like you've cued students to stop working, it is important to cue them to let them know when the transition has begun. Again, this can be a special noise or sound. You might even pick a vocabulary word to indicate its time to begin.

For example, your directions might sound like this:

"When I say go, I want you to quietly put your math notebooks away and take out your science journals and colored pencils. I'll know you're ready for our next steps when your voices are off and you've got the materials on your desk...."

If you know that this may be a difficult transition or you've got more complex directions, you can end this step by asking students whether they have any questions before moving to Step 4.

Step 4: Signal the transition.

At this point, you'll signal the transition. In the above example, this would be as simple as saying "Go".

Signaling that the transition has begun is important because it gives your class a clear indication about when they should begin. This can help make sure everyone hears all the steps before starting and can help reduce transition issues.

Step 5: Observe and redirect.

Once the transition is underway, your goal is to observe that students are following the directions you've given efficiently. If you notice a student having transition difficulties, you can redirect them back on task. However, if you notice more than 20% of your class is not doing transition activities correctly, stop the entire group and begin the process again.

As you're observing look for specific issues that arise. These are things that may require revisiting and reteaching in order to reduce the likelihood of transition difficulties and achieve the tight transitions you envisioned.

The best way to make transitions smooth is by observing and supporting students across time. By doing this, transitions can then be held to the same standards as any other part of the school day.

Troubleshooting Classroom Transitions

While all this may seem simple as you read it, the reality is it doesn't take many botched transitions to have a behavior problem on your hands. Many students struggle to move from one activity to the next, and this extra time used transition makes it more difficult for you to achieve the academic goals you have for your class.

In this section, I'll share some troubleshooting advice for different transition issues that commonly occur.

General tips for transition issues:

Efficient transitions are necessary for effective classroom management. Without proper planning, transitions will become chaotic and unstructured. Here are a few general troubleshooting tips if you're noticing issues with transitions:

Give students advance warning. Providing both a verbal warning and using a visual timer can be great ways to let students begin to mentally prepare to move on. It allows everyone involved enough time to prepare themselves mentally and physically for their next steps. For example, you might tell students something like, "In about five minutes it will be time to wrap up your reading journal so we can move on to our math lesson."

Display timers to help students visually track when the transition will occur. There are many fun online timers that you can display on your projector to make students aware of exactly how much time they have left before the transition will occur. Check out Online Stopwatch and look at the fun options available to keep your kids informed as transitions approach.

Consider visuals to help guide students through the routine of the day. Visual schedules are a great way to keep upcoming transitions from coming as a surprise. They are also great for supporting a variety of different learners. Preparing students for transitions also helps reduce anxiety among students who might feel overwhelmed or have difficulty moving from a preferred activity.

Common Transition Issues & How to Solve them

Problem: Transitions take too long.
Solution: Create a class challenge

Most kids love competition. If your classroom is set up in group settings, you can set up competitions for the group that cleans up the quickest or are all seated and quiet in the fastest time. They can earn points that can be redeemed for prizes at the end of the week.

This will be a great way for your leaders in the classroom to help those who may not have the organizational skills learn from a mentor in the group.

Problem: Everyone is finishing the task at a different time so there isn't a clear transition.

Solution: Create a routine for early finishers.

With some activities, like snack time, it can be hard to coordinate a clear transition time. Effective transitions can still be achieved by having a clear expectation for what early finishers should be doing. This can help ward off challenging behavior that occurs due to boredom while waiting for peers, and it can also allow you to boost Academic Learning Time, even though it is just a short chunk of time.

Challenging students with brain teasers or a Word Problem of the Day activity is a great way to build critical thinking skills during these short chunks of time.

Problem: My morning transitions are chaotic because my students don't arrive at the classroom at the same time.

Solution: Provide a "Do Now" or warm-up activity to engage students when they arrive

When students enter the classroom, have a purposeful activity for them to do. Often called morning work or a bellringer activity, this might be something you hand to them as they enter or that they keep in a special folder and take out each day. Many classrooms use this time to have students review prior learning using a math spiral review or language spiral.

Regardless of what you select, your arrival activities should be something that is part of their everyday routine. This will give you a few minutes to go over your attendance, take care of any odds and ends, and get the students' minds right into the topic of the day.
Here are some great morning work options for your classroom:
Problem: Most of my class is rocking transitions, but one student consistently struggles & it throws us all off.

Solution: Focus on the function of the behavior & create an individualized plan.

f you've got a student who consistently struggles or displays challenging behavior during transitions, the first thing you'll want to do is take a function-based perspective on the behaviors you've noticed.

Consider when these difficulties typically happen and what they look like. Sometimes a student may struggle to transition from a preferred activity to a non-preferred activity.

In this case, it can help to create a plan that includes giving the student a one-on-one warning in advance, and giving them a clear job to do as a part of the transition process. For example, they might be asked to participate in a physical activity like collecting papers or getting the books needed for the next lesson.

Managing escape or avoidance behaviors

Behaviors that end up creating a difficult transition can also be a way to avoid or escape non-preferred or challenging tasks.

If a student often displays transition behavior issues as you move into reading and you know this is an area of difficulty for the student, it can be important to evaluate whether the work you're giving is too far above the student's instructional level or whether they may need some type of personalized reinforcement plan to encourage them.

Addressing power struggles

If transitions result in a power struggle, consider using a visual transition strategy with the individual student instead. The lack of opportunity to argue can diffuse situations and reduce the likelihood of chaotic transitions for peers.

Supporting students with sensory needs

in a different vein, you may have students that struggle with the rapid increase in sensory input that often comes with classroom transitions and end up feeling overwhelmed with the flurry of activity occurring during transition time. Finding ways to adjust the sensory input, whether through the use of headphones or the option to hold a transition object (like a fidget), can be helpful.

Consider these proactive strategies for reducing the amount of class time spent trying to calm the student after a difficult transition occurs.

Conclusion: There's no one-size-fits-all solution.

Each class and each school year will bring a new classroom dynamic. Some transition strategies that work for one class might not work for another. As time passes, you will learn to develop new ways that will help achieve efficient transitions in your classroom. While quick classroom transitions are always the goal, it is also important to consider your students' needs and how you can make modifications to your routine that factor in student learning.

Enjoy exploring new ways to find what works best for you. I promise that with time and a clear vision, you will find the classroom strategy that works best for effectively transitioning from one activity to the next.

To wrap up the article, I wanted to share a great video from Teach Like A Champion that includes a few additional strategies that teachers have used to move learners from one activity to the next.

# data[].attributes.attachment_link.title
Why transitions are the key to an effective classroom & how to improve

# data[].attributes.attachment_link.description
When we think of effective teaching strategies, we often think of the big ones: having a clear lesson plan to guide our instruction, building rigor into our lessons, fostering student independence. But what about classroom transitions? The reality is that transitions make up a significant part of any

# data[].attributes.attachment_link.readable_text
Location, Location, Location: Keeping Materials Within Reach

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. Read on to find out how teachers can set up classroom arrangements that work for students with physical disabilities.

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.

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 overscheduled 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.

If teachers and instructional assistants create classroom learning environments that have designated work learning areas and accessible learning materials arranged for easy student access, students with physical disabilities can have a classroom tailored to meet their specific learning needs and academic success.

Source: author's authentic experience

# data[].attributes.attachment_link.title
How to Arrange a Classroom for Physical Disabilities

# data[].attributes.attachment_link.description
If you have ever sent a student in a wheelchair to get the poster paper next to the printer in your classroom, you can understand how easy it would be if the classroom supplies were located in a space that created easier access for the student.

# data[].attributes.body
In this article, we present four

techniques to promote smooth transi-

tions: teaching routines, precorrections,

positive reinforcement procedures, and

active supervision.

This process includes five steps (Colvin

& Lazar, 1997) useful in teaching any

behavior:

1. Provide a rationale.

2. Explain the expected behavior.

3. Model the expected behavior.

4. Practice the expected behavior.

5. Monitor and provide feedback

# data[].attributes.body
1. Secure Student's Attention
2. Explain the procedures
3. Prepare Kids for the Signal to Start
4. Initiate the Transition
5.Observe

# data[].attributes.attachment_link.readable_text
Transitions are among the most perilous times of the day.

The frenetic movement, the close interaction, the loud voices and sense of freedom . . .

All conspire to increase the likelihood of misbehavior.

Transitions can also waste precious learning time, bring tension and excitability to the classroom, and make it difficult to settle students back into a state of attentiveness.

It's a rare week that we don't hear from at least one teacher requesting help in this area.

A common complaint is that every transition is different and therefore can't be replicated like an everyday routine. A transition to literature circles, for example, may look very different from a transition to independent reading or to dismissal.

But here's the thing: Where students are going, or coming from, isn't the transition.

The transition is the space between. It's the sliver of time between each lesson or activity, which can be replicated. And herein lies the secret to perfect transitions.

If you standardize these brief moments, if you do the exact same thing regardless of where you're transitioning to or coming from, they'll be predictably smooth every time.

Here's how in five simple steps:
1. Signal for attention.
When it's time to wrap up an activity and transition to something new, the first step is to signal for your students' attention. You can use a chime or bell if you wish, but I recommend a simple, "Can I have your attention, please."
2. Use "In a moment."
After waiting until every eye is on you, begin your directions with the words, "In a moment." What this does is keep your students from moving on, mentally or otherwise, until you finish speaking. It signals to them that you have more to say.

Example: "In a moment, we're going to begin a vocabulary lesson."
3. Give your directions.
During this step you'll provide the precise details. You'll explain as plainly as possible what you want them to do in order to be prepared for the next activity.

Example: "When I say 'go,' you're going to put away your science materials, clean off your desk, and meet me on the rug quietly."

Note: "When I say go" is another strategy that encourages listening and keeps students from moving until you give your signal.
4. Use your "Go" signal.
After asking if there is anyone who doesn't know what to do, give your "go" signal. The word 'go' is an action word that will immediately propel your students toward whatever objective you set for them.
5. Observe.
Your only job now is to observe and verify that your directions are being carried out. Resist the urge to offer reminders or encouragement or otherwise interrupt them during the transition.

If you're unhappy with what you see, then send them back to do it over again.
Building A Bridge
So many classrooms get bogged down during transitions. Students become restless and distracted, misbehavior increases, and teachers find themselves stressed-out, raising their voice, and waiting on students in order to begin the next lesson.

The chief reason for this is a lack of standardization. The space between is a turbulent river students must find their own way across.

To make transitions efficient and devoid of misbehavior, you must build your students a bridge. You must build them a bridge they can count on by following the exact same steps, in the exact same way, using the exact same verbal cues and prompts.

In this way, it doesn't matter where you're transitioning from or where you're going, your students will always know what's expected of them.

Now it's important to note that each of the steps above must be taught, modeled, and practiced like you would any other routine. You're essentially stringing together several mini-routines into a single, uniform transition you can depend on multiple times a day.

You're setting your students up for success by constructing a surefooted span over troubled water, a trestle to carry them seamlessly from one learning experience to the next.

So lay your deck. Hoist your railings. Bind your struts and bracing.

And you'll have perfect transitions every time.

If you haven't done so already, please join us. It's free! Click here and begin receiving classroom management articles like this one in your email box every week.

# data[].attributes.attachment_link.title
The Secret To Perfect Transitions In 5 Simple Steps - Smart Classroom Management

# data[].attributes.attachment_link.description
Transitions are among the most perilous times of the day. The frenetic movement, the close interaction, the loud voices and sense of freedom . . . All conspire to increase the likelihood of misbehavior. Transitions can also waste precious learning time, bring tension and excitability to the classroom, and make it difficult to settle students back into a state of attentiveness.

# data[].attributes.body
McIntosh, Kent & Herman, Keith & Sanford, Amanda & McGraw, Kelly & Florence, Kaneza. (2004). Teaching Transitions: Techniques for Promoting Success Between Lessons. Teaching Exceptional Children. 37. 32-38. 10.1177/004005990403700104.

# data[].attributes.body
McIntosh, Kent & Herman, Keith & Sanford, Amanda & McGraw, Kelly & Florence, Kaneza. (2004). Teaching Transitions: Techniques for Promoting Success Between Lessons. Teaching Exceptional Children. 37. 32-38. 10.1177/004005990403700104.

# data[].attributes.body
Brain 5 (Minutes):

Established signal:

https://www.youtube.com/watch?v=mXw2aAforhg

Once during each double lesson, when the music starts the students can stop what they are doing and take a full brain break. They can stand, walk around, stretch, close their eyes and rest, ..etc. No phones, no laptop, no electronic devices during this time. The windows are opened and students are expected to be quiet in order to fully give their brain some time off.

# data[].attributes.attachment_link.readable_text
Transition shock-an umbrella term that incorporates culture shock, chronic distress, traumatic upset, and post-traumatic stress disorder-can impact student success in a number of behavioral, emotional, and physiological ways. It can also impair students' ability to acquire and make sense of a language, meaning that it creates unique challenges for America's fastest-growing student population, English language learners (ELLs), especially those students who have come from areas experiencing war or large-scale resettlement.

Understanding transition shock begins with an awareness of stress. All children endure stress-it's a healthy, normal function. For some individuals, however, stress-originating from a singular traumatic event, a series of adverse experiences, or a period of prolonged anxiety-becomes acute, meaning that the state of stress lasts well after the inciting incident or incidents have ended.

How Are My Students Affected?

Transition shock can negatively influence academic and social learning. This occurs when stress levels become so unhealthy that they trigger detectable behavioral, emotional, hormonal, and neurological changes. These shifts can disrupt a student's ability to effectively manage their stress and return to their typical emotional and behavioral state.

In the classroom, transition shock may produce a range of manifestations. Observable traits include symptoms of physical distress (such as tummy aches, headaches, or asthma), speech impediments, or compulsive behaviors. Strained peer relationships, concentration difficulties, self-regulation obstacles, and compromised executive functioning skills can be indicators of transition shock, too.

How Are ELLs in Particular Impacted?

Transition shock has the capacity to overwrite existing neural networks, essentially restructuring a young person's developing brain. In fact, it can alter the way the brain interprets and processes new information, which can deeply interfere with language development. This is true for two key reasons.

First, most transition shock is processed and retained within the brain stem, the hippocampus, and the amygdala-the body's "fight-or-flight" center. These are all subconscious, nonverbal parts of the brain. Experiences stored in these regions are not readily accessible on a conscious level, making them difficult to manage and overcome. Stress embedded in this way can interfere with a learner's ability to engage in the social and academic aspects of the school day.

Second, transition shock can hinder communication between the brain's hemispheres. Specifically, developments within the right brain can be suspended, stopped, or even reversed. These so-called stalls in the right brain can cause a domino effect that hinders language acquisition: Episodes of transition shock can overwhelm an individual, causing the brain to become stuck in elemental right brain functioning. When this occurs, the right brain is challenged to communicate with the left brain. This is problematic for our ELLs because language learning occurs primarily as a left-brain function. When access to the left brain is blocked, language acquisition is compromised.

From an instructional perspective, this is significant. Even with the best curriculum and learning strategies at our disposal, we cannot wholly meet the needs of our students unless we can address underlying issues related to transition shock.

How Can I Be Part of a Solution?

It's important to note that students' mental health is a serious and complex issue. As teachers, it's not our role to diagnose or treat such conditions. However, there is a lot that we can do to mitigate the negative effects of transition shock in the school setting.

Here are some important goals to aim for when creating a learning space that is sensitive to those impacted by significant stress. The good news is that these are beneficial for all students.

A calm, organized environment: For trauma-impacted students, safety and trust are essential foundations of learning. Environment is a large predictor of safety, so order, routine, and predictability are important to students with a history of transition shock.

Tips: Post and make an effort to adhere to class schedules. Prepare students for schedule changes when possible. Organize classroom tools and supplies in labeled bins. Be sure that expectations (and corresponding consequences) are clear and consistent.

Crossing midline activities: Take short breaks for kinesthetic movements that traverse imaginary lines that divide the human body into quadrants, such as touching the right elbow to the left knee. These activities encourage communication between the brain's hemispheres and aid with emotional regulation.

Tips: Take brain breaks: Have students practice drawing figure eights in the air or stretching the body in ways that cross the midline.

Expressive therapy: Art, drama, and music therapy are among the most promising tools for trauma mitigation. In fact, research points to expressive therapy in the classroom as a way to lessen anxiety, encourage self-regulation, enhance cognition, practice mindfulness, and promote healthy integration. ELLs may especially benefit, as this encourages expression in the new language. These strategies can be embedded into lessons across grade levels and content areas.

Tips: Engage students in creating a class mural related to a topic of study, using math blocks to create patterns, taking photos for a report, designing a webpage or music video related to a topic of study, or designing a building using only certain mathematical angles.

Seek out strengths: All students come to school with knowledge or wisdom based on their life experiences and prior schooling. As teachers, we're experts at recognizing and building upon students' unique interests, skill sets, and background knowledge. Learners with trauma backgrounds especially benefit from this intentionality, as it can increase both confidence in self and trust in others.

Tips: Take time to honestly celebrate individual students' abilities. Offer consistent feedback and provide ongoing structured support. Provide opportunities for students to showcase their skills in ways that benefit others, such as problem-solving design challenges.

Children, regardless of circumstance, native language, or nationality, are remarkably resilient. Many who encounter adverse experiences are able to overcome them or learn to successfully manage their effects. As educators, we can create safe learning spaces and introduce strategies that mitigate the negative impacts of transition shock. In doing so, we become champions for the success of all students.

# data[].attributes.attachment_link.description
Transition shock-an umbrella term that incorporates culture shock, chronic distress, traumatic upset, and post-traumatic stress disorder-can impact student success in a number of behavioral, emotional, and physiological ways. It can also impair students' ability to acquire and make sense of a language, meaning that it creates unique challenges for America's fastest-growing student population, English language learners (ELLs), especially those students who have come from areas experiencing war or large-scale resettlement.

# data[].attributes.headline
Modifications for students between Activities

# data[].attributes.subject
Modifications for students between Activities

# data[].attributes.body
Modification: For students with physical handicaps, they will have additional time to clean up their workspace and can put their artwork away themselves if possible, ask a peer, teacher or aid to help them put away and store their completed work. . Their materials, workspace and access to their projects would have already been differentiated at the beginning of the school year. They will all be comfortably accessible to them so they can independently reach them,  or the tools will be modified to fit their needs. Daily creative exercises will be inclusive of all students' learning needs so they can choose the creative exercise that suits them best.

# data[].attributes.headline
Practice Transitions and Expected Behaviors

# data[].attributes.subject
Practice Transitions and Expected Behaviors

# data[].attributes.body
Students with autism or behavioral disorders can have an especially hard time with classroom transitions. It is important not to assume that students will automatically know how to act and respond during transitions, but instead, they should be practiced and modelled in the classroom.

The teacher can help students with the transitions by teaching them the behaviors, physically walking through the procedure and modelling the expectations. The teacher should also include "non-examples" for students and lead a discussion with students about why these behaviors during transition are inappropriate.

# data[].attributes.headline
Transition Modifications for Special Needs or ELL Students

# data[].attributes.subject
Transition Modifications for Special Needs or ELL Students

# data[].attributes.body
In-Person

-Model the transition physically: you as the teacher should walk through the transition and show exactly what you expect to occur, rather than just explaining with words
-Use peer help: have a peer student help a student in need transition smoothly
-Ask if there are any questions: before signalling to begin the transition
-Give students who could benefit extra time to make the transition

Online Learning

-Give instructions orally and written...via the group chat or other method
-Model the transition if possible
-Provide visual instructions for ELL students
-Give students extra time if needed

# data[].attributes.body
Using a “pattern interrupt” is a strategy that can allow you to step out of habits, change your behaviour, or influence another person’s behaviour as well. It is simple, intuitive, and flexible!

Pattern Interrupt can be used as a strategy in the classroom:
it can come in many forms, for example, clapping is very popular in Primary classes. When something unexpected happens in the classroom, the students become distracted and their attention switches to this new thing, and because the reaction of one student gets picked up by another and another…a domino effect ensues until the whole class has been affected.

When you break a pattern of thought you have space to step in with a compliant class. This compliance is what makes the technique so effective. Clapping in a pattern that they can repeat holds the attention of the students until they have settled down. After this, one can continue the class with fixed and focused attention.

Transitions are pattern interrupt moments. In Upper Secondary classes, clapping your hands may not be your first choice; you could use music, timers, a prop, etc.

# data[].attributes.body
Secure Students Attention: Speak to students and ask them to please stop working and focus on the teacher "Please stop what you are doing and give me your attention"

Explain the procedures: "In one minute I am going to give a short demonstration on ______."

Prepare kids for the signal to start: When I say "begin", I will start a timer on the screen for one minute, please come to a natural stopping point in your project and get prepared for the demonstration in front of your computer.

Initiate the Transition: "Begin" and start timer on screen

Observe

Special Instructions and Modifications for ELL or Special Ed Students:

Instructions will be written and sent via the chat feature to help students who don’t understand the lesson. Students who need extra time will be notified privately, and in advance so they have an extra minute to transition.

Since all classes will be recorded, they are not required to take notes during the demonstration.

# data[].attributes.headline
Early Finisher Transition Online Learning

# data[].attributes.subject
Early Finisher Transition Online Learning

# data[].attributes.body
Ideas:

Notify the teacher via private chat you are finished
Choose one of the following activities until the rest of the class is finished, or time is up:
-Draw or color quietly
-Put your head down
-Take a "passing time" break--go to bathroom, get water or snack, etc
-Listen to music
-Read
-

Whatever the student chooses to do should not be distracting or disruptive to the other members of the class.

# data[].attributes.body
This transition would be connected to a daily routine that would happen daily.

Idea to Transition Students from working on projects to Clean up

Secure Students Attention: Turn lights on and off three times to signal to students I need their attention.
Explain the Procedures: "Class will be ending in 8 minutes. When I tun on the music, please come to a natural stopping point, clean up your work station, wash and put away all classroom tools where they go, and store your project back in your cubby.  I will set a timer for 5 minutes, when it ends, please be back in your seats ready to listen to end of day announcements and preview of what we will be doing for next class and how you need to prepare for next class"
Prepare the kids for the signal to start: "Does anyone have any questions before I start the music?"
Initiate the Transition: Turn on the music
Observe: Observe, and make adjustments as needed. Help students who need help with clean up.

Special Instructions and Modifications for ELL or Special Ed Students: This transition will be modeled for students so they know how to properly clean materials and where to store them in the classroom.  Extra time will be given to physically disabled students and if necessary, a peer will be asked to assist them with their clean up.

Rewards/Consequences: Non-compliant students will be reminded of the norms and expectations surrounding Clean Up and asked again to comply. Students who have complied will be thanked and given positive reinforcement.

# data[].attributes.attachment_caption
Agreed transition activities for the end of class.

# data[].attributes.headline
Early Finisher Transitions - HS Examples

# data[].attributes.subject
Early Finisher Transitions - HS Examples

# data[].attributes.body
- Establish a "pen-pal" relationship with a Primary student: use the time to write him/her an email.
- Work on other classes' assignments
- Take a nap, give yourself a break.
- Write a review of a book/movie/event you attended. Engage in reflecting.
- Pick from an activity established from the teacher: such as a jigsaw puzzle, a sudoku, crosswords, word search., brainteasers
- Rest your eyes and look out the window.
- Review your own work according to pre-established rubric. Self-reflection and evaluation.
- Do a peer review.
- Dig Deeper into a sub-section you are personally interested in within topic learnt.
- Explore Fun Facts related to the topic you are learning.
- Find Books related to the topic you are learning.
- Write a TED talk related to the topic you are learning. This could be an on-going activity during the topic. This could be related to a specific element of the learning you are interested in.