Transition+Ideas

= Transition Ideas =

>>>>> ~ [|http://mchaffiek.blogspot.com/2011/02/]
 * Classroom management' games with my kiddos! My first graders LOVE to play the "beat the teacher" game. How to play "beat the teacher:" I have an area on my dry erase board where I write "Mrs. McHaffie vs. Class," every time a student calls out an answer or something of that nature I get a tally mark. Every time the students raise their hands, THEY get a tally! Whoever has the most tally at the end of the day wins!! So simple and easy and the kids LOVE it and it really helps with calling out!
 * Sparklers is a version of a game I was introduced to when I was interning. These cute little "sparkle balls" as my kiddos call them are from your local craft store. I got the magnetic holder to place on each group of desks {I've grouped together 5 desks to make a "clump island" :) } from the Dollar Tree!! Here's how the Sparklers work: When we transition from one area of the room to our individual desks, each "clump" has an opportunity to earn a sparkler for their "island." Once the "island" has earned 6 sparklers they earn some type of reward. They earn a Sparkler by going to their desks quickly and quietly, getting out their needed materials, and showing me they're ready to work and/or listen for directions. This helps with making transitions run smoothly and we are able to get right to their next lesson

> **Plan transition themes which meet the needs and interests of children in care **. Continue to use the transition theme until the children tire of it. Then think up a way carry out transitions in a new manner when the old one grows uninteresting. An idea from the book, //Transition Magician//--is to use themes in a box or basket. For example, have children each draw an object out of the box, and then line up by type of object. If it's shapes, all Circles line up--now all squares line up, etc.  ** Example: **  **Shapes** **Colors** • Circles Red • Triangles Green • Squares Blue • Rectangles Yellow
 * **Send half of your children to line up ** and then have a teacher/caregiver take them to wherever they are going. As soon as they begin to move out of the classroom, tell the rest of the students to line up and then follow the others. This step eliminates having children waiting and decreases their opportunities for getting in mischief.
 * **Play a follow the leader game ** where a child takes a turn doing a physical movement such as hop on one foot or touch a wrist to an ear, and the other children copy him/her.
 * You can sing a song with it to the tune of "London Bridges".
 * //Tyler, show us what to do, what to do, what to do. Tyler show us what to do. Tell us when to stop.//
 * Tyler then demonstrates an action such as jumping. When he says, "stop", all the children are to stop, and Tyler chooses the next person to take a turn.
 * This works really well as a self-esteem builder and can be used to move children outside or down a hall.


 * **Marshmallow Toes:** Tell children to line up quietly like marshmallows.

//Walking through the hallways,// //Everyone quietly goes...// //Being respectful all the way…// //Walking on our Marshmallow Toes…//


 * **Start telling a story in a very quiet voice **. There is something about a low, quiet voice that seems to draw children’s attention. We often read aloud to students, but we seldom just tell stories. (pre-K to grade 5)

Something a little different from [|Teaching Ideas] -good for ages 5 to 8
 * RUBBER BAND BALL:

//Many teachers stuggle to get their students quiet in the hallway.//

//I started a rubber-band ball and anytime we get a compliment from an adult in the hallway, we get to add a rubberband to the rubberband ball.//

//They LOVE it and it is very inexpensive. I now have the quietest classroom in the hallway! (Comment: You may need to alert other teachers of your method-so they will give compliments as earned!)// Directions for making a RUBBER BAND BALL from KidActivities.net [|**Craft Ideas**] Category...  **1**. Give each child a sheet of aluminum foil; have them crumple it into a ball.

**2.** Take 1 rubber band at a time and twist it around the foil many times to cover the aluminum foil; the more rubber bands the bigger the ball.

**3**. Continue until the ball is the desired size and no more rubber bands will fit on the ball.

**4.** When the ball is complete, the kids will have a high bouncing ball!

> 1-2-3... THEN ASK ME... > In using this tool you not only free some of your time --but most importanly-- build a sense of room community and altruism. You eventually will have children helping children! > If Tommy can’t tie his shoe and he comes to you---question to see if he asked three of his friends to help. If no—say, “Tommy needs help in tying his shoe…can someone help?” >  This will NOT embarrass the child as it will be part of program routine and he’ll learn from his friend. In things that Tommy can do--he will return the favor and assist others when asked. > For this to work it needs to be consistent. (Post a sign with the 1-2-3 as a reminder) Yes, it does work. Children become a more cohesive unit, independent, and self esteem soars as they learn from and help each other! > I never had an instance when there wasn't a child that would not assist another child. With consistency- it soon would become part of program routine.
 * This isn't a transition activitiy--but sure helps out!

~[]


 * Around the world math
 * Simon says
 * Quiet game- pick on quiet student to start the game. That student has 30 seconds to pick another student (girl if it is a boy, boy if it is a girl) that is being quiet. This keeps the students quiet and active.
 * Play follow the leader. Pick a leader who is being quiet and having them pick 5 activities that the class can do while on the carpet. After 5 activities are done the leader picks another leader.
 * Line up by last name, second letter of their name, birthday, etc.
 * In the hall way, have the students pick a favorite animal and silently walk like them in the hall.
 * Snow ball- student stand and listen quietly to the teacher, teacher point to a child and gives them a problem (5+2), the student can only say the answer, if they get it correct they sit down. Teacher picks another student and says plus 5, that student had to be listen to the answer, so they can answer. This continues until they have reached 100
 * Write a story- teacher starts a made up story, points to the quietest person and they say the next line, then they pick the next quiet student to make up the next sentence.
 * Smartboard tic-tac-toe- Split the class into teams, one at a time, one person from a team comes up and has to answer a question of their choosing. If they get it right they get a "X" or "O" depending on the team. Who every gets a line filled with X's or O's first wins.