- Respond to your peers post as if you were the administrator. As the administrator, explain what you like about their choices. What would you like them to change? Give at least two additional suggestions to enhance their suggestions.
PEERS POST:
When you are working with young children it is SO important to have a good schedule, easily understood procedures, and a plan for transition. Children thrive in environments where they know what to expect and they know HOW to get to the next task. One thing that is expected of the children is for them to transition activities with little to no fuss, but we all know that does not always happen. Here are three techniques that could help with transitions:
- Give a warning– When you give a warning this lets the children know what is expected and about long, they have until this is to happen. In some cases, you may have students that then immediately want to move into the next thing, so you must remember to give a reason why they should finish what they are doing currently.
- Assign a task– when you know you are going to be moving to the next transition start assigning task to children. Instead of saying “It is time to clean up” say “Johnny you need to clean up the blocks, Jennifer needs to clean up the art supplies, and Tommy needs to pick up the dolls”. This will help the children stay focused on their one task instead of them feeling overwhelmed by the chaos of cleaning of an entire classroom.
- Make it fun, while keeping it educational-In some cases you can keep the kids engaged while transitioning with an activity. An example could be counting the steps you take while you walk down the hallway-this can also help keep your kids in a uniform line if they are at an appropriate age for that. You could also try something like singing a song about what you are doing and how you are going to do it. If working with older kids, you could try playing follow the motions as you are moving across a room-in this activity you are to follow the teachers footsteps while also mimicking arm motions and facial expressions.
-Carolyn
Kaiser, B., & Sklar Rasminsky, J. (2017). Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Retrieved from:https://uaglobalcampus.vitalsource.com/reader/books/9780134091686/epubcfi/6/130[%3Bvnd.vst.idref%3DP7000499579000000000000000000E43]!/4Links to an external site.
McLaughlin, T., & Bishop, C. (2015). Setting up your classroom to prevent challenging behaviors . Retrieved from https://public.lskysd.ca/files/OFFICE/CurriculumInstruction/EarlyLearning/SettingUpYourClassroomToPreventChallengingBehaviours.pdfLinks to an external site.
