The document discusses strategies used by a teacher to facilitate transitions between classroom activities.
1. Transitions between assembly and the classroom involved students forming a single line and walking while stepping on a green line. This strategy helped keep students organized in their classes as they moved.
2. When transitioning between areas for writing and art, the teacher called students one by one to receive materials and move to their desks. This reduced noise and mess compared to moving all students at once.
3. To transition to the playground, students were asked to finish activities and form lines by gender before being counted and guided outside. This helped the teacher keep track of all students. Suggestions included singing to keep students quiet and engaged
The document discusses strategies used by a teacher to facilitate transitions between classroom activities.
1. Transitions between assembly and the classroom involved students forming a single line and walking while stepping on a green line. This strategy helped keep students organized in their classes as they moved.
2. When transitioning between areas for writing and art, the teacher called students one by one to receive materials and move to their desks. This reduced noise and mess compared to moving all students at once.
3. To transition to the playground, students were asked to finish activities and form lines by gender before being counted and guided outside. This helped the teacher keep track of all students. Suggestions included singing to keep students quiet and engaged
The document discusses strategies used by a teacher to facilitate transitions between classroom activities.
1. Transitions between assembly and the classroom involved students forming a single line and walking while stepping on a green line. This strategy helped keep students organized in their classes as they moved.
2. When transitioning between areas for writing and art, the teacher called students one by one to receive materials and move to their desks. This reduced noise and mess compared to moving all students at once.
3. To transition to the playground, students were asked to finish activities and form lines by gender before being counted and guided outside. This helped the teacher keep track of all students. Suggestions included singing to keep students quiet and engaged
The document discusses strategies used by a teacher to facilitate transitions between classroom activities.
1. Transitions between assembly and the classroom involved students forming a single line and walking while stepping on a green line. This strategy helped keep students organized in their classes as they moved.
2. When transitioning between areas for writing and art, the teacher called students one by one to receive materials and move to their desks. This reduced noise and mess compared to moving all students at once.
3. To transition to the playground, students were asked to finish activities and form lines by gender before being counted and guided outside. This helped the teacher keep track of all students. Suggestions included singing to keep students quiet and engaged
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Day 5 - Tuesday, October 27th 2015
Muna Nasser
Transitions
In the table below:
List the function of the transitions that you observe during the lesson (see Table 3 for examples) Identify strategies used by the teacher to facilitate transitions Comment on these strategies in terms of promoting positive behavior and minimizing the incidence of challenging behavior Type and function of transitions
1. Asse mbly to classroom
2. Circle area to writing area
Strategies used to facilitate transitions
The students would form a single line instead of two and theyd wait for the lines ahead of them to move. While walking to their classes they step on the green line next to the wall.
The teacher called
out the students names and handed them their books and a pencil. The students then moved to a room with desks and chairs so that they can focus on their work, which was to draw circles. I was assigned to help
Efficacy of the strategy in terms of promoting positive behavior and minimizing challenging behavior I think the strategy was great because when they move in a single line, the place wont be crowded. The students of the same class were together and that kept them organised.
Suggestions for further development
I feel that this was
a good strategy because moving the students individually reduced the mess and the noise of transitioning.
I believe that the
teacher should have given the students whose names arent called out yet another activity so that they can wait silently. I think that she should differentiate between the levels as well because some students
The strategy was
great but it would have been better if the teacher sang while walking because the students were noisy and the teacher had to remind them to keep quiet.
them while the
teacher helped the students who had difficulties finishing tasks. The students who were done with the writing part moved to the art area and colored the shaped they just drew.
3. Activity to playground.
The teacher would
ask the students to hurry up and finish their activities then create two lines, on for girls and the other one for boys. She would count their heads then guides them to the playground. They can play for half an hour and they have to respect the playground rules.
finished earlier than others then made a mess. Some other students did not want to work on the task and I think that she should have tried to motivate them.
Moving the students
in lines helped keep all the students together and separating them by gender helped her count them easily since she knew the number of boys and girls in her class.
In my opinion, this strategy was good but it wouldve been better if she held their hands and sang with them, since they are young and they enjoy that sort of action.
