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 #