Increasing Time-On Task Behavior Through the ... · Through the Implementation of Classroom Transition Strategies ... is a great deal off-task behavior. Consequently, time is

Increasing Time-On-Task Behavior Through the Implementation of

Classroom Transition Strategies

Amy Geffers Fall 2007

Elem Ed 792

Action Research in Curriculum and Instruction Dr. Judith Hankes

INCREASING TIME-ON TASK BEHAVIOR THROUGH THE IMPLEMENTATION OF CLASSROOM TRANSITION STRATEGIES

Amy Geffers

A Classroom Research Study

Submitted in Partial Fulfillment of the Requirements

for the Degree of

Master of Science in Education

Curriculum and Instruction

University of Wisconsin Oshkosh Oshkosh, Wisconsin 54901-8621

December 2007

Approval Date First Reader:______________________________________________________ Second Reader: ___________________________________________________

TABLE OF CONTENTS Abstract 2 Study Sequence 3 Statement of the Problem 4 Situating the Problem 4 Review of Literature Transitions 6 Teaching Transitions 7 Using Time and Time Limits 8 The Use of Desists 9 Maintenance 10 Methods Participants 10 Data Collection 10 Data Analysis 11 Intervention 11 Findings of Data Analysis 16 Conclusions 19 Future Plans 20 References 21 Appendix A 22 Appendix B 30

Abstract

First grade students spend a great deal of time transitioning between

activities throughout the day. The first transition is made when the students enter

the classroom in the morning, and the last is made when they line up to go home

at the end of the school day. Unfortunately, too often the consequence of these

numerous transitions is a great deal off-task behavior. Consequently, time is

spent re-directing and sometimes disciplining students, and less time is spent on

instruction.

In an effort to minimize the amount of time spent on transitions and

maximize instruction time, I investigated methods of effective transitioning and

implemented these in my classroom. Effective transitioning methods and the

effectiveness of using such methods are described in this study. As a result of

this study, I now spend less time re-directing my students more time devoted to

classroom instruction.

Study Sequence

September Brainstorm list of possible topics Finalized topic Wrote Statement of the Problem Wrote Situating the Problem Began Literature Review October Completed Literature Review Began Intervention November Wrote Methods Section Finished Intervention Wrote Findings Section Wrote Conclusions Wrote Future Plans Wrote Abstract Created Reference Page Created Cover Page, Title Page December Assembled final, completed paper Printed and bound final copies Submitted final paper

Statement of the Problem

First grade students spend a great deal of time every day transitioning

between activities. These transitions occur throughout the day. The first transition

is made when the students enter the classroom in the morning, and the last is

made when they line up to go home at the end of the school day. Unfortunately,

too often the consequence of these numerous transitions is a great deal off-task

behavior. Consequently, time is spent re-directing the students, and as a result,

less time is spent on instruction. In order to resolve this problem, I conducted the

action research study described in this paper. The following question focused my

study: What strategies can I use to help my students to effectively transition from

one classroom activity to another?

Situating the Problem

I am a first year teacher at a small Catholic school within the Green Bay

Diocese. Aside from housing kindergarten through fifth grades, my school has an

on site daycare, as well as three and four year old pre-school programs, and a

four-year old enrichment kindergarten program. The school houses

approximately 200 students. My first grade class consists of thirteen students,

eight girls and five boys.

Transitions are a large part of the school day. My students have 15 to 20

transitions each day. At this point in the school year, I am still working on finding

effective transitions. I currently use methods like flashing the lights to signal a

change in activities or using a clapping pattern to gain the students’ attention.

After the first week of school, I began to realize that transition times were

very difficult for my students (and for me). Rather than quietly transitioning to the

next activity, they engaged in excessive talking as well as some out of seat

misbehavior. I found myself spending far too much time trying to refocus students

after switching from one activity to the next. For example: my students participate

in D.E.A.R. (Drop Everything and Read), 4 days a week. Soon after the start of

the school year, I noticed that the transition between D.E.A.R and math were

taking too much time. I soon began to monitor how much time was being spent

between these two activities and which students were having difficulty with the

transition. One day, it took the student 9 minutes and 13 seconds to put away

their reading books and get out their materials for math. During this time, all of

the students were engaged in conversations, 3 students asked me to get a drink

or go to the bathroom and 7 students were out of their seats, (3 of these students

were standing up at their desks). After threatening to take away recess time (if

our students lose recess time, the still go outside, but must stand outside of the

playground), they finally sat quietly in their seats and got ready to work.

After realizing how much time was lost during transition times, I decided

to research what master teachers had to say about this problem. I realized that

this was part of being a teacher that I had not been prepared to deal with. I knew

had a lot to learn. The ultimate goal of my research was to gain knowledge about

effective methods and strategies to use in order to decrease the amount of off-

task transition behavior and to increase on-task learning readiness behavior in

my students.

Literature Review

Transitions Transitions are a large component of each school day. A classroom

transition is defined as “the time and routine involved in changing from one

activity to another” (Steere, 1988). Transitions take place when students change

from one subject to the next, when they move from one place in the room to

another, and when they enter or exit the classroom (Paine, Radicchi, Rosellini,

Deutchman, & Dartch, 1983). Each day, students are expected to make

individual transitions, as well as transitions with small and large groups of peers

(Carta, Renauer, Schiefelbusch, & Terry, 1998).

Because transitions occur so frequently throughout the day, there is

potential for much time to be taken away from classroom instruction. Steere

(1998) reveals that an ineffective teachers’ classroom will spend anywhere from

4 to 9 minutes transitioning between activities, while an effective teachers’

classroom will spend as little as 30 seconds on a transition. Steere (1998)

conducted a study that compared effective and ineffective classroom managers.

He found that, based nine transitions during a six-hour instructional day, for 170

school days, an effective teacher who spends 30 seconds on transitions, would

spend a total of twelve hours and forty-five minutes per year on transitions. This

would result in a loss of approximately 2 1/8 days of instructional time. Given the

same time frame, an ineffective teacher who spends an average time of five

minutes per transition, would spend 127 ½ hours on transitions each year. This

would result in a loss of approximately 21 ¼ days of instructional time. This being

said, the importance of teaching transition routines is evident. By minimizing the

amount of time spent on transitions, the teacher is maximizing the amount of time

spent on academic instruction; consequently decreasing the level of behavior

issues in the classroom (Paine et al., 1983).

Teaching Transitions

When considering teaching transitions, it is important to recognize that the

teacher and students each have a role. During transitions the role of the teacher

is to be prepared for the next activity, as well as to monitor the students and their

behaviors (Paine et al., 1983). In order to assist with the flow of transitions, it is

necessary for the teacher to have all materials organized before the start of the

school day (Steere, 1998). The role of the students when transitioning is to

quietly follow the pre-established rules (Paine et al., 1983).

Transitions should be incorporated into the classroom rules and routines.

Students should have clear guidelines as to what should take place during a

period of transition. When there are clear rules and structure for transition times,

teachers are much less likely to have transition problems (Emmer & Gerwells,

2006). Each person in the room should know what behaviors are expected (Carta

et al., 1998). Once these expectations are clear, they can be broken down into

smaller, more specific steps that will be followed by everyone in the classroom;

students and teachers alike (Carta et al., 1998).

There are four commonly used rules for classroom transitions. Paine et al.

(1983) state the following rules as necessary components of effective

transitioning:

1. Move quietly.

2. Put your books away and get what you need for the next activity. (You

may need to state what that activity will be and what materials students

need for it.)

3. If necessary, move your chairs quietly.

4. Keep your hands and feet to yourself.

Rules and picture prompts can be posted in elementary classrooms to assist the children with transitions (Carta et al., 1998).

Using Time and Time Limits

The start of a transition should be marked with some type of signal. Paine

et al. (1983) use the following example of a signal: “It’s transition time. Get ready

for _____________. You need _____________.” Other examples of transition

signals can include: the sound of a bell or chime, soft music, a clapping or

rhythmic pattern initiated by the teacher, or the teacher flashing the lights to

signal the end of an activity. Carta et al. (1998) also stress the importance of

using clear and effective instructions following the transition signal. They state

that effective instructions should stand out from other talk in the classroom.

Aside from providing the students with a transition signal and clear

instructions, many students will also benefit from being provided with a time

frame in which to complete the transition. For example, Paine et al. (1983)

suggests periodically timing students during periods of transition. Students

should be aware of the time transitions take and be challenged to decrease that

time, all while following the established transition rules. Carta et al. (1998)

suggest a different approach for younger students. They recommend

challenging the students to make their transition “before the timer rings”. They

express how important it is for students to experience initial success, and

suggest that the teacher set the timer for two minutes longer than the average

transition period. They also advise decreasing the amount of time on the timer

over a period of several days. Carta et al, (1998) also remind teachers to praise

those students who are following the rules of transitions, while paying little or no

attention to students who are straggling during transition time.

The Use of Desists

Desists can be used with students who are not following the rules of

transition times. A desist, according to Steere (1998) is: “an action that a teacher

takes to immediately suppress misbehavior, thus allowing the lesson to continue.

Desists may be in the form of an unapproving facial expression, a verbal

directive, or some other sort of punishment.” There are verbal and nonverbal

desists. Some examples of nonverbal desists include: remaining quiet and

waiting for students’ attention, moving closer to the student who is not following

the rules, making eye contact, frowning, or shaking your head at the student.

Some examples of verbal desists include: saying the name of the student, asking

the student to refer to the rule he or she has broken, or having a conference with

the student. Yet other desists can be: taking away privileges, moving the student

to another spot in the classroom, sending the student to speak with the principal

or counselor, or speaking with parents. Carter and Doyle write that, “studies

show that desists are effective in reducing classroom disruptions,” (as cited in

Marzano, 2003). Steere (1998) says that effective classroom teachers use

desists sparingly, while ineffective teachers tend to over-rely on the use of

desists.

Maintenance

Once proper rules and routines have been established for transitions, it is

important for them to be maintained. Students should be monitored on a frequent

and regular basis shortly after learning the rules and routines (Carta et al., 1998).

As the students become more familiar and proficient with the structure of

transitions, teacher scaffolding can be decreased.

Methods

Participants

This study was conducted with my first grade classroom of thirteen

students: eight girls and five boys. There was a wide range of academic levels in

my class, ranging from students who worked at or slightly below grade level, to

students who exceeded grade level expectations. One student was identified as

autistic, and a second student was being assessed for a learning or other

disability. Two of the students received speech and language services, and one

student was being evaluated for occupational and physical therapy.

Data Collection

I conducted a pre intervention observation and a post intervention

observation using the Classroom Transition Observation Form (See Appendix A

for pre intervention data and Appendix B for post intervention data). On this form

I recorded a brief description of the activity; in this case, the transition, and

recorded the amount of time that was spent on the transition. I also made written

notes of positive and negative behaviors that I observed during the transition

periods. Observations were made from 7:40 a.m. until 11:15 a.m. on the

Monday, Tuesday and Wednesday preceding the intervention and after the

intervention. I used the same format for each observation.

Data Analysis

The Classroom Transition Observation Form allowed me to keep track

and analyze the amount of time being spend on each whole group transition. I

was also able to use this form to track what kinds of behaviors were going on

during transition periods. By using this form, I was able to pinpoint individual

students who were having difficulties during transitions. After analyzing this data,

I was able to make changes in my own teaching in order to better assist my

students who have difficulties during transitions.

Intervention

Week One I began the intervention process by explaining my expectations for

transitions to my students. I began the discussion by asking the class if they had

ever heard of the word transition. While several students raised their hands, no

one could explain exactly what a transition was. I went on to explain that

transitions are times when we make a change. I continued by telling my students

that they make many transitions every day. I explained to them that each time

they enter or exit the classroom they are making a transition. I then prompted the

students to tell me some other transitions they make during the school day. The

students understood quickly and provided responses like, “when we sit at our

desks” and “when we move to the carpet”. I continued the conversation by telling

the students that they make transitions even when they are putting materials

away or are taking things out of their desks. I then invited the students to ask any

questions that they may have had about transitions. The only questions students

asked were similar to, “Do we transition when we sharpen our pencil?” and, “Do

we transition when we go to the bathroom?” I explained that those things were

indeed transitions, but that our focus would be mainly on whole class transitions.

After we discussed what transitions were, I explained to the students how

important it is for their transitions to be fast and quiet. I explained that the faster

our transitions take place, the more time we would have to do activities during

the school day.

My next step in teaching the children about transitions was to ask them to

brainstorm some rules that they felt were important for transition times. I

reminded them that even though our transitions were to be fast and quiet, they

also needed to be safe. With this direction and discussion, the students

determined the following rules for transition times:

1. Our voices will stay off.

2. Our ears will turn on.

3. We will follow directions and raise our hand if we have a question.

4. We will always walk.

After our transition rules were established, I told the students what I would

say to signal a transition. My transition signal was simply to turn the lights off and

say, “It is time to transition.” If the students were on the carpet during transition

time, I did not get up to flash the lights, I simply gave the verbal direction. I told

the students that when they heard this signal, they were to immediately follow the

first two rules: turn their voices off and their ears on. I explained that by following

the first two rules, they would show me that they were ready to listen for the

directions that would lead to our next activity.

The next step in teaching my students how to make efficient transitions

was to simply give them time to practice following their transition rules. In order to

do this, we held “mock transitions.” During our first mock transition I invited all of

the students to chat amongst themselves. I then asked three of my students to

demonstrate behaviors that were inappropriate for transition times. I then

proceeded to give the signal, “It is time to transition.” While ten of my students

turned their voices off and their ears on, the other three proceeded to have a

conversation with each other. During their conversation, I attempted to give the

students directions to our next activity. After unsuccessfully giving directions, I

asked my students to stop their conversation. We then had a group discussion

about what went on during the inappropriate transition time. My students who

were following directions stated that it was difficult for them to hear what I was

saying and they were being “bothered” by the other students. The students who

were having the conversation said that they were not paying attention to what I

was saying, so they didn’t know what our next activity was.

Next, I asked all of my students to show me the appropriate way to make

a transition. Again, I told them that they could talk amongst themselves, and

again, I signaled for a transition. During this trial, all of the students immediately

turned their voices off and their ears on to show me that they were ready for

directions. I then led another discussion, prompting the students to talk about

what went well during the transition. Students raised their hands and said that

they were able to hear what I was saying and that they were not being bothered

by students around them who were talking while I was. For the remainder of

week one, my students practiced appropriate ways to transition after hearing the

transition signal.

Week Two

Prior to starting week two, I recorded two minutes of classical music onto

a compact disc. I used this disc to introduce a music component to our classroom

transitions. In order to do this, I decided to use the music only when my students

were participating in seatwork or small group activities. I explained to my

students that near the end of their work time, I would begin to play a song on the

CD player. I told them that when they heard the song, that was their signal to

begin putting their projects or materials away. I also told them that by the end of

the song, I expected them to be back in their seats and following our transition

rules.

Weeks Three and Four During the remainder of my intervention, I allowed my students to adjust to

our new transition routines and rules. Throughout this time I had frequent

discussions with my students about our transition rules and the importance of

effective transitions. We had frequent discussions about things that they saw or

heard during transition periods. These discussions helped make the students

aware of themselves and their behavior during these times.

Other Strategies Used Aside from using the transition signal and music to assist my students with

transitions, I used a variety of other strategies to aid in efficient transitions.

Writing assignment and materials on the white board: After giving my students

verbal directions, I also wrote their assignment and any supplies they might need

on the white board. This allowed the students to be more independent when

switching activities.

Giving directions: Prior to my intervention, I typically had my students go back to

their seats before I gave them directions for the next activity. During the

intervention, I gave students the directions wherever they were. For example, if

my students were in the library and returning to the classroom to begin a writing

project, I would give them directions while they were still lined up in the library.

This was effective because as soon as the students were back in the classroom

they could begin getting their materials ready.

Dismissing the students: Before I began the intervention process, I would usually

dismiss the whole class for their next activity. For example, when it was time to

line up for lunch, I would typically dismiss the whole class at once to get their

jackets, lunches, etc. During the intervention I would dismiss students according

to what they were having for lunch, (hot, cold, milk, juice, etc). This alleviated the

congestion in the coat closet, thus allowing students to get their belongings and

line up in a timelier manner.

Findings of Data Analysis The Classroom Transition Observation Form was used during the pre and

post intervention to record data involving large group transitions in a first grade

classroom. The main source of data was obtained by timing the students during

a.m. transition periods on the Monday, Tuesday, and Wednesday preceding the

intervention and after the intervention.

On the Monday of the pre and post intervention, there were a total of eight

transitions during the 7:50 a.m. to 11:15 a.m. time period. The amount of time

taken during these transition periods decreased post intervention for seven of the

eight transition periods. The total amount of classroom instructional time saved

post intervention when compared to pre intervention data was 15 minutes and 4

seconds, (See Table 1).

Due to a shift in our school schedule during the post intervention Tuesday,

there were fewer classroom transitions. During the pre intervention there were a

total of seven transitions during the 7:50 a.m. to 11:15 a.m. time period, resulting

in a total of 31 minutes and 57 seconds being spent transitioning. On the post

intervention Tuesday, there were a total of five classroom transitions, resulting in

a total of 11 minutes and 30 seconds being spent on transitions, (See Table 2).

On the Wednesday of the pre and post intervention, there were a total of eight

transition periods during the 7:50 a.m. to 11:15 a.m. time frame. The amount of

time during these transition periods decreased post intervention for eight out of

eight transition periods. The total amount of time saved post intervention when

compared to pre intervention data was 13 minutes and 9 seconds, (See Table 3).

The time results of the pre and post intervention can be seen in the following

tables:

Table 1: Monday

7:50 a.m. to 11:15 a.m.

Transition

10/22/07 Pre Intervention Time

11/19/07 Post Intervention Time

Time Difference

MM to Spelling

3 minutes, 3 seconds 1 minute, 56 seconds

1 minute, 1 seconds

Spelling to Music

1 minute, 25 seconds

2 minutes, 56 seconds4 minutes, 21seconds

Music to Science

7 minutes, 4 seconds



Science to Snack


2 minutes, 3 seconds 4 seconds

Snack to Recess



45 seconds

Recess to

Reading



3 minutes, 21 secondsReading to

Activity



16 seconds (lost) Activity to

Lunch


4 minutes, 1 second

3 minutes, 1 second

Table 2: Tuesday 7:50 a.m. to 11:15 a.m.


Transition

11/20/2007 Transition Post Intervention Time

MM to Spelling


MM to Spelling


Spelling to Library


Spelling to Mass


Library to Writing


Mass to Snack


Writing to Snack


Snack to Library


Snack to Recess

4 minutes

Library to Lunch


Recess to Reading


Reading to Activity


Activity to Lunch


Table 3: Wednesday

7:50 a.m. to 11:15 a.m.

Transition


11/21/07 Post Intervention

Time

Time Difference

MM to Spelling




Spelling to Religion




Religion to SS/Science

N/A (in other class for both)


N/A

SS/Science to Snack



46 seconds

Snack to Recess



1 minute, 8 seconds

Recess to Reading



2 minutes

Reading to Activity



58 seconds

Activity to Lunch




Conclusions

The purpose of this study was to develop and implement strategies to

decrease off-task transition behaviors and to increase on-task learning readiness

behaviors in my first grade students. After analyzing the pre and post

intervention data, it is evident that implementing transition strategies, rules, and

routines in my classroom did, indeed, increase on-task learning readiness while

decreasing off-task transition behaviors.

Several things can be concluded upon analyzing the data in this study.

First, it is evident that after implementing a transition plan in my first grade

classroom, a significant amount of instructional time was saved. The results of

the transition intervention in my classroom affirm the statement made by Paine,

et al. (1983), who stated that by minimizing the amount of time spent on

transitions, the teacher is maximizing the amount of time spent on academic

instruction.

Second, the results of this study show that when students are provided

with rules and routines for transitions in the classroom, there are fewer off-task

behaviors. This claim supports the statement made by Emmer & Gerwells

(2006), who said that when there are clear rules and structure for transition

times, teachers are much less likely to have transition problems.

Third, the results of this study indicate that implementing specific

strategies for transition times (i.e. using the same familiar phrase or music to

indicate a transition, writing assignments or materials on the white board, or the

manner in which directions are given) help students to effectively transition from

one activity to another. Paine, et al., (1983) stressed the importance of using a

transition signal in order to get students’ attention. In this study, the same phrase

was used consistently to get the attention of the students. After the students

became familiar with this phrase, they immediately knew what was expected of

them, allowing the teacher to immediately follow the phrase with instructions for

the next activity, in turn, leading to smooth, effective transitions.

Future Plans As a result of the positive effects of this study on my classroom, I intend to

continue using the strategies that were implemented throughout the course of the

intervention. I have noticed many positive changes in myself as well as my

students. When my students hear the transition signal, they immediately give me

their full attention and get ready to move on to the next activity. I have also

noticed an increase in the levels of independence among many of my students. I

attribute this to the fact that they are much more attentive when it is time to

change activities. I also find that I do not have to repeat directions as much as I

did prior to the intervention.

In terms of the benefits this study has had on me, I feel there are many. I

believe this intervention has led me to become a better teacher, because it has

turned me into a better classroom manager. I have more control over the

students and I am able to spend more time on instructional tasks and activities

and less time trying to gain the attention of my students.

References

Carta, J., Renauer, M., Schiefelbusch, J., Terry, B., & Kansas Univ., P. (1998). Effective instructional strategies to facilitate: Classroom transitions, group

instruction, independent performance and self-assessment. (4th Ed.). Teacher's Manual for Project SLIDE: Skills for Learning Independence in Developmentally Appropriate Environments. . Retrieved September 29, 2007: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/da/be.pdf.

Carter, K. & Doyle, W. (2006). Classroom management in early childhood and

elementary classrooms. In Evertson, C.M. & Weinstein, C.S. (Eds.) Handbook of classroom management: Research, practice, and contemporary issues (pp373-406). Mahwah, NewJersey: Lawrence Erlbaum Associates, Publishers.

Emmer, E.T. & Gerwels, M.C. (2006). Classroom management in middle and

high school classrooms. In Evertson, C.M. & Weinstein, C.S. (Eds.) Handbook of classroom management: Research, practice, and contemporary issues (pp. 407-437). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

Paine, S.C., Radicchi, J, Rosellini, L., Deutchman, L., & Darch, C.B. (1983).

Structuring your classroom for academic success. Champaign, Illinois: Research Press Company.

Steere, B.F. (1988). Becoming an effective classroom manager. A resource for

teachers. Albany: State of University of New York Press.

Appendix A

Classroom Transition Observation Form

Date: October 22, 2007 Activity: Transition from Morning Meeting to spelling activity (Pumpkin- similar to HangMan – played to introduce our new spelling words) Time Spent on Transition: 3 minutes 3 seconds

What’s Going Well:

What Needs Improvement: Most students sit right in their seats Student # 1 is ready to start. Student # 5 sits down quietly.

Too much conversation going on. Student # 3 walks around for approximately one minute before sitting down. Student # 12 walks up to give me a hug, Student # 10 and Student # 7 follow to do the same, I redirect and tell students to sit in their seats.


Date: October 22, 2007 Activity: Transition from spelling to music (students must get their recorders out of the coat closet and line up at the door) Time Spent on Transition: 4 minutes, 21 seconds


What Needs Improvement: Students # 1 and 2 stand quietly in line.

Girls engaged in a lot of talking in the closet. Student # 11 cannot find recorder, thinks someone moved it from his hook. Student # 6 approaches and tells me she left her recorder a home. Several students begin to look for the recorder, rather than line up as directed. I have to tell students again to quietly line up at the door, leaving Student # 11’s recorder lost. Excessive talking going on while in line. Student # 3 lines up without recorder. I remind # 3 once again that he must have his recorder for music.


Date: October 22, 2007 Activity: Transition from music back to the classroom. Students then told to use the bathroom before going into the other first grade classroom for science class. Students who do not need to use the bathroom told to journal or look at a book. Time Spent on Transition: 7 minutes, 4 seconds


What Needs Improvement: Student # 1 sits in her desk and looks at her book. Students # 6 & 12 sit in their desks and get their journals out (they are conversing)

Student # 4 comes back into the room talking and asking, “What do we do?” Student # 2 goes to her desk, but immediately turns around to talk to Student # 4. Student # 3 comes back and wanders around the room. Student # 4 gets up and looks for Student # 5 who is not in the classroom. He then asks the students in the room, “Where’s Student # 5?” Students # 9 & 13 take too long in the bathroom, causing us to be late for science.


Date: October 22, 2007 Activity: Transition from science to snack (students line up in other first grade class to get snack milk Time Spent on Transition: 2 minutes, 7 seconds


What Needs Improvement: Most students line up quickly

Student # 3 wandering around without his materials Students # 11 & 7 stay at their table and talk while working on their assignment


Date: October 22, 2007 Activity: Transition from snack to recess Time Spent on Transition: 3 minutes, 4 seconds


What Needs Improvement: Few students lining up, but with some chit chat in line.

Many students walking around the room. Student # 3 looking around, not following directions (the student who is the last one out of the room after the bell rings)


Date: October 22, 2007 Activity: Transition from recess into the room to begin reading. (Assignment is on the board). Time Spent on Transition: 6 minutes, 47 seconds


What Needs Improvement: Students # 1, 2, 5, 9, & 11 come into the room and sit down in their seats.

Student # 4 comes in asking to go to the bathroom (students should go before going outside to recess). Student # 7 comes in the room and starts goofing around with Student # 5.


Date: October 22, 2007 Activity: Transition from reading to lunch (students told to put reading books in desks, use the bathroom, and return to the room to line up for lunch) Time Spent on Transition: 7 minutes, 41 seconds


What Needs Improvement: Students # 1, 5,7, & 11 line up.

Student # 12 & # 9 take too long in the bathroom. Student # 3 wanders around the room. Our line is not straight/quiet, takes about a minute to get everyone ready to say our lunch prayer.

Appendix B


Date: November 19, 2007 Activity: Transition from Morning Meeting to desks for spelling pre-test (students told to take out a pencil and a marker) Time Spent on Transition: 1 minute, 56 seconds


What Needs Improvement: Student # 10 following all directions! Great job. Student # 5 helps Student # 11 find pencil Student # 9 passes out spelling sheets

Student # 1 goes to her seat, but does not take out her materials. Student # 3 goes to desk, but sits and stares into space. Student # 9 decides to put her folders up to block her spelling test from others. Classmates follow her. I have to ask students to put their folders away.


Date: November 19, 2007 Activity: Transition from spelling to music (students must get their recorders and line up at the door). Time Spent on Transition: 1 minutes, 25 seconds


What Needs Improvement: Most students line up right away. Student # 10 helps Student # 8 find her recorder.

HE wandering around at the end of the line


Date: November 19, 2007 Activity: Transition from Music to Social Studies (students enter the classroom, put their recorders away and sit on the carpet.) (The other first grade class joins ours at the carpet. Time Spent on Transition: 2 minutes, 37 seconds


What Needs Improvement: Student # 6, 7, 9 & 10 follow directions and sit quietly on the carpet. Most other students come to sit on the carpet (after talking in the coat closet).

Student # 3 sits in his desk. There is a lot of commotion with the other class joining us.


Date: November 19, 2007 Activity: Transition from social studies to snack Time Spent on Transition: 2 minutes, 3 seconds


What Needs Improvement: Majority of students get in line and talk quietly to each other.

Student # 3 wanders around the room before lining up. There is an argument in line about Student # 4 cutting in line to be next to Student #5.


Date: November 19, 2007 Activity: Transition from snack to recess (students clean up their snack, put coats on and line up at the door) Time Spent on Transition: 2 minutes, 19 seconds


What Needs Improvement: Once lined up, most students do a nice job. There is a small amount of talking in the line.

Student # 3 spills milk on the floor when walking to the trashcan. There is a lot of talking going on in the coat closet.


Date: November 19, 2007 Activity: Transition from recess to reading (students come back into the room, hang up their coats and sit in their desks to wait for directions) Time Spent on Transition: 4 minutes 8 seconds


What Needs Improvement: Student # 3 – great! Comes in the room, hangs coat up and sits down in desk! Student # 1, 10, 13, 9, 5, & 7 come in and sit down in their seats. Student # 12 sits down and quietly talks with AM

Student # 4 comes in the room asking to go to the bathroom again. Student # 3 & 6 out of their seats, talking to each other.


Date: November 19, 2007 Activity: Transition from the carpet to their desks to complete a reading project. Time Spent on Transition: 2 minutes, 12 seconds


What Needs Improvement: Student # 5, 10, &13 return to their seats and get materials out. Student # 8 helps Student # 1 find something in her desk.

Student # 7 approaches me and asks me an unrelated question. Student # 3 returns to seat, but does not get materials out.


Date: November 19, 2007 Activity: Transition from reading activity to lunch. Time Spent on Transition: 4 minutes, 1 seconds


What Needs Improvement: Student # 1 gets her things and lines up quietly at the door. Students # 10, 12, & 13 quietly singing a song while in line. After singing a song with the class, all students get in a nice straight, quiet line.

Too much talking in the coat closet. SL trips over AP and says it was not an accident. Students argue over this.

Documents

Increasing Time-On Task Behavior Through the ... · Through the Implementation of Classroom Transition Strategies ... is a great deal off-task behavior. Consequently, time is