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Classroom Transition Plan

1. Students were not meeting transition expectations between activities, being loud and disruptive. This plan aims to improve transitions through positive reinforcement. 2. The plan sets a time limit of 45 seconds to 1 minute 15 seconds for students to be seated and ready. Students who meet this will receive beads added to a class bin. 3. If the class earns over 90% of possible beads in a week by meeting transition expectations, they receive a reward like changing a lecture to an interactive discussion led by the teacher. The plan provides structure to teach and reinforce positive transitions.

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97 views

Classroom Transition Plan

1. Students were not meeting transition expectations between activities, being loud and disruptive. This plan aims to improve transitions through positive reinforcement. 2. The plan sets a time limit of 45 seconds to 1 minute 15 seconds for students to be seated and ready. Students who meet this will receive beads added to a class bin. 3. If the class earns over 90% of possible beads in a week by meeting transition expectations, they receive a reward like changing a lecture to an interactive discussion led by the teacher. The plan provides structure to teach and reinforce positive transitions.

Uploaded by

api-325887051
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Positive Transitions

Undesirable Target Behavior:


Students are not meeting transition expectations because they are not engaged and prepared to learn with the defined time perimeter,
they are often loud and at times physically disruptive during transitions. This interferes by taking time away from academic focus, and
can also cause social/behavioral problems because of a lack of respect for classroom expectations.
Desirable Behavior Targeted:
The time perimeter for students to be in their seat prepared and engaged to learn is between :45 seconds 1:15 seconds depending on the
daily plan. Being prepared consists of looking to instructions to see which materials should be placed on the desk, and then placing all
other items (with the exception of necessities) away in their backpack. Engaged to learn can be functionally defined as quiet and
attentive to the teacher.
Types of Reinforcement:
1. While greeting students walk around with a bin and beads; students are given positive praise and a bead is dropped in the bin if they
have met the transition expectations.
2. Each week there will be a certain amount of transition opportunities. Five opportunities per day would mean that each student could
earn a total of 25 beads for the bin per week; if they demonstrated the desired behavior each opportunity. Lets say for this example;
there are 12 students in the class, this would mean there are 300 transition opportunities per week. If a class, as a whole, is able to
successfully transition on over 90% of opportunities; if the students earn at least 270 beads than they would earn the overall
reinforcement for that week.
3. There must be two lesson plans at the ready for one of the focus content activities on Friday for this plan to work. This requires
additional teacher work, but can be justified as beneficial to student engagement and learning. The overall reinforcement will be that
students have the potential to change a lecture based lesson to a teacher led experimental discussion lesson if the students achieve the
90% successful transition expectation.
Interactive Learning Activity:
The teacher led group discussion will scaffold content through purposeful guiding questions, and will incorporate group analysis as an
experiment aspect. This can be modeled by the teacher, using a resource (youtube video, etc..), or conducted by the students. Students
will be asked to arrange the desks in a manner more suitable for group discussion, possibly a circle; anyway so long as it is
advantageous to student interaction and we as the teacher have room to lead effectively. TEK 5.3A for Scientific Processes states
students are expected to analyze, evaluate, and critique scientific explanations by using logical reasoning, and experimental and
observational testing. We can navigate the scope and sequence of the semester to allow for the possibility of a student-centered activity,
as opposed to lecture, at least once a week (hopefully). If a week of lessons is well prepared and executed, this interactive learning
activity may be conducted outside, the classroom can become tedious and it is important to remind students the many ways in which
they learn.
How to Teach the Desired Behavior:
Expectations for learning engagement and preparedness must be established. Instruct students where to look to see the materials
needed for the lesson and where to place their backpacks. Instruct students that they must be attentive and ready to learn within an
allotted time; and that they can display they are ready by focusing on the teacher and sitting with the proper materials on their desk.
Posting the daily transition expectations under a welcoming phrase can help to focus student attention, and remind them of the desired
behavior. Behavior specific praise can also be used to focus attention on desired behaviors and well-behaved students. Friendly time
reminders (such as t-minus twenty seconds to learning) can be given at appropriate intervals to assure that students are not being overly
social or rambunctious during transitions.
How to Teach the Plan:
If transitions become problematic to academic growth in the classroom, then the first thing we must do as teachers is to acknowledge
this with our students and explore why it is problematic. Remind students that the goals of school is to help students expand their fields
of knowledge and understanding; and that knowledge is power. Discuss and establish transition expectations and reinforcements with
the class, and state to students that respecting the classroom expectations allows for more mutual respect within the learning
environment. Tell each student that every time they earn a bead for the class it is symbolic of them contributing to a respectful and
productive learning environment.
Provide Options:
This plan could be introduced/implemented with any group of students in public school; because they all deal with all east two
transitions each day.

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