Transitions and Transition Activities In Teaching
What is it?
Transition is defined as ‘the
process or a period of changing from one state or condition to another’ (Oxforddictionaries.com)
In teaching, transitions are periods
of time when teachers direct students to end one task or activity and begin
another smoothly (Arlin, 1979 as sited in Old
Dominion University, n.d).
Transition activities are activities that used by the teacher to help the students’ progress
from one significant dot point of contents to the next.
It is important to practise a
smooth transition when transiting from a current activity to a
new activity in order to achieve all learning outcomes of a lesson.
Why do transitions matter in teaching?
It
is believed that utilising effective transitions in the classroom helps
teachers to minimize disruptions and behaviour problems, maximise instructional
time, and maintain optimal learning conditions (Old Dominion University, n.d.)
How are transition activities practised?
The
most effective transitions between activities are rapid ones that have clear
ends and beginnings. For effective teachers, carefully managed transitions
involve both time management and behavioural management. They plan ahead to apply
classroom management strategies, schedules, lesson plans including learning and
teaching activities for successful transitions
In
general practices, transition activities need to be taught in advance. Teachers
have clear routines for accomplishing every-day tasks and activities, such as
entering the classroom, calling the class-roll, or starting a new activity. It
is advised that when students are required to move around the room, and/or between
activities, transitions can be made smoother if the setting is arranged to facilitate
the flow of students with a minimum of disruption (Burden, 2003; Cangelosi,
2000; Rosenberg et al., 1997; Stainback & Stainback, 1996 as sited in Old Dominion University, n.d).
In addition,
teachers could model the appropriate way for students to make a transition
between activities and then have students practise it. Once students know what
to do, it is important to let them know when to do it (Tompkins &
Tompkins-McGill, 1993, as sited in Old
Dominion University, n.d ) because they know that they are working on and
prepare for the next activity.
References
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