Transition+Ideas

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 * 1) In my special education pre-k class, when the students walk down the hallway, they have to hold onto a colored plastic rope with rings. The teacher gives the students the rings they need to hold because if the students themselves each picked a ring to hold, chaos would ensue.
 * 1) In my special education pre-k class, before the students enter the hallway, they have to line up on colored and numbered fish taped to the floor. They line up on the fish depending on where their close pin is at on the Line Up poster on the door. The Line Up poster has the same fish that are on the floor and each fish has one close pin next to it, showing the students which fish they are supposed to stand on. The teacher moves the close pins each day to give the students equal opportunities to be line leader.
 * 1) In my special education pre-k class, during learning centers, the teacher sets a timer. When the timer goes off both the adults and the children know to start preparing to switch centers. Using a timer makes sure we stay on a set schedule and don't run out of time for other activities.
 * 1) In my special education pre-k class, to get the students to sit on the large carpet, the teacher tells them to sit on a specific number or a specific color to help them practice their numbers and colors and to make sure they don't sit too close to each other.
 * 1) In my special education pre-k class, sometimes between activities, the teacher will put on fun music videos to allow the students to dance and get out some energy.
 * 1) In my special education pre-k class, to get the students to move quickly, the teacher will start counting: "1, 2, 3..." The counting has an immediate effect, for when she starts, most of the students quickly stop what they're doing and try to make it to the carpet.
 * 1) In my special education pre-k class, the teacher sets certain times throughout the day for the students to go to the sensory room to take a break in between activities. These students need to have their sensory needs met before they can engage in academic work.
 * 1) In my special education pre-k class, the paraprofessional who works with just one student had the student memorize his schedule so that he can know what activity he will be transitioning to next. When he wants to play on the computer, she has to remind him, "When do you get on the computer?" He knows that he is supposed to get on the computer after math.
 * 1) After entering the room from recess, a kindergarten teacher has her students do "Heads Down Not a Sound" in which the classroom lights are turned off and the students have to rest their heads on their desks for about five minutes. Taking this time to relax after recess helps to calm down the students and prepare them for classwork.
 * 1) A kindergarten teacher told her students to walk like mice as they transition between groups/centers.
 * 1) A fifth grade teacher had one bathroom pass for boys and one bathroom pass for girls. When the students had to use the restroom, they took the pass off the wall and put it on their desk. When they returned from the restroom, they put the stick back on the wall. In this method, only one boy and one girl at a time can be in the restroom.
 * 1) When transitioning from their reading teacher to their regular classroom teacher, fifth grade students had write the homework in their agenda and have the reading teacher initial the agenda.