How do I effectively transition into and out of energetic activities and yet maintain a controlled elementary classroom?

What makes transitions smooth?

What is a transition?

Why might they lead to disruptive behaviours?

when there are too many transitions

when all students transition at the same time

when students spend too much time waiting with nothing to do

when instructions are not clear

when students don't understand expectations

when students are uninterested in the next activity or engrossed in the current activity

when transitions occur without warning

Times in the school day when students move or change from one activity to another.


Students arrival in the morning

complete one subject and get prepared for the next

getting ready for recess, lunch or the end of the day

physically moving to and from the classroom; outside, the gym, recess, lunch and assemblies.

Transitions can be expected or scheduled as in the examples discussed or unexpected when fire drills or earth quake drills occur.

Why do we need energetic lessons or activities?

What does a controlled elementary classroom look like?

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Can classrooms be active and controlled?

Yes, but several guidelines for behaviour are required #