2012+Goal+2

C5.4, C3.1 D3.2, D3.3, D4.1, D4.4 || Observe each PreK and K teacher during three different times where transitions take place. 1. Carpet to tables 2. Btn centers 3. End of the day. Discuss additional strategies with teachers. Look online for 3 ideas. Trial strategies that suit my teaching style. || Trialed a variety of transition strategies. Implement new transition strategies. Transitions in class are smoother (less talking, touching, meandering) and efficient. Take photos, video, commentary of the event when possible. Reflection and discussion with TA as to whether or not the transitions are more effective. ||
 * __GOAL #2__**
 * Goal Statement: Trial a variety of new transition strategies, with the aim of transitions running more smoothly & efficiently. **
 * Standard Addressed || Strategies for Implementation || Success Criteria - Evidence ||
 * B1.1, B1.2

__ Evidence: __
Please read my [|Transition Observations.pdf]

After observing several classrooms I modified how I do two of my transitions: 1. Between centers and 2. End of the day.

1. Between centers. Every morning I have literacy centers (4 that they changed every 10 minutes). At the end of the center I used to have the students line up at the table or floor space where the activity was being held and have them point to the next center they were going to so that they would walk directly to that center. This worked well last year for a student who really needed explicit and frequently modeled directions. This year I wanted to let the students have more independence when they changed centers. So I made a center chart with their names on it and each center they needed to move to. After observing Shauna and seeing her use a musical instrument to end the center and let the students know they needed to transition, I tried it in my class also. I got a xylophone from music dept and used it very gently to let them know to change centers. I much prefer this to using my voice and always making commands or demands. Most of the children move quickly and quietly between centers.

2. End of the day. At the end of the day we have three groups that my students need to be in to get home. 1. Ms Joy, 2 Ms Lindel and 3. Teacher assistant. At the start of the year this was difficult for all of us as my students were getting rowdy and chatty and not listening to instructions, and it was rare that the Teacher Assistant was ready to take their group, so we were doing a lot of standing around and waiting. I then observed Lori's class she has her students bag in different areas of the classroom so the groups go to different parts of the room rather than in one big group. I tried this, and put the small bus group outside in the hallway. And had Ms Joy take her kids first, then had my larger group wait inside. This is still not perfect, but is ok. It is difficult when you are relying on an external person who has many other obligations to get to your room on time and then to be confident to walk the students that they have.