Deputy Principal (Kelly Anderson)
Transitions
Teachers manage a lot of transitions within a lesson. When it isn't managed well, it can take ages to get the students back into some semblance of order to be able to give further instructions. Here are some quick tips to follow when you want to ensure smooth movement or change to the activities in your lessons.
Transitions involve three components: WHEN the students will do it, WHAT they will do, and WHO will do it.
Step and Example:
- A signal to attend - Can I have your attention please?
- Statement of when the students will move - Don't move until I ask you to move.
- Statement of what is expected of them - Please put away all of your books and letter off in your groups A, B and C.
- Statement of who will move - When I say "go", A will get the information sheet, B will take out a calculator, and C will get a large piece of paper.
- The statement to move - Okay, go.
When students are moving, now is the time to carefully monitor your usual students who find it hard to follow instructions or are easily distracted when there is movement going on - use your proximity and your low key verbal reminders to keep them on task.
The more you practice with your classes, the more they will understand and anticipate your steps during transition. Experienced teachers know that the simple statement of "When I say go" can help to manage those moments in the lesson that can get a little messy.
Try it out and see how you go. Ask someone to observe you trying to create smooth transitions and get their feedback about how you can refine your technique.
There is a link to an AITSL best practice video. It is in a primary context, but it shows how established routines, especially for transitions, helps the teacher to conduct her lesson effectively.