Managing+Transitions

=Key Principles=

[|Successfully Managing Transitions]

=Strategies=

[|Get the Noise Out]

Sponge Activities

=More Advice=

code //From a post to FLTEACH on October 12, 1997 re: Smooth Transitions.//

//I just started my student teaching last week and one of the problems I had was when I went from one activity to the next, the kids started to act up and then it would take me a minute or so to calm them down again. My question: What can I do while I'm changing activities to keep them quiet? I found that it was when I started to hand out worksheets or go get my book that they started to talk. Should I have a student hand out the papers instead? If so, what should I do in the meantime?//

Allison,

Organize everything in advance. I put each worksheet, activity, etc. in a separate folder and stack them on a small table or stool at the front of the room, along with my text and any other materials I intend to use that hour. As we move through the sequence of activities during the period, I find that I don't have to go get my book, etc. because everything is right there, in the order in which I intend to use it.

For things that cannot be stacked in the pile, (like manipulatives), I simply write their names "paper plate clocks, for example" on a Post-it note and put the note in the appropriate place in the stack. In this way, even though I have made out detailed lesson plans in advance, I am not continually having to refer to them. I always know what comes next because it is on top of the pile. (Sometimes, I carry a Post-it note around on my finger which lists my plans via one-word keywords to help me stay on track when I am not right next to the table).

I have EVERYTHING on the board in advance when possible, simply covering it with a map or the overhead screen until it is time to use it. If I am using visuals, I make sure that everything has tape already on the back (or velcro or whatever), and that the visuals are in the order in which I will be using them. If we are playing bingo, all the Dixie cups are already filled with bingo chips and arranged in rows on a cookie sheet or folder box lid so that distribution is easy. In other words, by becoming consummately organized in advance, you minimize YOUR time off-task and thereby give students less time to lose focus.

As to the transitions, it sounds to me like your biggest problem is that you are probably waiting for everyone to finish before moving on to the next activity. I have found that this isn't very productive because only one or two will still be working while everyone else has already had 5 minutes to become engrossed in social conversations. While it may seem cruel at first, I wait until most of the class has finished (say 75%), and then begin the next activity.

In addition, when students are about 1/2 way through the activity, I begin distributing the next worksheet or activity sheet, face down. That way, when 75% finish, you can begin explaining the next activity, "Everyone stop and look at me for a quick second. I want to give you instructions for the next activity so that those  of  you who are finished can move on." I instruct, get the majority started, and then circulate to answer questions and help the stragglers.

Other suggestions: A number of professionals have published books full of transition ideas (often called "sponge" activities). Barbara Snyder and Helena Curtain both come to mind. Sponge activities are activities which require very little preparation, keep students busy, and allow you to get organized on those days when you don't have everything quite "together." For example:

code code Look at the vocabulary list on the overhead and write a paragraph that uses at least 10 of the words. (I have a folder full of transparencies located on my overhead cart which contains vocabulary lists from each chapter, as well as lists of adjectives, verbs, etc.).
 * Lists--list as many adjectives in Spanish as you can, body parts, colors, numbers, etc.
 * Write down as many words in Spanish as you can that begin with the letter "P".
 * Write five commands that you might give to a younger brother or sister while at the store, park, etc.
 * Get with a partner and recite your numbers to them from 1-100 in Spanish.
 * Tell your partner five things you like and five things you dislike in Spanish.

There are two keys to making sponge activities work:

they realize that it is just busy-work which has no relation to anything you are studying and that you don't intend to look at it, they will stop doing it. Act like it is IMPORTANT (and, once again, PLAN your sponges when you can). Try to have several ready each day which directly relate to the lesson, whatever activity you intend to do next, etc., and TELL students why the sponge activity is important: "I  want you to write a paragraph of at least 5 sentences in which you describe a famous person.  You can use the list of adjectives on the overhead screen to help  you.   You are going to need these paragraphs in order to do the next activity, so make sure that you get busy or you won't have time to finish." Then, for the next activity, have 2 or 3 students read theirs and let the class guess who they are describing. Doesn't have to be the WHOLE class reporting every time.
 * 1) 1 - You MUST do something with the activity when students finish. If

we move on. This removes the onus of "you're rushing us" from me and (strange as it may sound) makes it the timer's fault. Students realize that I'm NOT going to extend the time (so be sure it is reasonable when you set the time limit) and they work much more efficiently.
 * 1) 2 - ALWAYS set a time limit and use an egg-timer. When the bell dings,

Like someone else mentioned--it is basically just a question of being able to keep several plates spinning at once. If you want kids to stay on task, you probably won't have time to sit at your desk and grade papers (although as you gain more experience, this DOES become more feasible). CIRCULATE! As someone else mentioned (Richard Lee, I think), body proximity and eye contact also go a long way toward minimizing misbehavior. One of the things I do with my student teachers is walk them around the building and have them peep in the windows at other teachers' classrooms. Some teachers literally "barricade" themselves behind an extensive wall of desks, filing cabinets, etc. which extends across the front of the room. Others put these things off to the side, making it easy for them to reach the students in an instant. I have noticed that classroom control seems to correspond to the arrangement of the classroom, at least somewhat! We discuss the fact that students (at least subconsciously) notice body language which says--I'm afraid of you, I'm not really in control, am I?, etc. One student teacher and I really worked on ways to get her to come out from behind the podium, then the clipboard, then her arms folded across her body. It may sound stupid, but it worked. She developed wonderful classroom management skills as she became less defensive and more self-confident about what she was doing and sent that message to her students via her body language. You might try it and see if it works for you!

//One more thing!!! I find that in my Spanish 1 class, when Im trying to explain something(ie. directions) the students are constantly saying: "Whaaaat??  I don't understand!  Can you repeat that!" I think that half the time they're just testing me. They figure the more time they waste the less they have to do. I think this because I say the directions in Spanish and then back them up in English and other times I know that they know what I'm saying because they've had the stuff before (i.e. ¿De donde eres?)  They look at me like I have 6 heads. ( I never thought that I would be intimidated my 25 high school freashman) How can I tell if they understand or if they're faking it? I would like to be able to figure this out before I test them on the material.//

This is NORMAL. Even my fifth year kids pulled this on me at the beginning of the year! Whatever you do, DON'T resort to English if you think that they should be able to understand you in Spanish. Repeat, slow down, use gestures, draw on the board, model/demonstrate, whatever it takes. Once they realize that you aren't going to give in, they'll suddenly "get it" so that they don't have to sit and listen to all that EXTRA Spanish with which you are bombarding them. Ignore them when they whine.

//P.S. I know that I shouldn't back Spanish up with English, but if I don't they will not have any clue as to what I'm saying. As the weeks go by I plan to gradually eliminate English.//

They've already "got" you! They've convinced you that they don't, won't, and can't understand you when you speak Spanish. They'll figure it out if you don't give them any other choice. It gets HARDER (in my experience) not easier, to gradually eliminate English. Stick to your guns!

Hope this helps!

Allison, if you want a copy of a list of some quick sponge activities, send a SASE with a Post-it note that says "sponge activities" to:

Cherice Montgomery Southeast High School 903 S. Edgemoor Wichita, KS 67218

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