Top Transitions

I am always on the look out for ways that my students can go from subject to subject or activity to activity.  I prefer these transitions to be efficient and quick!

I have three transitions that I enjoy using the most! These transitions not only give the students a small brain break, but they also allow me to get out an activity or prep my teaching materials -- especially when there isn't a scheduled break in between.

1. Go Noodle!

If you haven't seen, used, or heard of this....go immediately to the website below! 

Go Noodle!

You do have to set up an account, but it is completely free!

This is a fun way for students to get out of their seats and get their bodies moving.  All the while, the teacher can be getting materials ready or an activity passed out. (I've learned that all students, at any age, need expectations for participating during a Go Noodle -- so, lay down those laws right away!)

Plus, it is SO much fun for the students to pick their "monster" and watch it grow! I always connect the fact that the monster grows to what we want our students to have throughout the whole school year -- a growth mindset! It keeps the brain break connected to school and learning!

2. Best Boy, Best Girl!

All of the schools I have taught in have participated in a SWPBS -- School Wide Positive Behavior System! Which I LOVE! When students follow the school rules they are given little tokens or "cash", which is a symbol from the teacher for acknowledging their great behavior.  

If I ever need a moment to gather my mind, give the students a break, or get things together for the next subject, I pick one student whose behavior stands out.  This student is to pick the best behaving boy and the best behaving girl during the time I need.  The student usually has a hard time picking, because they all want the prize. 

When the student picks the best boy and the best girl.  The student picking receives the token, the best boy receives a token, and the best girl receives a token.  (I always like to remind my students that they always have a chance to win -- so that feelings aren't hurt!)

If your school does not participate in SWPBS, then create your own token system for your classroom! :)

3. Magic Trash

So, I know this is usually an end of the day activity...but it is a great transition, too!

I know that my students can sometimes get my floor messy within an hour of them being at school, especially when the classroom has carpet or a rug! So, when I am ready to transition, all I have to say is, "MAGIC TRASH!" The kiddos get up, hit knees and hands, and find trash to throw away.  When I see that the floor is looking clean, I stop and tell them who I saw pick up the magic trash.  This student receives a token or piece of candy!

Psst...there really isn't a "right" student...I just pick someone! 

This got them out of their seat, the floor is clean, and now we can move on as a class.

These are only the transitions that I use every single day during the school year! They are effective for the students I have taught in the past. If you have any transitions to share, please comment below! 

For the Love of Progress Monitoring

For the Love of Progress Monitoring

The child in the clip art above looks excited to be reading, but a lot of students do not look forward to reading -- especially when they are being assessed on their fluency, accuracy, and retelling abilities(DIBELS, Etc.).

How do we get our students excited about reading and performing well on these types of reading assessments?  

I struggled with this!  I knew the kiddos needed to get excited to show growth, but I couldn't figure out how to get them there. Then...it hit me like a ton of bricks.  Kiddos LOVE honesty and openness.  

The students needed to know the goal they needed to reach.  So, I told them.  Each student (who payed attention lol!) knew that by the end of the year they needed to read 47 WPM, have 90% accuracy, and needed to retell three details in order back to me (1st grade goals). I know! That is a lot, but the students loved knowing! I then began being asked, "Mrs. Summers! What was my score!" This is where you can't be afraid to say, "You could have done better with _______" BUT! Do not just stop there.  You need to follow this up with HOW to fix it.  They want to please you, and the only way they can is if you give them the tools and resources to do so.

1. Show them how many words they need to have read in one minute. (In 1st grade they must read 47 WPM by the end of the year.)

This is a great visual and they loved getting to use highlighters! During intervention time, I always gave my students three turns.  Each time they read they put the number that corresponded with that read above their stopping place. So, they stopped at the word "practice" on their first read -- put a number one above that word.  This would also show me if their was inconsistency within their reading.  If the student's numbers were in order, it shows growth -- if not in order, it shows the inconsistency. 

2. Teach the students tracking!!!!  

This sounds silly, but it is a life saver for them when it comes time for testing.  Students lose their place while reading...if they aren't tracking.  Have the students use their dominant hand.  Place their pointer finger on the first word.  Say the first words as a whole group, then whisper the first word as a whole group, and then altogether say "Track!" This is their cue to start reading and your cue to get up and monitor their tracking.  TIP: Do not let students use other classroom objects to track.  They will not have these materials available to them when progress monitoring. BUT, they do have their fingers!

3. What does a minute feel like?

Give the students an opportunity to see what a minute feels like.  Set a timer for one minute, but do not make it visual to them. (They won't be able to view the timer during their test.) Give them a simple task, like draw a picture on their whiteboard.  This provides them with a concrete feeling of a minute of time for a task.  Then, expose reading for a minute.  I did this during my intervention time, while the students did their three reads.  Each read was a minute long.  As the teacher, you should read for a minute in front of the students...its actually not that easy -- and good for the students to see you struggle!

I begged, borrowed, and stole some of these tips and tricks.  All for the love of progress monitoring! Use and accommodate what you want! 

A Little More Attention!

Have you ever had a student in your class who could not be quiet to save their life? I sure have!

Have you ever had a student who took it upon themselves to throw chairs at others when they did not get their way? I sure have!

Has there ever been a time where you thought you couldn't get a student under control...EVER? I sure have!

I am right there with ya!!! There is always one or two or four or five (lol!) who need that individual attention more than other students in your classroom. Therefore, there has to be a solution.  As the teacher, you cannot give those individual students your undivided attention the whole day...there are 15 other students who need you, too!

I wanted these students to know that I am always watching them and giving them "attention" (indirectly).  Here is how.... (Two freebies below!)

Individualized Behavior Charts

Do's:

-- The students needs to know that the chart is theirs and only theirs.  There may be other students in the class who have a chart as well.  (You can tell them not to compare their charts, but it is bound to happen at some point.) 

--The students need to know what they receive if they meet their goal! (Smiley face or stickers are the easiest!)

-- The students have to, of course, know their goals! There is a specified spot for these goals on their chart, this way they have a visual at all times.

-- The students should know what they will receive if they meet their goal. (I have always made it clear with those students who have a behavior chart, that is they do not meet their goal, then they do not receive a prize.)

Dont's:

-- I suggest not putting a frowning face when they do not meet their goal. There should always be a discussion on why they met their goal or why they did not. Kiddos love to know "why?!", so give them the opportunity to know how to meet their goal next time.

-- Do not be inconsistent.  Now, there were times where I didn't make copies of the students charts (I am not perfect!).  But, those times where I forgot....I sure wish I didn't.  Kiddos love consistency and structure...and anytime they are thrown off...watch out!

I have shared these charts with several of my colleagues over the past few years and they have modified them in many different ways to fit their grade level or student. You should do the same! 

These have helped me make positive relationships with very challenging students, and I hope they will do the same in your classroom!

Very Structured Behavior Chart (Download this one into a word document...formatting was weird on     google docs! Sorry!)

Less Structured Behavior Chart