Increasing Time-On-Task Behavior
Through the Implementation of
Classroom Transition Strategies
Amy Geffers
Fall 2007
Elem Ed 792
Action Research in Curriculum and Instruction
Dr. Judith Hankes
INCREASING TIME-ON TASK BEHAVIOR THROUGH THE IMPLEMENTATION
OF CLASSROOM TRANSITION STRATEGIES
Amy Geffers
A Classroom Research Study
Submitted in
Partial Fulfillment of the Requirements
for the Degree of
Master of Science in Education
Curriculum and Instruction
University of Wisconsin Oshkosh
Oshkosh, Wisconsin 54901-8621
December 2007
Approval
Date
First Reader:______________________________________________________
Second Reader: ___________________________________________________
TABLE OF CONTENTS
Abstract
2
Study Sequence
3
Statement of the Problem
4
Situating the Problem
4
Review of Literature
Transitions
Teaching Transitions
Using Time and Time Limits
The Use of Desists
Maintenance
6
7
8
9
10
Methods
Participants
Data Collection
Data Analysis
Intervention
10
10
11
11
Findings of Data Analysis
16
Conclusions
19
Future Plans
20
References
21
Appendix A
22
Appendix B
30
Abstract
First grade students spend a great deal of time transitioning between
activities throughout the day. The first transition is made when the students enter
the classroom in the morning, and the last is made when they line up to go home
at the end of the school day. Unfortunately, too often the consequence of these
numerous transitions is a great deal off-task behavior. Consequently, time is
spent re-directing and sometimes disciplining students, and less time is spent on
instruction.
In an effort to minimize the amount of time spent on transitions and
maximize instruction time, I investigated methods of effective transitioning and
implemented these in my classroom. Effective transitioning methods and the
effectiveness of using such methods are described in this study. As a result of
this study, I now spend less time re-directing my students more time devoted to
classroom instruction.
Study Sequence
September
Brainstorm list of possible topics
Finalized topic
Wrote Statement of the Problem
Wrote Situating the Problem
Began Literature Review
October
Completed Literature Review
Began Intervention
November
Wrote Methods Section
Finished Intervention
Wrote Findings Section
Wrote Conclusions
Wrote Future Plans
Wrote Abstract
Created Reference Page
Created Cover Page, Title Page
December
Assembled final, completed paper
Printed and bound final copies
Submitted final paper
Statement of the Problem
First grade students spend a great deal of time every day transitioning
between activities. These transitions occur throughout the day. The first transition
is made when the students enter the classroom in the morning, and the last is
made when they line up to go home at the end of the school day. Unfortunately,
too often the consequence of these numerous transitions is a great deal off-task
behavior. Consequently, time is spent re-directing the students, and as a result,
less time is spent on instruction. In order to resolve this problem, I conducted the
action research study described in this paper. The following question focused my
study: What strategies can I use to help my students to effectively transition from
one classroom activity to another?
Situating the Problem
I am a first year teacher at a small Catholic school within the Green Bay
Diocese. Aside from housing kindergarten through fifth grades, my school has an
on site daycare, as well as three and four year old pre-school programs, and a
four-year old enrichment kindergarten program. The school houses
approximately 200 students. My first grade class consists of thirteen students,
eight girls and five boys.
Transitions are a large part of the school day. My students have 15 to 20
transitions each day. At this point in the school year, I am still working on finding
effective transitions. I currently use methods like flashing the lights to signal a
change in activities or using a clapping pattern to gain the students’ attention.
After the first week of school, I began to realize that transition times were
very difficult for my students (and for me). Rather than quietly transitioning to the
next activity, they engaged in excessive talking as well as some out of seat
misbehavior. I found myself spending far too much time trying to refocus students
after switching from one activity to the next. For example: my students participate
in D.E.A.R. (Drop Everything and Read), 4 days a week. Soon after the start of
the school year, I noticed that the transition between D.E.A.R and math were
taking too much time. I soon began to monitor how much time was being spent
between these two activities and which students were having difficulty with the
transition. One day, it took the student 9 minutes and 13 seconds to put away
their reading books and get out their materials for math. During this time, all of
the students were engaged in conversations, 3 students asked me to get a drink
or go to the bathroom and 7 students were out of their seats, (3 of these students
were standing up at their desks). After threatening to take away recess time (if
our students lose recess time, the still go outside, but must stand outside of the
playground), they finally sat quietly in their seats and got ready to work.
After realizing how much time was lost during transition times, I decided
to research what master teachers had to say about this problem. I realized that
this was part of being a teacher that I had not been prepared to deal with. I knew
had a lot to learn. The ultimate goal of my research was to gain knowledge about
effective methods and strategies to use in order to decrease the amount of offtask transition behavior and to increase on-task learning readiness behavior in
my students.
Literature Review
Transitions
Transitions are a large component of each school day. A classroom
transition is defined as “the time and routine involved in changing from one
activity to another” (Steere, 1988). Transitions take place when students change
from one subject to the next, when they move from one place in the room to
another, and when they enter or exit the classroom (Paine, Radicchi, Rosellini,
Deutchman, & Dartch, 1983). Each day, students are expected to make
individual transitions, as well as transitions with small and large groups of peers
(Carta, Renauer, Schiefelbusch, & Terry, 1998).
Because transitions occur so frequently throughout the day, there is
potential for much time to be taken away from classroom instruction. Steere
(1998) reveals that an ineffective teachers’ classroom will spend anywhere from
4 to 9 minutes transitioning between activities, while an effective teachers’
classroom will spend as little as 30 seconds on a transition. Steere (1998)
conducted a study that compared effective and ineffective classroom managers.
He found that, based nine transitions during a six-hour instructional day, for 170
school days, an effective teacher who spends 30 seconds on transitions, would
spend a total of twelve hours and forty-five minutes per year on transitions. This
would result in a loss of approximately 2 1/8 days of instructional time. Given the
same time frame, an ineffective teacher who spends an average time of five
minutes per transition, would spend 127 ½ hours on transitions each year. This
would result in a loss of approximately 21 ¼ days of instructional time. This being
said, the importance of teaching transition routines is evident. By minimizing the
amount of time spent on transitions, the teacher is maximizing the amount of time
spent on academic instruction; consequently decreasing the level of behavior
issues in the classroom (Paine et al., 1983).
Teaching Transitions
When considering teaching transitions, it is important to recognize that the
teacher and students each have a role. During transitions the role of the teacher
is to be prepared for the next activity, as well as to monitor the students and their
behaviors (Paine et al., 1983). In order to assist with the flow of transitions, it is
necessary for the teacher to have all materials organized before the start of the
school day (Steere, 1998). The role of the students when transitioning is to
quietly follow the pre-established rules (Paine et al., 1983).
Transitions should be incorporated into the classroom rules and routines.
Students should have clear guidelines as to what should take place during a
period of transition. When there are clear rules and structure for transition times,
teachers are much less likely to have transition problems (Emmer & Gerwells,
2006). Each person in the room should know what behaviors are expected (Carta
et al., 1998). Once these expectations are clear, they can be broken down into
smaller, more specific steps that will be followed by everyone in the classroom;
students and teachers alike (Carta et al., 1998).
There are four commonly used rules for classroom transitions. Paine et al.
(1983) state the following rules as necessary components of effective
transitioning:
1. Move quietly.
2. Put your books away and get what you need for the next activity. (You
may need to state what that activity will be and what materials students
need for it.)
3. If necessary, move your chairs quietly.
4. Keep your hands and feet to yourself.
Rules and picture prompts can be posted in elementary classrooms to assist the
children with transitions (Carta et al., 1998).
Using Time and Time Limits
The start of a transition should be marked with some type of signal. Paine
et al. (1983) use the following example of a signal: “It’s transition time. Get ready
for _____________. You need _____________.” Other examples of transition
signals can include: the sound of a bell or chime, soft music, a clapping or
rhythmic pattern initiated by the teacher, or the teacher flashing the lights to
signal the end of an activity. Carta et al. (1998) also stress the importance of
using clear and effective instructions following the transition signal. They state
that effective instructions should stand out from other talk in the classroom.
Aside from providing the students with a transition signal and clear
instructions, many students will also benefit from being provided with a time
frame in which to complete the transition. For example, Paine et al. (1983)
suggests periodically timing students during periods of transition. Students
should be aware of the time transitions take and be challenged to decrease that
time, all while following the established transition rules. Carta et al. (1998)
suggest a different approach for younger students. They recommend
challenging the students to make their transition “before the timer rings”. They
express how important it is for students to experience initial success, and
suggest that the teacher set the timer for two minutes longer than the average
transition period. They also advise decreasing the amount of time on the timer
over a period of several days. Carta et al, (1998) also remind teachers to praise
those students who are following the rules of transitions, while paying little or no
attention to students who are straggling during transition time.
The Use of Desists
Desists can be used with students who are not following the rules of
transition times. A desist, according to Steere (1998) is: “an action that a teacher
takes to immediately suppress misbehavior, thus allowing the lesson to continue.
Desists may be in the form of an unapproving facial expression, a verbal
directive, or some other sort of punishment.” There are verbal and nonverbal
desists. Some examples of nonverbal desists include: remaining quiet and
waiting for students’ attention, moving closer to the student who is not following
the rules, making eye contact, frowning, or shaking your head at the student.
Some examples of verbal desists include: saying the name of the student, asking
the student to refer to the rule he or she has broken, or having a conference with
the student. Yet other desists can be: taking away privileges, moving the student
to another spot in the classroom, sending the student to speak with the principal
or counselor, or speaking with parents. Carter and Doyle write that, “studies
show that desists are effective in reducing classroom disruptions,” (as cited in
Marzano, 2003). Steere (1998) says that effective classroom teachers use
desists sparingly, while ineffective teachers tend to over-rely on the use of
desists.
Maintenance
Once proper rules and routines have been established for transitions, it is
important for them to be maintained. Students should be monitored on a frequent
and regular basis shortly after learning the rules and routines (Carta et al., 1998).
As the students become more familiar and proficient with the structure of
transitions, teacher scaffolding can be decreased.
Methods
Participants
This study was conducted with my first grade classroom of thirteen
students: eight girls and five boys. There was a wide range of academic levels in
my class, ranging from students who worked at or slightly below grade level, to
students who exceeded grade level expectations. One student was identified as
autistic, and a second student was being assessed for a learning or other
disability. Two of the students received speech and language services, and one
student was being evaluated for occupational and physical therapy.
Data Collection
I conducted a pre intervention observation and a post intervention
observation using the Classroom Transition Observation Form (See Appendix A
for pre intervention data and Appendix B for post intervention data). On this form
I recorded a brief description of the activity; in this case, the transition, and
recorded the amount of time that was spent on the transition. I also made written
notes of positive and negative behaviors that I observed during the transition
periods. Observations were made from 7:40 a.m. until 11:15 a.m. on the
Monday, Tuesday and Wednesday preceding the intervention and after the
intervention. I used the same format for each observation.
Data Analysis
The Classroom Transition Observation Form allowed me to keep track
and analyze the amount of time being spend on each whole group transition. I
was also able to use this form to track what kinds of behaviors were going on
during transition periods. By using this form, I was able to pinpoint individual
students who were having difficulties during transitions. After analyzing this data,
I was able to make changes in my own teaching in order to better assist my
students who have difficulties during transitions.
Intervention
Week One
I began the intervention process by explaining my expectations for
transitions to my students. I began the discussion by asking the class if they had
ever heard of the word transition. While several students raised their hands, no
one could explain exactly what a transition was. I went on to explain that
transitions are times when we make a change. I continued by telling my students
that they make many transitions every day. I explained to them that each time
they enter or exit the classroom they are making a transition. I then prompted the
students to tell me some other transitions they make during the school day. The
students understood quickly and provided responses like, “when we sit at our
desks” and “when we move to the carpet”. I continued the conversation by telling
the students that they make transitions even when they are putting materials
away or are taking things out of their desks. I then invited the students to ask any
questions that they may have had about transitions. The only questions students
asked were similar to, “Do we transition when we sharpen our pencil?” and, “Do
we transition when we go to the bathroom?” I explained that those things were
indeed transitions, but that our focus would be mainly on whole class transitions.
After we discussed what transitions were, I explained to the students how
important it is for their transitions to be fast and quiet. I explained that the faster
our transitions take place, the more time we would have to do activities during
the school day.
My next step in teaching the children about transitions was to ask them to
brainstorm some rules that they felt were important for transition times. I
reminded them that even though our transitions were to be fast and quiet, they
also needed to be safe. With this direction and discussion, the students
determined the following rules for transition times:
1. Our voices will stay off.
2. Our ears will turn on.
3. We will follow directions and raise our hand if we have a question.
4. We will always walk.
After our transition rules were established, I told the students what I would
say to signal a transition. My transition signal was simply to turn the lights off and
say, “It is time to transition.” If the students were on the carpet during transition
time, I did not get up to flash the lights, I simply gave the verbal direction. I told
the students that when they heard this signal, they were to immediately follow the
first two rules: turn their voices off and their ears on. I explained that by following
the first two rules, they would show me that they were ready to listen for the
directions that would lead to our next activity.
The next step in teaching my students how to make efficient transitions
was to simply give them time to practice following their transition rules. In order to
do this, we held “mock transitions.” During our first mock transition I invited all of
the students to chat amongst themselves. I then asked three of my students to
demonstrate behaviors that were inappropriate for transition times. I then
proceeded to give the signal, “It is time to transition.” While ten of my students
turned their voices off and their ears on, the other three proceeded to have a
conversation with each other. During their conversation, I attempted to give the
students directions to our next activity. After unsuccessfully giving directions, I
asked my students to stop their conversation. We then had a group discussion
about what went on during the inappropriate transition time. My students who
were following directions stated that it was difficult for them to hear what I was
saying and they were being “bothered” by the other students. The students who
were having the conversation said that they were not paying attention to what I
was saying, so they didn’t know what our next activity was.
Next, I asked all of my students to show me the appropriate way to make
a transition. Again, I told them that they could talk amongst themselves, and
again, I signaled for a transition. During this trial, all of the students immediately
turned their voices off and their ears on to show me that they were ready for
directions. I then led another discussion, prompting the students to talk about
what went well during the transition. Students raised their hands and said that
they were able to hear what I was saying and that they were not being bothered
by students around them who were talking while I was. For the remainder of
week one, my students practiced appropriate ways to transition after hearing the
transition signal.
Week Two
Prior to starting week two, I recorded two minutes of classical music onto
a compact disc. I used this disc to introduce a music component to our classroom
transitions. In order to do this, I decided to use the music only when my students
were participating in seatwork or small group activities. I explained to my
students that near the end of their work time, I would begin to play a song on the
CD player. I told them that when they heard the song, that was their signal to
begin putting their projects or materials away. I also told them that by the end of
the song, I expected them to be back in their seats and following our transition
rules.
Weeks Three and Four
During the remainder of my intervention, I allowed my students to adjust to
our new transition routines and rules. Throughout this time I had frequent
discussions with my students about our transition rules and the importance of
effective transitions. We had frequent discussions about things that they saw or
heard during transition periods. These discussions helped make the students
aware of themselves and their behavior during these times.
Other Strategies Used
Aside from using the transition signal and music to assist my students with
transitions, I used a variety of other strategies to aid in efficient transitions.
Writing assignment and materials on the white board: After giving my students
verbal directions, I also wrote their assignment and any supplies they might need
on the white board. This allowed the students to be more independent when
switching activities.
Giving directions: Prior to my intervention, I typically had my students go back to
their seats before I gave them directions for the next activity. During the
intervention, I gave students the directions wherever they were. For example, if
my students were in the library and returning to the classroom to begin a writing
project, I would give them directions while they were still lined up in the library.
This was effective because as soon as the students were back in the classroom
they could begin getting their materials ready.
Dismissing the students: Before I began the intervention process, I would usually
dismiss the whole class for their next activity. For example, when it was time to
line up for lunch, I would typically dismiss the whole class at once to get their
jackets, lunches, etc. During the intervention I would dismiss students according
to what they were having for lunch, (hot, cold, milk, juice, etc). This alleviated the
congestion in the coat closet, thus allowing students to get their belongings and
line up in a timelier manner.
Findings of Data Analysis
The Classroom Transition Observation Form was used during the pre and
post intervention to record data involving large group transitions in a first grade
classroom. The main source of data was obtained by timing the students during
a.m. transition periods on the Monday, Tuesday, and Wednesday preceding the
intervention and after the intervention.
On the Monday of the pre and post intervention, there were a total of eight
transitions during the 7:50 a.m. to 11:15 a.m. time period. The amount of time
taken during these transition periods decreased post intervention for seven of the
eight transition periods. The total amount of classroom instructional time saved
post intervention when compared to pre intervention data was 15 minutes and 4
seconds, (See Table 1).
Due to a shift in our school schedule during the post intervention Tuesday,
there were fewer classroom transitions. During the pre intervention there were a
total of seven transitions during the 7:50 a.m. to 11:15 a.m. time period, resulting
in a total of 31 minutes and 57 seconds being spent transitioning. On the post
intervention Tuesday, there were a total of five classroom transitions, resulting in
a total of 11 minutes and 30 seconds being spent on transitions, (See Table 2).
On the Wednesday of the pre and post intervention, there were a total of eight
transition periods during the 7:50 a.m. to 11:15 a.m. time frame. The amount of
time during these transition periods decreased post intervention for eight out of
eight transition periods. The total amount of time saved post intervention when
compared to pre intervention data was 13 minutes and 9 seconds, (See Table 3).
The time results of the pre and post intervention can be seen in the following
tables:
Table 1: Monday
7:50 a.m. to 11:15 a.m.
10/22/07
Transition Pre Intervention Time
MM to
Spelling
3 minutes, 3 seconds
Spelling to
Music
4 minutes, 21seconds
Music to
Science
7 minutes, 4 seconds
Science to
Snack
2 minutes, 7 seconds
Snack to
Recess
3 minutes, 4 seconds
Recess to
Reading
6 minutes, 47 seconds
Reading to
Activity
1 minute, 56 seconds
Activity to
Lunch
7 minutes, 41 seconds
11/19/07
Post Intervention Time
Time Difference
1 minute, 56 seconds
1 minute, 1 seconds
1 minute, 25 seconds
2 minutes, 56 seconds
2 minutes, 37 seconds
4 minutes, 27 seconds
2 minutes, 3 seconds
4 seconds
2 minutes, 19 seconds
45 seconds
3 minutes, 26 seconds
3 minutes, 21 seconds
2 minutes, 12 seconds
16 seconds (lost)
4 minutes, 1 second
3 minutes, 1 second
Table 2: Tuesday
7:50 a.m. to 11:15 a.m.
Transition
MM to
Spelling
Spelling to
Library
Library to
Writing
Writing to
Snack
Snack to
Recess
Recess to
Reading
Reading to
Activity
Activity to
Lunch
10/23/2007
Pre Intervention Time
3 minutes, 17 seconds
4 minutes, 31 seconds
5 minutes, 23 seconds
3 minutes, 12 seconds
4 minutes
Transition
11/20/2007
Post Intervention Time
MM to
Spelling
Spelling to
Mass
Mass to
Snack
Snack to
Library
Library to
Lunch
1 minute, 14 seconds
2 minutes, 3 seconds
2 minutes, 27 seconds
1 minute, 48 seconds
3 minutes, 58 seconds
4 minutes, 8 seconds
2 minutes, 14 seconds
5 minutes, 12 seconds
Table 3: Wednesday
7:50 a.m. to 11:15 a.m.
Transition
MM to
Spelling
Spelling to
Religion
Religion to
SS/Science
SS/Science to
Snack
Snack to
Recess
Recess to
Reading
Reading to
Activity
Activity to
Lunch
10/24/07
Pre Intervention Time
11/21/07
Post Intervention
Time
Time Difference
4 minutes, 29 seconds
1 minute, 31 seconds
2 minutes, 58 seconds
6 minutes, 3 seconds
N/A
(in other class for both)
1 minute, 52 seconds
4 minutes, 11 seconds
2 minutes, 40 seconds
N/A
3 minutes, 16 seconds
2 minutes, 30 seconds
46 seconds
4 minutes, 19 seconds
3 minutes, 11 seconds
1 minute, 8 seconds
4 minutes, 49 seconds
2 minutes, 49 seconds
2 minutes
3 minutes, 8 seconds
1 minutes, 58 seconds
58 seconds
6 minutes, 33 seconds
3 minutes, 17 seconds
3 minutes, 16 seconds
Conclusions
The purpose of this study was to develop and implement strategies to
decrease off-task transition behaviors and to increase on-task learning readiness
behaviors in my first grade students. After analyzing the pre and post
intervention data, it is evident that implementing transition strategies, rules, and
routines in my classroom did, indeed, increase on-task learning readiness while
decreasing off-task transition behaviors.
Several things can be concluded upon analyzing the data in this study.
First, it is evident that after implementing a transition plan in my first grade
classroom, a significant amount of instructional time was saved. The results of
the transition intervention in my classroom affirm the statement made by Paine,
et al. (1983), who stated that by minimizing the amount of time spent on
transitions, the teacher is maximizing the amount of time spent on academic
instruction.
Second, the results of this study show that when students are provided
with rules and routines for transitions in the classroom, there are fewer off-task
behaviors. This claim supports the statement made by Emmer & Gerwells
(2006), who said that when there are clear rules and structure for transition
times, teachers are much less likely to have transition problems.
Third, the results of this study indicate that implementing specific
strategies for transition times (i.e. using the same familiar phrase or music to
indicate a transition, writing assignments or materials on the white board, or the
manner in which directions are given) help students to effectively transition from
one activity to another. Paine, et al., (1983) stressed the importance of using a
transition signal in order to get students’ attention. In this study, the same phrase
was used consistently to get the attention of the students. After the students
became familiar with this phrase, they immediately knew what was expected of
them, allowing the teacher to immediately follow the phrase with instructions for
the next activity, in turn, leading to smooth, effective transitions.
Future Plans
As a result of the positive effects of this study on my classroom, I intend to
continue using the strategies that were implemented throughout the course of the
intervention. I have noticed many positive changes in myself as well as my
students. When my students hear the transition signal, they immediately give me
their full attention and get ready to move on to the next activity. I have also
noticed an increase in the levels of independence among many of my students. I
attribute this to the fact that they are much more attentive when it is time to
change activities. I also find that I do not have to repeat directions as much as I
did prior to the intervention.
In terms of the benefits this study has had on me, I feel there are many. I
believe this intervention has led me to become a better teacher, because it has
turned me into a better classroom manager. I have more control over the
students and I am able to spend more time on instructional tasks and activities
and less time trying to gain the attention of my students.
References
Carta, J., Renauer, M., Schiefelbusch, J., Terry, B., & Kansas Univ., P. (1998).
Effective instructional strategies to facilitate: Classroom transitions, group
instruction, independent performance and self-assessment. (4th Ed.).
Teacher's Manual for Project SLIDE: Skills for Learning
Independence in Developmentally Appropriate Environments. .
Retrieved September 29, 2007:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0
000019b/80/15/da/be.pdf.
Carter, K. & Doyle, W. (2006). Classroom management in early childhood and
elementary classrooms. In Evertson, C.M. & Weinstein, C.S. (Eds.)
Handbook of classroom management: Research, practice, and
contemporary issues (pp373-406). Mahwah, NewJersey: Lawrence
Erlbaum Associates, Publishers.
Emmer, E.T. & Gerwels, M.C. (2006). Classroom management in middle and
high school classrooms. In Evertson, C.M. & Weinstein, C.S. (Eds.)
Handbook of classroom management: Research, practice, and
contemporary issues (pp. 407-437). Mahwah, New Jersey: Lawrence
Erlbaum Associates, Publishers.
Paine, S.C., Radicchi, J, Rosellini, L., Deutchman, L., & Darch, C.B. (1983).
Structuring your classroom for academic success. Champaign, Illinois:
Research Press Company.
Steere, B.F. (1988). Becoming an effective classroom manager. A resource for
teachers. Albany: State of University of New York Press.
Appendix A
Classroom Transition Observation Form
Date: October 22, 2007
Activity: Transition from Morning Meeting to spelling activity (Pumpkin- similar to
HangMan – played to introduce our new spelling words)
Time Spent on Transition: 3 minutes 3 seconds
What’s Going Well:
What Needs Improvement:
Most students sit right in their seats
Too much conversation going on.
Student # 1 is ready to start.
Student # 3 walks around for
approximately one minute before sitting
down.
Student # 5 sits down quietly.
Student # 12 walks up to give me a
hug, Student # 10 and Student # 7
follow to do the same, I redirect and tell
students to sit in their seats.
Classroom Transition Observation Form
Date: October 22, 2007
Activity: Transition from spelling to music (students must get their recorders out
of the coat closet and line up at the door)
Time Spent on Transition: 4 minutes, 21 seconds
What’s Going Well:
What Needs Improvement:
Students # 1 and 2 stand quietly in line. Girls engaged in a lot of talking in the
closet.
Student # 11 cannot find recorder,
thinks someone moved it from his
hook.
Student # 6 approaches and tells me
she left her recorder a home.
Several students begin to look for the
recorder, rather than line up as
directed.
I have to tell students again to quietly
line up at the door, leaving Student #
11’s recorder lost.
Excessive talking going on while in line.
Student # 3 lines up without recorder. I
remind # 3 once again that he must
have his recorder for music.
Classroom Transition Observation Form
Date: October 22, 2007
Activity: Transition from music back to the classroom. Students then told to use
the bathroom before going into the other first grade classroom for science class.
Students who do not need to use the bathroom told to journal or look at a book.
Time Spent on Transition: 7 minutes, 4 seconds
What’s Going Well:
What Needs Improvement:
Student # 1 sits in her desk and looks
at her book.
Student # 4 comes back into the room
talking and asking, “What do we do?”
Students # 6 & 12 sit in their desks and
get their journals out (they are
conversing)
Student # 2 goes to her desk, but
immediately turns around to talk to
Student # 4.
Student # 3 comes back and wanders
around the room.
Student # 4 gets up and looks for
Student # 5 who is not in the
classroom. He then asks the students
in the room, “Where’s Student # 5?”
Students # 9 & 13 take too long in the
bathroom, causing us to be late for
science.
Classroom Transition Observation Form
Date: October 22, 2007
Activity: Transition from science to snack (students line up in other first grade
class to get snack milk
Time Spent on Transition: 2 minutes, 7 seconds
What’s Going Well:
Most students line up quickly
What Needs Improvement:
Student # 3 wandering around without
his materials
Students # 11 & 7 stay at their table
and talk while working on their
assignment
Classroom Transition Observation Form
Date: October 22, 2007
Activity: Transition from snack to recess
Time Spent on Transition: 3 minutes, 4 seconds
What’s Going Well:
Few students lining up, but with some
chit chat in line.
What Needs Improvement:
Many students walking around the
room.
Student # 3 looking around, not
following directions (the student who is
the last one out of the room after the
bell rings)
Classroom Transition Observation Form
Date: October 22, 2007
Activity: Transition from recess into the room to begin reading. (Assignment is on
the board).
Time Spent on Transition: 6 minutes, 47 seconds
What’s Going Well:
Students # 1, 2, 5, 9, & 11 come into
the room and sit down in their seats.
What Needs Improvement:
Student # 4 comes in asking to go to
the bathroom (students should go
before going outside to recess).
Student # 7 comes in the room and
starts goofing around with Student # 5.
Classroom Transition Observation Form
Date: October 22, 2007
Activity: Transition from reading to lunch (students told to put reading books in
desks, use the bathroom, and return to the room to line up for lunch)
Time Spent on Transition: 7 minutes, 41 seconds
What’s Going Well:
Students # 1, 5,7, & 11 line up.
What Needs Improvement:
Student # 12 & # 9 take too long in the
bathroom.
Student # 3 wanders around the room.
Our line is not straight/quiet, takes
about a minute to get everyone ready
to say our lunch prayer.
Appendix B
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from Morning Meeting to desks for spelling pre-test (students
told to take out a pencil and a marker)
Time Spent on Transition: 1 minute, 56 seconds
What’s Going Well:
What Needs Improvement:
Student # 10 following all directions!
Great job.
Student # 1 goes to her seat, but does
not take out her materials.
Student # 5 helps Student # 11 find
pencil
Student # 3 goes to desk, but sits and
stares into space.
Student # 9 passes out spelling sheets
Student # 9 decides to put her folders
up to block her spelling test from
others. Classmates follow her. I have
to ask students to put their folders
away.
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from spelling to music (students must get their recorders and
line up at the door).
Time Spent on Transition: 1 minutes, 25 seconds
What’s Going Well:
Most students line up right away.
Student # 10 helps Student # 8 find her
recorder.
What Needs Improvement:
HE wandering around at the end of the
line
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from Music to Social Studies (students enter the classroom,
put their recorders away and sit on the carpet.) (The other first grade class joins
ours at the carpet.
Time Spent on Transition: 2 minutes, 37 seconds
What’s Going Well:
Student # 6, 7, 9 & 10 follow directions
and sit quietly on the carpet.
Most other students come to sit on the
carpet (after talking in the coat closet).
What Needs Improvement:
Student # 3 sits in his desk.
There is a lot of commotion with the
other class joining us.
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from social studies to snack
Time Spent on Transition: 2 minutes, 3 seconds
What’s Going Well:
Majority of students get in line and talk
quietly to each other.
What Needs Improvement:
Student # 3 wanders around the room
before lining up.
There is an argument in line about
Student # 4 cutting in line to be next to
Student #5.
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from snack to recess (students clean up their snack, put coats
on and line up at the door)
Time Spent on Transition: 2 minutes, 19 seconds
What’s Going Well:
Once lined up, most students do a nice
job. There is a small amount of talking
in the line.
What Needs Improvement:
Student # 3 spills milk on the floor
when walking to the trashcan.
There is a lot of talking going on in the
coat closet.
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from recess to reading (students come back into the room,
hang up their coats and sit in their desks to wait for directions)
Time Spent on Transition: 4 minutes 8 seconds
What’s Going Well:
Student # 3 – great! Comes in the
room, hangs coat up and sits down in
desk!
Student # 1, 10, 13, 9, 5, & 7 come in
and sit down in their seats.
Student # 12 sits down and quietly
talks with AM
What Needs Improvement:
Student # 4 comes in the room asking
to go to the bathroom again.
Student # 3 & 6 out of their seats,
talking to each other.
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from the carpet to their desks to complete a reading project.
Time Spent on Transition: 2 minutes, 12 seconds
What’s Going Well:
What Needs Improvement:
Student # 5, 10, &13 return to their
seats and get materials out.
Student # 7 approaches me and asks
me an unrelated question.
Student # 8 helps Student # 1 find
something in her desk.
Student # 3 returns to seat, but does
not get materials out.
Classroom Transition Observation Form
Date: November 19, 2007
Activity: Transition from reading activity to lunch.
Time Spent on Transition: 4 minutes, 1 seconds
What’s Going Well:
Student # 1 gets her things and lines
up quietly at the door.
Students # 10, 12, & 13 quietly singing
a song while in line.
After singing a song with the class, all
students get in a nice straight, quiet
line.
What Needs Improvement:
Too much talking in the coat closet.
SL trips over AP and says it was not an
accident. Students argue over this.