#Transitions
27 strategies tagged with Transitions
Showing 27 strategies
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Pre-correct the ‘risky moment’
Prevent known problems by reminding expectations just before the trigger.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.
Resource readiness (remove dead time)
Reduce transition chaos by ensuring resources and instructions are ready before pupils move.
Teach an attention routine (signal → silence → eyes on speaker)
Create a fast, predictable way to secure attention without repeated verbal reminders.
Dual-code key instructions (say it + show it)
Reduce ‘instruction failure’ by supporting memory and processing for all pupils.
Plan ‘no-dead-time’ material movement (distribution/collection routines)
Prevent low-level disruption that starts in dead time and bottlenecks.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding pupils what success looks like before it happens.
Teach ‘ready to learn’ setup (books out, equipment, posture, eyes)
Prevent repeated reminders by making readiness a taught, rehearsed routine.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.
Reset the room (10–20 second whole-class reset)
Stop ‘spread’ of chatter and restore calm without drama.
Attention signal + countdown
Regain whole-class attention quickly and predictably.
Behaviour-specific acknowledgement (brief, factual)
Reinforce compliance quickly and strengthen the norm.
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding pupils of the expected behaviour right before a high-risk moment.
Non-verbal ‘help’ and ‘permission’ signals (redirect without noise)
Reduce calling out and wandering by giving pupils a quiet, predictable way to get what they need.
Re-state expectation once (no multiple warnings)
Reduce ‘nagging’ cycles and make directions meaningful.
Rehearse the routine (30 seconds practice, then continue)
Fix a recurring low-level issue by practising the expected routine immediately and neutrally.
30‑second structured partner reset (re-engage without confrontation)
Shifts a drifting or chatty class back to learning by giving talk a short, controlled purpose and a clear stop.
Structured movement reset (Stand–Pair–Return)
Resets attention and energy using controlled movement, preventing escalation from restlessness or low-level disruption.
Rehearse the routine (redo it the right way)
Build habits by practising the expected behaviour (rather than only talking about it).
Brief restorative at the door (60–90 seconds)
Rebuild trust and clarify expectations without creating dependency on long conversations.
Trigger mapping (simple ABC debrief)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the pupil.
Re-entry ‘fresh start’ greeting (reset the relationship)
Signal belonging and reduce ‘pre-loading’ conflict by greeting positively after an incident.
Pre-correct next pressure point (after an incident)
Prevent recurrence by privately preparing the pupil for the exact moment they previously struggled with.
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