Question
Answered step-by-step
ElderLion3346
provide a one paragraph reflection of what you learned from the…
provide a one paragraph reflection of what you learned from the simulation that is connected to (see below), builds on and/or challenges one of the Top 20 Principles from Psychology for Pre-K-12 Teaching and Learning. Be sure to connect your reflection to concepts or theories from the book or another reputable source as well. Was there something that surprised you about the feedback you received in response to your answers? Is there something you realized you need to learn more about in order to handle this situation in a real time environment? Is there anything else you’d like to share?
Background
Many teachers find the transitioning of students from one activity to another to be one of the most difficult classroom management challenges. Studies suggest that in elementary schools, transitions account for nearly 15 percent of classroom time, and this varies from classrooms where transitions account for less than 5 percent to those in which they account for well over 25 percent. Since time allocated for learning is significantly correlated with student achievement gains, it is imperative that teachers minimize time spent on transitions. Transitions are also the activities within the classroom where bullying is most likely to occur. Therefore, it is essential that teachers implement methods to create smooth, calm, and quite rapid transitions between activities.
Situation
You have been collecting data and discover transition time is accounting for over 15 percent of the total classroom time you have allocated for instruction. Not only are you concerned that this is eliminating valuable student learning time, your data also indicates that the vast majority of student conflicts occur during transitions. You decide it is important to facilitate more effective transitions within your classroom. What do you do?
YOU CHOSE OPTION 3
You are aware there are a number of methods you can use to improve the quality of transitions and commit to implementing a number of these during the next few days and evaluating how they affect transition times.
Mentor Feedback
There are indeed a number of methods you can employ to improve the quality of transitions in your classroom. While you may need to eventually implement some form of behavioral intervention, it is best to begin by improving classroom practice using preventive methods. Please click here to find specific methods for improving the quality of transitions in your classroom.
Situation
You have implemented a number of the suggestions from the previous section and, while transitions are much smoother, you still find transitions are taking nearly 10 percent of your instructional time and a number of students are still struggling with transitions. What do you do?
YOU CHOSE OPTION 2
You have made some real improvement in transitions, but it is time to create some incentives to encourage students to respond to the positive support you are providing them.
Mentor Feedback
Students enjoy setting goals and celebrating their success at reaching these goals. Since you have made some key classroom adjustments to support students in transitioning from one activity to the next, it is reasonable to implement a structured method for encouraging them to improve their behavior in responding to this improved environment. One way to do this is provide your students with data from three to five transitions and work with them to establish a goal for reducing transition times. This data can be displayed on a large chart in the room and students can mark the results. When students reach their goal for a designated number of times; e.g., six transitions of less than two minutes, they can be provided with some form of celebration your reading from a favorite book, an additional five minutes of recess, etc. You can work with students to gradually reduce the transition time associated with their goal and increase the number of times they must obtain this goal before they have a celebration. Keep in mind that the transition time(s) need to be realistic. Some students will require slightly more transition time than others, and a goal should be reasonable for all students.
Situation
Your class has made some wonderful changes in handling transition times, and only two students continue to struggle with transitions. You find this is quite disruptive to your class and feel it is imperative that you work with the two students. What do you do?
YOU CHOSE OPTION 2
You build an individual behavior change program for each of these two students to assist them in more effectively handling transitions.
Mentor Feedback
This is an excellent decision. You have been very successful with your other students, and these two students will need additional assistance in learning to perform this important school task. Prior to developing and implementing your intervention plan, as suggested in option one in this section, you may want to consult with other teachers who have previously worked with or are currently working with these students. You might wish to implement individual self-monitoring with an associated reward and/or social skill training to help the students develop these new skills. Your social skill training might involve having a peer mentor working with one or both of these students to assist them in moving smoothly through transitions. You may also find it helpful to conduct a brief functional behavior assessment to determine if there are specific classroom factors that may be affecting these students ability to effectively handle transitions. If one or both of the students are receiving special education services, you may want to coordinate your efforts with their special education teacher.
Resources
