Latest / Teacher Approved: Elementary Teacher Tips & Strategies / 286. 6 Simple Steps for Smoother Classroom Transitions

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286. 6 Simple Steps for Smoother Classroom Transitions · Teacher Approved: Elementary Teacher Tips & Strategies

• 0:00
  Heidi: This is episode 286 of Teacher Approved.
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  You're listening to Teacher Approved, the podcast helping
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  educators elevate what matters and simplify the rest. I'm
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  Heidi.
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  Emily: And I'm Emily. We're the creators behind Second Story
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  Window, where we give research-based and
• 0:19
  teacher-approved strategies that make teaching less stressful and
• 0:22
  more effective. You can check out the show notes and resources
• 0:25
  from each episode at secondstorywindow.net.
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  Heidi: We're so glad you're tuning in today. Let's get to
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  the show.
• 0:36
  Emily: Hey there! Thanks for joining us today. In today's
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  episode, we are helping you troubleshoot your transitions,
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  and we have a teacher-approved tip for adding a little spark to
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  your transition structure.
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  Heidi: But first, let's start with a try-it tomorrow, where we
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  share a quick win that you can try in your classroom right
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  away. Emily, what's our suggestion for this week?
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  Emily: Okay, this week have your students give you a ready signal
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  once they've finished a transition step, as a way to
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  signal that they're ready to go on. So this can be super simple,
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  like a thumbs up, put a finger on the page, or hold a pencil in
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  the air.
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  Heidi: Yeah, pencil in the air was always my go-to because it
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  was really easy to see, and then it kept their hand busy.
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  Emily: Yes.
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  Heidi: And that helps so you can just glance around the room, and
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  right away you can tell who's all ready to go, and maybe who
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  needs a little nudge to pick up the pace.
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  Emily: Right. If you like this idea or anything else we share
• 1:30
  here on the podcast, we would appreciate it so much if you
• 1:33
  take a second and give us a five-star rating and review on
• 1:36
  your podcast player.
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  Heidi: Okay, transitions. Yes, you know how it goes. You tell
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  the class to get out their math books and turn to page 56, and
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  then eight kids start moving before you even finish saying
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  books.
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  Emily: Oh, I hate it when they do that. And then you know the
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  distraction of that movement makes about half the class miss
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  the page number that you said, and now, you know, four of your
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  students are ready to go. But everyone else is asking their
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  neighbor what page? What page did she say?
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  Heidi: Which means restating the direction you just gave. Page
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  86. No, don't start yet. Clara, put the pencil down. Okay, next.
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  Emily: And the transition itself was only two steps. Not hard at
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  all, but it still took three times as long as it should have
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  because the teacher had to give the directions the first time,
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  stop students from moving early, repeat directions, answer
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  questions, correct behavior, and regain attention before anyone
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  could even get started on page 86.
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  Heidi: Now, obviously, this kind of interruption won't derail
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  your whole day, but the sneaky problem is that moments like
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  this multiply. If taking out a pencil, moving to the carpet,
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  getting into groups, and lining up for recess all take way
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  longer than necessary, you're just churning through precious
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  minutes all day long that should be going toward learning.
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  Emily: And to solve that problem, you don't necessarily
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  need kids to move quicker, although there are always a few
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  who need a little more hustle in their bustle. Instead, what we
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  need them to do is move efficiently.
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  Heidi: So, to save all of that time that is being lost to
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  inefficient transitions, you first need to understand what is
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  going on here. That means understanding the difference
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  between a routine transition and a prompted transition.
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  Emily: And if this is your first time hearing that there are two
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  different kinds of transitions, buckle up because this is a game
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  changer. So a routine transition is anything that happens the
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  same way every time. This is how kids come in and out for recess.
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  Your morning routine, how papers are turned in, all of that
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  stuff.
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  Heidi: Because routine transitions unfold the same way
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  each time, it means that they're actually procedures. So this
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  like kind of blew my mind when I first thought of it that
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  transitions are procedures, or procedures are transitions.
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  However you want to think about that, but all procedures are
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  helping students move from one activity to another, which makes
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  them transitions. Boom, mic drop.
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  Emily: I know, it's crazy. You can always count on us to not
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  shy away from the hard hitting truths about classroom
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  management. Because the steps of a routine procedure are
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  standardized, teaching them to your students is pretty
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  straightforward. You can tell, try, tally, talk those bad boys,
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  and have everyone moving around the room like they know what
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  they're doing because they do know what they're doing.
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  Heidi: Now, the problem most of us have with wasted time comes
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  from the other kind of transition. These are prompted
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  transitions. This is where the students' actions are less
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  scripted. So, before social studies, they may need to get a
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  notebook one day, get into groups the next day, or pick up
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  supplies from the back table another day.
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  Emily: There may be some procedural parts to
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  impossible to create a routine for every possible transition,
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  which is where the time gets lost. Students can run on
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  autopilot with a transition, like lining up, but there's no
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  habit to lean on with an expectation that looks a little
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  different each day.
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  Heidi: sequence to help you out.
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  Emily: Yay! A list.
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  Heidi: So that's attention, action, cue, directions, check,
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  go, and monitor.
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  Emily: Now the steps don't change no matter what the
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  transition looks like. Think of it like a pilot running a
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  pre-flight checklist. The destination may change with
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  every trip, but the checklist doesn't.
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  Heidi: Now we've gone through these transition steps in detail
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  in episodes 48, 49, and 50. And yes, we needed three episodes to
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  cover all there is to say about transitions. So go check those
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  out if you want a deeper dive.
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  Emily: But apparently, that wasn't all we had to say about
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  transitions, because here we are talking about them again, and we
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  also talk about them in our brand new book, Structure and
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  Spark. We discuss how to set up transitions in the back to
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  school chapter, and then we talk about how to troubleshoot them
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  in the mid year reset. So go grab that book if you haven't,
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  and if you already bought a copy, thank you so much. We're
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  so grateful for your support.
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  Heidi: Yes, we really are so grateful. But let's take these
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  steps one at a time. So step one is getting students' attention,
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  and this is one that's really easy to skip over when you're
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  busy. You give your quiet signal, and then you start
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  talking without making sure that everyone is paying attention.
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  Emily: Oh, guilty! It might feel like you're saving time, but
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  you'll be repeating yourself in about 10 seconds anyway. So
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  spend the time to wait for everyone's attention before you
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  say a single word of direction.
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  Heidi: Now, if you happen to be giving directions at a time when
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  your students are already paying attention, like at the end of a
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  lesson, you don't have to stop and give your signal again. You
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  can just do a quick check to make sure everyone's with you
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  before moving on to the next step.
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  Emily: Step two is to give your action cue. An action cue is
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  simply a word or a phrase that tells students you may move now.
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  Heidi: Maybe that sounds almost too simple to matter, but think
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  back to our math book example. So if I say, "Get out your math
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  book and turn to page 86, some students start moving as soon as
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  they think they understand what I'm asking.
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  Emily: And from their perspective, they've heard
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  enough information to get started, which is annoying. But
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  you know, maybe it's sweet. They're not trying to ignore
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  you. They ultimately want to do what you're asking, and since
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  they think they already know what you're going to say, they
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  just jump in to get started.
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  Heidi: It is well intentioned, but completely inefficient.
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  Bless their little hearts. And that's why an action cue
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  matters. It curbs that impulse to move early and creates a
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  really important separation. First we listen, then we move.
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  Emily: So instead of saying "Get out your math book and turn to
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  page 86," you might say, "When I say go, I want you to get your
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  math book, turn to page 86, and circle problem nine."
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  Heidi: Now we like using "go" as an action cue because it is
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  simple and clear, but I have seen some conversation online
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  that another word like move may be better because go could be
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  interpreted as permission to run.
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  Emily: I hear the sarcasm in your voice.
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  Heidi: Yeah, you know maybe that's true for some kids, but
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  honestly, in 25 years of education, I've never had kids
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  use go as an excuse to stampede, no matter the setting that I
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  have been using it in.
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  Emily: No, I mean it's not like kids here go and they're like,
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  "Oh, I must be in the middle of a marathon. I must take off from
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  the starting line." But that does bring up the point that the
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  word itself really doesn't matter. You could use go or
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  move, or you can make it funny, something like shenanigan.
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  Heidi: Shenanigan will never not be funny. I often had
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  transitions that were basically a scavenger hunt because they
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  were so complex. So it might be like, you and your partner need
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  to clean up your game, bring the game boards and pieces to the
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  table, put the dice back in the bin on the counter, pick up the
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  paper from the front of the room, and then take it back to
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  your desk and get started on your assignment.
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  Emily: And without an action cue, the students would have
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  started moving as soon as you said clean up, and then they
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  would have missed 75% of your directions. So the action cue
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  really does a lot of heavy lifting.
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  Heidi: We recommend picking one reliable action cue to use most
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  of the time, so that you are training students to respond
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  consistently.
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  Emily: But if you really want students' attention, either
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  because they're extra squirrely or because you have a long list
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  of steps for them to follow, go with something unexpected like
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  flamingo or stinky socks.
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  Heidi: To students, it feels like you are adding a bit of
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  fun, but this is actually the novelty effect boosting
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  structure. If students are used to the word "go" as an action
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  cue, having a new word to listen for automatically gets them to
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  pay closer attention to what you're saying.
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  Emily: However, like most forms of novelty, the effect is
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  short-lived. Using stinky socks three times a day stops feeling
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  interesting real quick. So pick one word as your go-to 90% of
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  the time, and then use a fun action cue when you really need
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  kids to focus.
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  Heidi: Yeah, but don't overthink this. Ultimately, whatever works
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  for you in your class is the right call. What matters is that
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  you establish a shared meaning, so that when students hear that
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  word, they know the listening part is over, and now I act.
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  Emily: But before we turn anyone loose, we have to actually give
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  the directions. Say your action cue, and then tell students step
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  by step what you want them to do.
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  Heidi: When we are trying to keep the day moving, it's really
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  tempting to make our directions as short as possible. But
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  remember that in the long run, clear is better than fast.
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  Emily: If students need three pieces of information to
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  complete the transition successfully, give them the
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  three pieces of information. Tell them what to do, how you
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  want them to do it, and where things go.
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  Heidi: So instead of something like "clean up and come to the
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  carpet," you might say, "When I say go, quickly and quietly put
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  your cards in the blue bin. Return your pencils to your
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  table. Tuck in your chair and come to the carpet."
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  Emily: Oh yeah, and using quickly and quietly is a go-to.
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  But you could swap that for carefully when they're carrying
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  something heavy, or calmly on a day when everyone's hyper.
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  Heidi: Or you could even add a bit of spark here too. You can
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  ask your students to move to the carpet robotically or put their
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  books away boldly.
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  Emily: Making sure your directions are clear might mean
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  that you're giving longer directions, but it might
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  actually give you a much faster transition because you've
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  answered the questions before students start moving.
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  Heidi: So if your directions are tipping to the lengthy side,
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  like mine, or if students will need information like a page
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  number, just do everyone a favor and write the list of steps
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  somewhere, post them on the board or project them on a
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  slide. Do what you can to make things easy for students to
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  reference.
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  Emily: And then make sure students actually check the
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  list. If they're confused, they would much rather use your brain
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  than their own. So, if a student comes to you for an explanation,
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  point them to the board or wherever your instructions are.
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  Heidi: Yeah, we don't want to be training anyone into
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  helplessness. If your kids are capable figuring it out, expect
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  them to do so.
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  Emily: Okay, so far in our prompted transitions, we've got
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  everyone's attention, we've used an action cue, and we've given
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  our directions. Step four is checking for understanding.
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  Heidi: Now, if your directions are only a couple of steps, a
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  quick thumbs up if you know what to do, or raise your hand if you
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  have any questions, can be enough to get everyone on the
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  same page.
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  Emily: But if you have multi-step directions, like
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  Heidi's scavenger hunt example, you need to go deeper. It could
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  be raise your hand if you can tell us the four things that
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  you're going to do, or on the count of three, everyone tell me
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  what you're going to do first. Now tell me what comes next.
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  Heidi: It is much easier to clear up confusion before the
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  movement instead of discovering confusion while 25 kids are
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  wandering around the room like lost sheep.
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  Emily: Now students know exactly what to do with the information
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  that you've given them, and then you give them the cue: go.
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  Heidi: And that's the whole of step five. You're just giving
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  the action cue that you set up in step two.
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  Emily: But unfortunately, your job is not done because step six
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  is monitoring. That means keeping one eye on what's
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  happening in the room, even when you're busy setting up
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  whatever's next.
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  Heidi: If you spot just a couple kids who aren't following
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  directions, you can get them individually back on task. But
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  if you notice widespread confusion or distraction, use
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  your attention signal and pause everyone.
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  Emily: Then walk the whole group through the sequence again,
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  addressing whatever's going sideways. Once you've cleared up
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  the issue, use your action cue and let students start on round
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  two.
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  Heidi: What's nice about this framework for prompted
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  transitions is that it flexes for anything. Maybe I need
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  students to do something simple, like move to the carpet. I give
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  my attention signal and wait until I have their attention.
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  Then I'd give my action cue and directions. When I say go, I
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  want you to put your pencil on your desk, push in your chair,
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  and come quietly to the carpet.
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  Emily: And because it's a simple transition, the check for
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  understanding doesn't have to be elaborate. You might just look
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  around and make sure everyone knows what they're supposed to
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  do, or or that you have everyone's attention.
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  Heidi: And then I would just say go and check to make sure
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  everyone is you know moving the right way.
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  Emily: And then that's it. Even though we've spent 20 minutes
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  dissecting it, these steps in practice take less than a
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  minute. Attention, cue, directions, check, go, monitor.
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  You can just follow the same pattern every time.
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  Heidi: And that's the whole point we're trying to make
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  today. The framework stays the same, but the amount of
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  information you put into it can change depending on what you
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  need your students to do.
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  Emily: Now let's make the transition a little more
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  complicated. Maybe students have just finished silent reading,
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  and you need them to clean up, put materials away, grab
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  something new, and come to the carpet.
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  Heidi: So, if that were me, I might start with my attention
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  signal and then wait, of course. And then I would say something
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  like, "When I say guacamole, I want you to do four things:
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  quickly and quietly put your books in your cubby, take out
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  your red folder, tuck in your chair, and come sit on your
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  assigned spot on the carpet. The list is on the board if you need
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  a reminder."
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  Emily: Because there are four steps, this is a good place for
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  a more intentional check for understanding. Like, turn and
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  whisper to your neighbor what you're going to do first.
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  Heidi: Because this transition is asking more of students, we
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  gave more detailed directions and spent a little more time
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  checking for understanding, but the overall framework didn't
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  change at all.
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  Emily: You can't predict every transition the day might call
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  for, but you can stop treating each one like a brand new
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  problem. Remember that for each transition, you need to get
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  students' attention, give your action cue, give clear
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  directions, check for understanding, prompt students
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  to move, and monitor how everything unfolds.
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  Heidi: If this is a new system for you when it comes to
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  transitions, just start by picking your action cue, and you
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  can build from there. This will probably feel cumbersome at
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  first, but once you have practiced the pattern enough, it
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  really becomes second nature for you and the kids too.
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  Emily: Oh, definitely. And don't forget, if you want some more
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  support for transitions, go check out episodes 48, 49, and
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  50. And now you can see why we needed three episodes to cover
• 16:28
  everything.
• 16:30
  Heidi: And of course, you can always learn more in our book,
• 16:32
  Structure and Spark, which is available now.
• 16:35
  Emily: Now for our teacher-approved tip of the
• 16:37
  week, where we share an actionable tip to help you
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  elevate what matters and simplify the rest. This week's
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  teacher-approved tip is make your action cue playful. So tell
• 16:47
  us more about this, Heidi.
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  Heidi: Well, this is something that we have talked about
• 16:50
  before, but it fits so well with today's conversation that it's
• 16:54
  worth revisiting. Now we've already talked about how you can
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  increase students' attention by changing your action cue
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  occasionally to something silly, but there's another way to add a
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  bit of spark here. So instead of changing your action cue, you're
• 17:08
  going to purposely say the wrong one.
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  So since my action cue was go, I would give my students all my
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  directions, and then I would say, "go...pher," and you know
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  really drag out the o's. Then a chunk of the class would start
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  moving, and you would hear the whisper start. She said gopher,
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  she said gopher, and now everyone is hanging on every
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  word I said. So you know, I could say go after that, but
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  where's the fun in that? So I like to keep it going with ghost
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  and gold and going. I thought of a whole routine of these g-o
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  words until finally I would just whisper go.
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  Emily: And this is a 20 second mood boost for the entire room,
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  and the whole time they're locked into exactly what you
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  need them to do.
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  Heidi: And I also think like an action cue like Nacho could be
• 17:56
  fun here because you could really play this up. When I say
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  nacho, I need everyone to grab a pencil. Ready? Not...gonna say
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  it. Not...even close.
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  Emily: And like you said earlier, you don't need this for
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  every single transition. In fact, it would be a lot less fun
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  if you use it a lot. So save it for when the room could use a
• 18:17
  little energy boost, or you really need everyone dialed in.
• 18:21
  Heidi: All right. To wrap up the show, we are sharing what we're
• 18:23
  giving extra credit to this week. Emily, what gets your
• 18:25
  extra credit?
• 18:26
  Emily: I've had to stop myself from telling you about this book
• 18:30
  for like weeks now because I've been so excited about it. But
• 18:33
  I'm like, I'm going to save it for the podcast. So I'm giving
• 18:37
  extra credit to the book Ungodly Rich. The author's Catherine
• 18:41
  McGee. She's the one that wrote American Royals.
• 18:44
  Heidi: Oh, oh, we love American Royals.
• 18:46
  Emily: Yes, exactly. Which I'm sad to say this is the beginning
• 18:49
  of a new series, and there's only one book out. But Ungodly
• 18:52
  Rich is a modern take on Greek mythology mixed with Crazy Rich
• 19:00
  Asians and Gossip Girl is how I saw it described, and that is
• 19:05
  the perfect description. Because it's the like insane wealth, and
• 19:09
  then all of the like drama in this family and the outsiders,
• 19:14
  and oh my gosh, I ate it up. It was so good.
• 19:19
  Heidi: I can't believe I haven't heard about this anywhere.
• 19:20
  Emily: I know, and I think it came out. I know it came out
• 19:24
  recently. Maybe it was only in July. Let me look. It was in
• 19:27
  July, so you know it's been like two months since it came out,
• 19:30
  but definitely worth a read. I loved it.
• 19:33
  Heidi: Okay, something to look forward to.
• 19:34
  Emily: What are you giving extra credit to?
• 19:36
  Heidi: Well, I'm giving extra credit to something that you
• 19:38
  recommended to me, Emily, but not on the podcast.
• 19:41
  Emily: I didn't save that one for the podcast.
• 19:42
  Heidi: No, we do have to talk sometimes, so I'm giving extra
• 19:45
  credit to The Dink on Apple TV. So this is a movie with Jake
• 19:51
  Johnson, who you might know as Nick, on New Girl. Couldn't
• 19:55
  remember his name for a second. So Jake's character was a tennis
• 19:59
  prodigy as a kid, he has an injury that derails all of his
• 20:03
  pro plans going forward. So now he is kind of wasting away his
• 20:07
  life teaching tennis at his dad's tennis club. And then
• 20:11
  enters the antagonist pickleball. It's this whole
• 20:17
  story about this tennis pickleball showdown. And what I
• 20:21
  loved is that this movie had so much heart, but it never took
• 20:25
  itself too seriously. Like it understood exactly what it was
• 20:29
  doing in a movie called The Dink. So it was really fun to
• 20:32
  watch. The side characters are hilarious. If you need a good
• 20:38
  pick me up, I watched it on a Sunday afternoon. I was like,
• 20:40
  well, that just made my whole day.
• 20:42
  Emily: Yes, and the other lead is Mary Steenburgen, who I just
• 20:45
  get such a kick out of.
• 20:46
  Heidi: Love her. She's always good.
• 20:48
  Emily: and we probably would enjoy it more if we played
• 20:51
  pickleball or knew anything about it, which we don't. We
• 20:55
  also don't know anything about tennis, to be clear, but it was
• 20:58
  still enjoyable. I still got a kick out of it.
• 21:01
  Heidi: I learned a lot about pickleball from watching it.
• 21:02
  Like, oh, I had no idea. I had no idea. I just, the whole time
• 21:06
  I've been like, how are they different? They look exactly the
• 21:08
  same, but the rackets are different. Apparently, they're
• 21:11
  really different. Nobody come for me.
• 21:17
  Okay, that is it for today's episode. Pick your go-to action
• 21:21
  cue, and remember to standardize your format for your prompted
• 21:24
  transitions.
• 21:27
  We hope you enjoyed this episode of Teacher Approved. I'm Heidi.
• 21:31
  Emily: And I'm Emily. Thank you for listening. Be sure to follow
• 21:34
  or subscribe in your podcast app so that you never miss an
• 21:37
  episode.
• 21:38
  Heidi: You can connect with us and other teachers in the
• 21:40
  Teacher Approved Facebook group. We'll see you here next week.
• 21:43
  Bye for now.
• 21:44
  Emily: Bye.