Sharon A.

Verikas
Med 6060
Presentation : Cues and Transitions

• Cues are any action, word, or sound that acts as an indicator to individuals to change their current
behavior, or activity.

• Transitions are times of changing activities, classes, routines, assignments etc.

Key Vocabulary: -
Classroom Management , .- . , -.^
Explicit Instructions ' * - .
Routines ^ -
Procedures " .... . , . --^ _ .-
Consistent - ' ^
Blank Slate _ - •
Responsibility
Techniques for Effective Transitions
Teaching Routines - Explicit teaching of expected behavior.
- Model the skills (both correct and incorrect examples)
- Provide multiple opportunities for student practice.
- Monitor and provide feedback
- Reteach as needed.
Precorrections - Quick reminders of expected behavior before the transition.
- Additional support to firm student skills.
- Can be faded or withdrawn as needed.
Positive Reinforcement Procedures - Incentives for appropriate behavior
- Specific praise can be more powerfiil than tangible rewards.
- Provide attention contingent on correct behavior.
- Ignore or quickly redirect incorrect behavior.
Active Supervision - an effective method for monitoring students
- Scan, move, and interact to create a positive classroom culture.
- Avoid performing tasks or conversing with other adults in key transitions.
Note: This chart was taken from Mcintosh. K., Herman, K., Sanford, A., McGraw, K., & Florence, K.
(2004). Teaching transitions. Teaching Exceptional Children, 37(1), 33.

Examples of Transition Routines to Teach

• Entering and exiting the classroom
• Putting materials away and preparing for the next task
• Cleaning up
• Turning in homework
• Choosing a book in the library
• Returning equipment at the end of recess
• Checking in with a mentor before or after school
Note: This chart was taken and slightly altered from Mcintosh. K., Herman, K., Sanford, A., McGraw, K.,
& Florence, K. (2004). Teaching transitions. Teaching Exceptional Children, 37(1), 36.

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References:
• Roscoe, K. & Orr, K. (summer 2010). Frontloading classroom management Science Teacher, 77(5),
43-48.
• Marshall, M. (S/O 2005), Discipline without stress, punishments, or rewards. The Clearing House, 79(
1), 51-54.
• Babkie, A.M. (Jan 2006). 20 ways to ... be proactive in managing classroom behavior. Intervention
School Clinic, 41(3), 184-187.
• Farmer, T.W., Goforth, J.B., Hives, J., Aaron, A., Frances, J., Sgammato, A. (Spring 2006).
Competence enhancement behavior management.Reventing School Failure, 50(3), 39-44.
• Lee, D. (S/O 2006). Facilitating transitions between and within academic tasks. Remedial And Special
Education, 27(5), 312-317.
• Mcintosh. K., Herman, K., Sanford, A., McGraw, K., & Florence, K. (2004). Teachmg transitions.
Teaching Exceptional Children, 37(1), 32-38.
• Barbetta, P., Noma, K., Biscard, D. (Spring 2005). Classroom behavior management: A dozen
common mistakes and what to do instead. Preventing School Failure. 49(3), 11-19.
• Buck, G.H. (March 1999). Smoothing the rough edges of classroom transitions. Intervention in School
and Clinic 34(4), 224-227,235.
 Cueing
(Teacher uses positive, clear and effective verbal
cues to clarify, maintain, or re-direct activity.)

© 2009 Brinkman-Forlini-Williams

Time Limits Signals

(Teacher identifies and communicates specific
(Teacher has students use kinesthetic, or non-
times for begiiming and completing tasks.) verbal, signals to indicate when they are ready,
finished, or need help.)
3 2009 Brinkman-Forlini-Williams
© 2009 Brinkman-Forlini-Williams

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Voice Tasking
(Teacher focuses and sharpens students'
(Teacher uses positive, clear, effective engagement through questioning strategies and
tone, pitch, and diction.) purposeful and thought-provoking activities.)

© 2009 Brinkman-Forlini-Williams © 2009 Brinkman-Forlini-Williams

Attention Prompt Expectations

(Teacher uses prompts and position to focus (Teacher ensures that students know
students' attention for instruction to follow.) what to do and when and how to do it.)

© 2009 Brinkman-Forlini-Williams e 2009 Brinkman-Forlini-Williams

 "Thank you for ..."

"I like it when you ...

"Til know you are "You have

finished when I see ..." minutes to finish ...
'You will begin in
"Give me a thumbs up seconds."
when you find page ."

Questioning

0
'Shhh!"
Is EVERYONE thinking and
Too loud
responding? Ov;^
Too soft
"OK!"
Monotone

Signal
What does i t . . .
2-3 seconds Think Time
^^55^' Look Like 2 Cues
&
Teach!
Sound Like (But only if you have everyone's attention!)