Bridging the Gap: Transition in Classrooms
Abigail Padilla
Introduction
Effective classroom management during transition periods is crucial for
maintaining a positive and productive learning environment. In my
ECE student teaching placement this semester, I was placed at
Northwest Elementary in 4th grade for eight weeks. My classroom
consisted of 26 students. My students did not need behavior
management the first few weeks because they were reticent. However,
once my students felt comfortable, it was noticeable that my students
struggled with transition periods throughout the day. Whether from
subject to subject or recess to gym, my students had a hard time
transitioning, making giving instructions difficult. Even if my host
teacher and I enforced behavior expectations, my students were still
talkative. My host teacher and I devised different techniques to see
which one my students gravitated towards. Last year, when I was
observing at Northwest, I used a call and response to get my student’s
attention, and it seemed to do the trick. So, I developed two other
techniques to see which one had a better response. I implemented 1)
tactile objects, 2) rhymes/beats, and 3) call and response, for five weeks.
Knowing that each classroom is different is essential, and this was my
biggest challenge. Even though call and response worked with most of
the placements I observed, for this class it did not.
Objectives
The purpose of my research was to determine the best strategy for
classroom management during transition periods.
Question: How does implementing nonverbal cues help increase my
student’s attention during instructional and transition periods.
Goal: Use nonverbal cues to create a structured, positive, and efficient
classroom experience during transition periods.
o Ensure that nonverbal cues are clear and easily understood by all
students.
o Maintain consistency in the use of nonverbal cues across different
transition periods.
o Use nonverbal cues to capture students' attention and redirect
focus during transition periods.
o Ensure that nonverbal cues are respectful and considerate of
diverse needs and abilities.
o Regularly monitor the effectiveness of nonverbal cues during
transition periods and be prepared to make adjustments as needed.
Northwest Elementary and Lebanon Valley College
Results Application to Future Teaching
Effectively implementing classroom management during transition
periods is a fundamental skill that carries significant implications for a
teaching career. During student teaching, mastering the art of
seamlessly guiding students through transitions between activities or
subjects establishes a foundation for future success. The ability to
manage these periods adeptly not only maximizes instructional time but
also contributes to the establishment of routines and procedures. This in
turn promotes an organized learning environment and aids in creating a
welcoming classroom atmosphere. Managing behavior issues during
transitions refines behavior management abilities, and flexibility, which
is fostered by the adaptation needed to deal with unforeseen
circumstances. Effective classroom dynamics are facilitated by
communication during transitions, which serves as a channel for
establishing expectations and effectively communicating information.
Keeping students interested and focused throughout these times is a skill
that is useful for a teaching career. Building strong bonds with students
and cultivating rapport are two further benefits of adeptly handling
transitions. During student teaching, I engaged in professional
The use of rhymes/beats helped decrease the number of interruptions development by considering and improving transition management
during the transition times. skills. This will help me grow and succeed in my teaching career.
I tallied the number of interruptions on the whiteboard. I collected these
numbers weekly to gather my data. Self-Reflection
Through my experiences in student teaching, I have come to recognize the
critical importance of flexibility in classroom management, particularly during
transition periods. I realized that every classroom is a unique environment,
and each student brings their own set of needs and dynamics. This awareness
prompted a significant shift in my approach to managing transitions. I
discovered how to modify my approach according to the distinctive
characteristics of each student. I was able to adapt to the many obstacles that
arose throughout transition phases more skillfully because of my flexibility. It
became evident that a one-size-fits-all strategy is insufficient and that I must be
able to adapt and personalize my management strategies to match the specific
requirements of every student. Not only has this self-reflection helped me
become more adept in transition management, but it has also shaped my
philosophy of teaching in general by highlighting how important it is to be
flexible and sensitive to the particular dynamics of any learning environment.
Acknowledgments
I would like to express my gratitude to Professor Brown for her outstanding
advice and assistance throughout my Early Childhood Education (ECE)
placement. Her knowledge and unrelenting dedication were crucial in helping
me refine my studies and improve as a student and instructor. In addition, I
would like to thank Professor Kuntz for teaching me a variety of participation
strategies that were very helpful to me throughout the course of the eight
weeks and my research project. My academic and professional journeys have
benefited greatly from the information and abilities I have gained from both
instructors' guidance. I am grateful for your priceless contributions to my
personal development.