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Classroom Transitions, Physical class transitions - Coggle Diagram

- - - - Strategies: Teacher discusses where each student is going. Dismissed to get tablet and lineup. Students walk with EA to other room and sit at desk. Students wait for Teacher to give instructions
        Visual Transition chart for other Classroom expectations for Special Needs and ESL students
    - - Strategies: Notify Students 5 minutes before recess so students can finish up work. Notify when time to cleanup for recess. Students put supplies away.
        Students line-up inside classroom and wait for dismissal. Students walk to playground.
        A timer is set for the 5 minutes to help Special Needs
    - - Strategies: Student asks Teacher or EA if they may use the bathroom (bathroom is in the classroom) Student knocks on door to make sure no one is in the bathroom. Student washes hands when finished.
        
        Many students with Autism and Down Syndrome have sensory issues. Liquid and hard soap are available. Most still need support washing so Teacher or EA will assist
        
        Visual Transition chart to stop & knock before entering for ELL and Special Needs
    - - Strategies: Notify Students when there is 5 minutes till end of work. Notify time to cleanup. Students put supplies away and wipe tables & chairs. Students come to circle Visual Transition chart for Special Needs and ESL students
    - - Strategies: Student individually dismissed by name from Circle to get backpack and come back to group. Teacher dismisses each student by name
        
        Strategies: Student walks to bus carrying their belongs with EA. Student gets on bus and rides home Visual Bus with each student name and bus number
        
        Strategies: Student walks to the pickup carrying their belongings with an EA. Student waits for parents in pickup area. Visual Family with each student's name for parent pickup
    - - Strategies: Students are reminded of which group. Once dismissed students get tub and go to work area. Students take out supplies and prepare to work with Education Assistants.
        Visual Transition chart for Special Needs and ESL students
        More time is given for student in wheelchair if transition into a chair for small group
    - - Strategy: Student waits at door for Teacher to take their temperature Student follows morning routine: coat, bag, books, etc.
        Students wash hands and come to Group
        Visual Transition chart for SpecialNeeds and ESL students
  - - - Strategy: Have a 5min count down timer on the board. Remind students of the time left at 3 intervals; 5min, 3min, and 1min.
        Special needs and ESL: Use hand signals to indicate the time.
    - - Strategy: Students raise their hands and make the T signal with their hands for water or the bathroom during class time. Students are allowed to go out only if I say their name and signal back the T sign.
        Special needs: Use cut out T's which will be in their desk hole.
    - - Strategy: Students are reminded of their groups and a timer is set for them to arrange their seats.
        Special needs and ESL: Use visuals to indicate the transition.
    - - Strategy: At the end of the lesson students are only allowed to get up after I say "class dismissed" Students are told where they're going next and line leaders help in lining up the class outside.
        Special needs and ESL: Use visuals to indicate the transition and helpers are assigned to help special needs students to move.
    - - Small group transition.
        
        Strategy: Students are reminded of the rules when in breakout rooms. A group leader must be elected before each breakout who'll be the monitor of that activity.
        Special needs and ESL: Visuals to be used and other students to recite and explain the breakout room procedure.
      - Transition from one online activity to another.
        
        Strategy: Use a timer on the screen and cards with the numbers 5, 3, 1 on them to indicate the time left for each activity.
      - Exit transition.
        
        Strategy: Students only log off after I have said the class is dismissed.
        Special needs and ESL: Use a waving emoji to indicate the class is dismissed.
      - Bathroom/Water/Disturbances transitions.
        
        Strategy: Students are to raise their time out emoji and only after I call they name and tell them to switch off their camera they can take the timeout. Alternatively type out a message to the student.
  - - - Strategies: Notify time for breakout rooms. Teacher reminds to have subject work ready and supplies. Teacher assigns room. Students go to room and are ready to work. Student unmutes microphone. Student stays in breakout room until told otherwise. Visual Chart with transition schedule and mute/unmute signs for ELL and Students with Special Needs
    - - Strategies: Student arrives on time in group. Teacher lets student talk to each other for 5 minutes. Teacher notifies Calendar time. Students mute their microphones until called on. During Storytime student mute their microphone but can choose if camera is on or off. Show a timer and visual for mute/unmute microphone for ELL and Special Needs students
    - - Strategies: Teacher will give 10 minute break between subject. Notify students next topic and required supplies. Students can stay online or take a break for 10 minutes. Students will be back online and ready to work at the end of time. Students will mute microphone and have camera's on. A visual timer is used for all students. A visual of next subject and supplies needed for ELL and Special Needs Students
    - - Strategies: Students will be online on time. Students will mute microphones and have camera's on. Students will be situated in an appropriate area (ex: room to move for PE). Teacher will review Guest Speaker Expectations. Visual Chart with Mute/Unmute and camera on. Chart with Expectations for Guest Speakers
  - - - Shifting between lesson time and activity time
        
        At the beginning of the class, let students know the flow and sequence of events for the day. Remind them periodically.
        
        At the end of a particular class segment, ask students if there’s any questions before moving on.
        
        Instruct students to then take out/transition to whatever materials they may need for the next portion of class.
        
        While students do this, rotate through the class to verbally encourage and monitor students while they transition. Aid with students who may need accommodations or require extra motivation.
        
        Should students need to be recentered after commotion or excitement, a “1, 2, 3 clap” can be used to silence and redirect the class.
      - Shifting between activity time and end of class/clean up time
        
        Let students know the timeframe for the activity from the start of the lesson and let them know the time by which they should be done.
        
        While assessing/monitoring give students reminders of how much time they have left to complete their activity (i.e. 4 minutes left, etc).
        
        When it’s time to clean up/rearrange desks or materials, give students a timeframe (ex: I’m going to count to 20 or in one minute, I need you back and cleaned up).
        
        Monitor and assist with students while they clean up, providing accommodations, encouragement and additional support to students who may need help with accessibility or comprehension.
      - Class closing to dismissal
        
        Use a class redirect such as “1, 2, 3 clap” to refocus students’ attention to the front of the classroom.
        
        When students are focused, review any homework requirements or business items they should be aware of. Comprehension check as necessary.
        
        Thank students for their work and/or any affirmations/words of encouragement that are built into the class routine.
        
        Dismiss students by group or by pod with their materials so they leave the classroom ready for the next part of the day.
    - - Shifting between lesson time and activity time
        
        At the beginning of the class, let students know the flow and sequence of events for the day verbally, via screen share and also in the chat box. Remind them periodically via all channels.
        
        Should students have any issues with technology throughout the class segment (i.e. no visible, sound is cutting off, etc) connect with individual students as needed.
        
        At the end of a particular class segment, ask students if there’s any questions before moving on. Instruct students to then take out/transition to whatever materials they may need for the next portion of class.
        
        While students do this, verbally encourage students to keep pace. Provide additional verbal or written support via the chat box for students who may need additional encouragement or assistance.
        
        Should students need to be recentered after commotion or excitement, a “1, 2, 3 clap” can be used to silence and redirect the class. If not possible due to sound issues or other factors, use a visual cue of some kind to indicate to students it’s time to redirect. Use the mute function as appropriate and needed should there be external noise or distractions beyond the students’ control.
      - Shifting between activity time and end of class/clean up time
        
        Let students know the timeframe for the activity from the start of the lesson and let them know the time by which they should be done. This should be done verbally, via screen share, and through the chatbox.
        
        Remind students of breakout room rules. While assessing/monitoring give students reminders of how much time they have left to complete their activity (i.e. 4 minutes left, etc). This will be done bouncing in between breakout rooms. In addition to time reminders, use this time to troubleshoot any tech issues that may be causing students to not participate fully.
        
        When it’s time to return to the class, exit breakout groups, and come to attention, give students a polite but firm warning (ex: I’m going to count to 20 or in one minute, I need you back and cleaned up).
        
        When students have returned to the virtual classroom, redirect and encourage any students who may be lagging and provide positive reinforcement for students who are back in the VC prepared for the next portion of class.
      - Class closing to dismissal
        
        Use a class redirect such as “1, 2, 3 clap” or some type of visual cue to refocus students’ attention to the VC. Let students know via the chat box as well.
        
        When students are focused, review any homework requirements or business items they should be aware of. Comprehension check as necessary. This should be in the chat box as well as via screen share and audibly.
        
        Thank students for their work and/or any affirmations/words of encouragement that are built into the class routine.
        
        Dismiss students by group or individually as appropriate. Check in with students who may have had technical issues to ensure comprehension/for troubleshooting.
- - - - Maintain a routine that allows the class to move from one activity to the next within the classroom. If it's science class, then after doing a formative assessment, everyone knows the next activity is the lab and they need to work together with their group members.
    - - Coordinate signals to regain attention with your group. Especially with secondary students, you'll need to come up with something a bit more age appropriate for them, or allow them to choose their own signal for their class.
    - - Record your class sessions and send the recording and lesson materials to the students once again after the class so they can review on their own time and understand the activities better while working independently.
  - - - If there are multiple technology based activities in the lesson plan possibly on the laptops, then have the students do the activities back to back to reduce transition time.
    - - Explain the directions and make sure everyone understands before letting move onto the activity. If they start pulling out the activity or iPads while the teacher is explaining the activity, you've already lost many of your listeners as they focus on the activity and not the instructions.
    - - Combine the usage of an outline or daily planner to assess the students and keep them on task while moving through the items for the day. Everything should be laid out cleanly for them to follow along with so everyone stays on task.
    - - Ensuring both you as the teacher and the students are ready for the class by having everything they will need that day carefully laid out. During the passing period have the students who forgot items to return or borrow from the teacher. Also, have spare worksheets laid out at the front of the classroom for those who have misplaced theirs.
  - - - Transition to Devices
        
        The assumption is technology away unless needed. Instruct students about the apps and platforms that are appropriate and should be open. Start with control+command+w to close all open tabs. Use timers to manage transition. Create an environment that supports monitoring screens as a normal part of classroom culture.
        
        Use visual cues and timers to reinforce expectations for all learners
      - Transition to Small Groups
        
        In my English classroom I use Synonym Rolls for transitioning to small groups. Students work against a timer and must form their groups by finding partners that have synonyms for their own words. All the words are useful for responding to the small group activity.
        
        Once this has been modeled, it moves quickly. Posting the words after the activity builds a word wall for the unit. Have physical dictionaries ready to support learning.
      - Transition to Fire Drill, Lockdown Drill
        
        Describe the processes, model the processes, be transparent about the reasons behind requested behaviors, be reassuring and calm. Identify areas for improvement and troubleshoot. Be sure that new students are aware of these procedures if they have missed earlier drills or procedures..
        
        Physically modeling expectations and developing hands signals and clear expectations supports the safety of all learners.
    - - Transition to group work
        
        Groups are identified before the beginning of class, groups are monitored and recorded, rolls are clearly established, tech problems are anticipated.
      - Transition to One-on-One check in
        
        At the beginning and end of classes as course of habit, during class by chat function, list function used in chat to have students either indicate need for a check-in or to ask students to check-in.
      - Transition to Self-Care
        
        For longer classes I build in a three minute break between activities for cameras-off bathroom breaks, stretching and snacking. The time for this is communicated and I use music to indicate the end of the time and to ease transition back. We usually transition back to independent work to support flexibility.
- - - - Teacher and students will agree on a silent sign to use for bathroom and water breaks. The students will use the sign and will get a thumbs up for approval or a thumbs down indicating they need to wait for a more appropriate time.
    - - Give a 10 minute reminder for students to finish their work. Give a second reminder 5 minutes before that section of the lesson finishes so students can start cleaning up. Start giving instructions about the next activity once the students have cleaned up. Show written instructions on the boards for students to read along. Use emojis/illustrations if the instructions contain difficult words for the group age.
    - - The teacher will announce it is time to clean up. Students will focus on cleaning up their tables before cleaning up other areas or helping students who might need assistance. Students can only be helped by 1 peer at a time,.
    - - The teacher will announce devices will be used and will remind students devices are supposed to stay off/on rest mode. Then, the teacher will ask a small group of students to help pick up and hand devices to the class and wait for instructions. The technology device agreement will be displayed on the board while this is happening.
  - - - When a student asks for a break, the teacher will ask the student to wait if possible and will tell the student when the next appropriate window of time for a break will happen. There will be alloted time for breaks during the lesson.
    - - The teacher announces a new activity is coming by sharing their screen and asks students if there are any questions regarding the previous activity. If there are no question, the teacher displays written instructions on the screen and reads them with the students.
    - - The teacher shares their screen and shows a slide that announces the lesson is coming to an end and asks if there are any questions before dismissal. Students log out when all questions have been answered
- - - - Define and explain the importance of transitions. Clearly describe each transition in detail prior to starting.
        
        First, get students' undivided attention.
        
        Secondly, clearly explain the transition in detail :smiley:.
        
        Demonstrate what the transition will look like. For EAL and Special Needs Students: Provide task lists and videos of what good transitions look like
        
        Finally, practice transitioning and constantly provide positive feedback. :silhouette:
    - - A- Entry Transitions
        
        Students leave their bags outside and bring only their library book, water bottle and Ipad.
        Before students walk in they will be reminded to grab their personalized supply baskets with all necessary materials. They quickly and quietly grab their baskets and take a seat.
        While seating the Agenda is on the board for reference of the day’s activities.
        
        For EAL and Special Needs Students: Items around the classroom will be labeled in English and Pinyin.
        Students will be partnered up with a more disciplined student to encourage less distraction.
      - C- Warm-Up Transitions
        
        From the Agenda, the students can see whether the warm-up requires, notebook (free write), ipad (kahoot) or library book (free read and discussion)
        
        For EAL and Special Needs Students: Constantly explain this is not a test or assessment but simply a daily warm up .
      - D- Lesson & Activity Transitions
        
        Make sure to have the students attention, “All eyes on me” and thumbs up.
        Explain what will happen now, "In a moment we will do the following..."
        Assure the materials and procedures for the lesson are clearly explained using cues and visuals
        
        For EAL and Special Needs Students: Students repeat instructions. Check in on those students who seem off track or unsettled, they probably got lost somewhere along the course and need a catch up.
      - B- Bathroom Transitions
        
        Only while the teacher is not teaching. Student stands by the door quietly and waits for my nod to ensure I am aware they are stepping out of the classroom.
      - E- Exit Transitions
        
        5-10 minute warning begins with timer and alarms stopping at 2 minutes and 1 minute.
        Have several students repeat what needs to be completed for the next class using cues and visuals.
        Students may leave only when the teacher has dismissed them.
        
        For EAL and Special Needs Students: Double check the work and understanding of expectations for the students with learning disabilities and language barriers. Here the teacher may suggest reviewing a video tutorial or learning support material for homework
    - - A- Entry Transitions
        
        Explain today’s Agenda using cues and visuals. Keep referring to today’s Agenda for faster transition times.
        Use a timer to keep the class on track when the group is not focused or the lesson is more complex. This will help to keep the lesson simple and moving.
        For faster transitions warn the students when there are 2 and 1 minutes left and count backwards from 10 when its time to finish.
        
        For EAL and Special Needs Students: Email Agenda to student and parents prior to class.
      - B- Lesson & Activity Transitions
        
        Make sure to have the students attention, “All eyes on me” and thumbs up.
        Explain what will happen now, “In a moment we will do the following…”. Always provide cues and visuals.
        Have a word to begin "smooth" or "go". In middle school, I prefer "go", because they are not on speed mode like the smaller kids.
        
        For EAL and Special Needs Students: Provide tutorial videos they can ask for break and refer to at all times and pop.
      - C- Breakout Rooms
        
        Have students focus for the next set of instructions. Explain the activity in detail.
        Assign a group timer to ensure the pairs or groups remain on task.
        
        For EAL and Special Needs Students: Teacher will pop into the break rooms and stay longer with students that have learning disabilities, special needs or language barriers.
      - D- Breakout Rooms
        
        5-10 minute warning begins with timer and alarms stopping at 2 minutes and 1 minute.
        Have several students repeat what needs to be completed for the next class.
        
        For EAL and Special Needs Students:
        Double check the work and understanding of expectations for the students. Suggest reviewing a video tutorial or learning support material for homework.
        Students with learning and language disability students will repeat what needs to be completed for the next class.
      - E- Exit Transitions
        
        5-10 minute warning begins with timer and alarms stopping at 2 minutes and 1 minute.
        Students with learning and language disability students will repeat what needs to be completed for the next class.
        
        For EAL and Special Needs Students: They will be encouraged to repeat transitions and what needs to be completed for the next class first.
        Always provide tutorial videos they can refer to, about this class or before the next class to help them transitions.
  - - - Transition to Seated Team Work
        
        Transition to Team Whiteboard Work
        
        Transition from Team Work to Class Discussion
        
        Grip puts away materials, editor double checks work and turns in assignment, coach says good job to team
        
        Move desks back to rows using the marks on the floor as a guide and sit down in desk
        
        Teacher claps 3 times
        
        Students clap three times & wait for further instructions
        
        Special Needs & ELL modifications - include written instructions in student’s native language, team coach & other members help with transition, teacher provides assistance as needed
        
        Put away any unnecessary materials
        
        Move desks away from walls
        
        Gather in near assigned whiteboard space with team
        
        The identify team roles (coach, journalist, editor, grip)
        
        The grip gets the materials, the journalist writes problem on the board, and the coach raises their hand to show the team is ready.
        
        Special Needs & ELL modifications - include written instructions in student’s native language, team coach & other members help with transition, teacher provides assistance as needed
        
        Put away any unnecessary materials
        
        Move desks together in pods of 4
        
        The identify team roles (coach, journalist, editor, grip)
        
        The grip gets the materials & worksheet, the journalist writes everyone’s name on the top of the worksheet, and the coach raises their hand to show the team is ready
        
        Special Needs & ELL modifications - include written instructions in student’s native language, team coach & other members help with transition,, teacher provides assistance as needed
    - - Transition to Team Work in Breakout Rooms
        
        Transitions from Breakout Rooms to Classroom Discussions
        
        Teacher informs students that breakout room will be closing in 3 minutes
        
        Coach ensures that all aspects of assignment are addressed, journalist and editor make sure all work is communicated, clock maker keeps students moving along
        
        Teacher informs students breakout rooms will be closing in 1 minute
        
        Editor sends work to teacher and team via chat feature
        
        Students give a thumbs up once in main room to indicate they are ready for the next activity
        
        Special Needs & ELL modifications - include written instructions in student’s native language, team coach & other members help with transition, assistive technology (ex: dragon text-speech), teacher provides assistance as needed
        
        Teacher informs students that students will soon be doing group work in breakout rooms
        
        Teacher puts instructions for the group in chat & waits for thumbs up
        
        Students each identify that they understand instructions with a thumbs up
        
        Students accept breakout room assignments
        
        The coach helps keep students on-task, the journalist writes for the group, the researcher finds the necessary online resources, and clock maker keeps track of time.
        
        Special Needs & ELL modifications - include written instructions in student’s native language, team coach & other members help with transition, assistive technology (ex: dragon text-speech), teacher provides assistance as needed