THE CLASSROOM NOTEBOOK

Teach the transition, not just the task

Make the next move visible before asking students to make it.

Grades K–5. Adapt language and access needs to your class and schoolwide expectations.

Try this starting point

1. Choose one transition and describe two or three observable actions in positive, concrete language.
2. Invite students to help explain what those actions look and sound like. Model them, then invite a brief practice.
3. Notice what needs reteaching and repeat the model without singling out a child.

Keep in mind

• A displayed rule is not the same as a taught routine.
• Offer an accessible way to participate; quiet or still does not always mean engaged.