Imagine this: You’ve just finished a lesson on multiplication, and you’re excited to see your students put their new skills into practice. You explained how to do the work and told them what they should do after they are done. Your directions were clear, and release them to get started. But within seconds of releasing them, a line starts forming by you. Students are coming up, one after another, asking questions, saying they’re “stuck,” asking to go the bathroom, asking to fill their water bottle, while students are returning from another teacher and asking you about what they are supposed to do.
For a new teacher, this is a common challenge that can make independent practice feel anything but independent! Here’s how you can handle it:
- Provide a Visual To-Do List
When students are transitioning to a specific task, it is extremely crucial that the teacher provide them with a visual to-do list or a visual step-by-step list that students can refer to during the entire task. This can be something that is written on a big chart paper, or an electronic version like a google slide that is shown on the board. The To Do List must have the following information:
- What they will need to do the work
- Where they will work
- Where to put the work when they are done
- What to do after they are done
- What to do if they have a question
- Optional: If they will work alone or with a partner
- Optional: How much time to complete the work or until the teacher will check in with work completion
Teachers must review the To Do List with all students (before releasing students to start the task) and clarify any confusion and/or add any additional information that students may need in order to complete the task successfully.
2. Show the Example
If you modeled an example of the work that students need to complete, have the example up by the To Do List ( taped or screen shot it and add it to your slide). This will give students who have trouble remember how to do the work something to refer back to.
3. Transition Students in Small Groups to Get Started
After you have gone over the To Do List and answered any questions that students have, you are ready to transition students to independent practice. When transitioning students, always transition in small groups. If students need to see the teacher for a worksheet before getting started, make sure to call students in small groups. Transitioning students in small groups will move students more safely, smoothly, and quietly.
Here are some ways to call small groups for transitioning:
By Table or Rug Colors/Numbers/Themes
- “If you sit on red, you may go,” wait for them to transition, “if you sit on blue, you may go next.”
- “If you sit at table 1, you may go,” wait for them to transition, “if you sit at table 2, you may now go.”
By Choice of Worksheet or Materials:
- “If you want to work on worksheet A, you may get your worksheet and start,” wait for them to transition, “if you want to work on worksheet B, you can get your worksheet and get started.”
- “If you are using crayons, you may go and get started,” wait for them to transition, “if you are using markers, you may now go and get started.”
By Math or Reading Stations:
- “If you are at the independent reading station, go ahead and get started,” wait for them to transition, “if you are at the listening station, you may now go.”
By managing transitions in smaller groups, students move more smoothly and quietly, improving classroom management and helping maintain a calm, focused learning environment.
Conclusion
Efficient transitions are essential for maintaining a positive classroom environment. They help students feel secure, minimize disruptions, and keep learning on track. As you work to refine your transition techniques, keep in mind that practice and consistency are key. With the right strategies in place, you can transform what often feels like a chaotic part of the day into an opportunity for engagement and structure.
