One of the biggest factors that contributed to on-task behavior and maximum use of instructional time was when the teachers had control over classroom management and transition time. Research  completed by Gaurdino was based on the four elements of an effective transition. The first element is active supervision . The second part is positive reinforcement. Pre-corrections and active supervision are the last two parts of effective transition (McIntosh, Herman & Sanford, 2004). The results showed making evidence-based  transition strategies available to teachers leads to a productive classroom. Effective transition supports help the teacher spend less time on preparing students for the next activity and more time on classroom learning. Three of the most popular learning styles are visual, auditory, and kinestetic (Gilakjani, 2012). Classroom transition cues and strategies are founded on these three learning styles (Dunn & Dunn, 1978).


 Effects of Implementing Interventions to Decrease Classroom Transition Time

Effective Transitional Strategies for the First Grade Classroom

 Smoothing the Rough Edges of Classroom Transitions

Supporting teachers and children during in-class transitions: The power of prevention


20 Terrific Quiet Signals That Work! This has 20 quiet signals to use in the classroom. My favorite is Marco- Pollo because every child has either played that game or heard of it.

Teaching Techniques for Promoting Success Between Lessons
From TeachingLD

This powerpoint has multiple examples of class rules,schedules,and jobs


Dunn, R. S., & Dunn, K. J. (1978). Teaching students through their individual learning styles: A practical approach. Prentice Hall.
Perrin, A. R. (2014). Effective Transitional Strategies for the First Grade Classroom.
Mele, S. M. (2008). Supporting teachers and children during in-class transitions: The power of prevention.
Olson, J. L. (2012). Effects of implementing interventions to decrease classroom transition time (Order No. 1529244). Available from ProQuest Dissertations & Theses Global. (1152781547).
Buck, G. H. (1999). Smoothing the rough edges of classroom transitions. Intervention in School and Clinic, 34(4), 224.

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