Objective: Identify problem behaviors related to transitions in class and create a schedule that demonstrates DAP.

Warm up:

Describe how you feel when your schedule is different from the usual.

Schedules and Routines help reduce behavior problems

Develop a schedule that promotes child engagement and success.• Balance activities:

• active and quiet• small group and large group• teacher-directed and child-directed

• Teach children the schedule.• Establish a routine and follow it consistently.• When changes are necessary, prepare children ahead of

time.

Teach schedules with Visual cues

Change Diaper Wash Breakfast Music

Use real objects.

Visual Schedule

Visual Schedule with Photographs

Morning Meeting Mini-Schedule

Visual cue for procedures

1. Turn on water. 2. Wet hands.

3. Get soap. 4. Rinse hands.

5. Turn off water.

7. Throw away towel.

6. Dry hands.

8. Go play.

Activity Turn-Taking Cue

Scenario 1

• You say it’s time for circle. One little boy roams away from circle. When you try to guide him to circle, he drops to the ground and will not budge.– How can you use your visual schedule to

teach?

Scenario 2

• You announce that it’s time for centers and a girl runs to go out the door yelling “No! Play out!”– How can you use your visual schedule to

teach?– What else might you be able to use to teach?

Scenario 3

• A child goes to play with her favorite train. When you go over to her and tell her it’s time for snack she starts screaming and throwing train pieces.– How can you use your visual schedule to

teach?– What else might you be able to do/use to

teach?

Scenario 4

• A new little boy arrives in your classroom and he is very scared. When Mommy says bye, he screams, cries, pulls on her leg, and tries to climb up Mommy’s body.– How can you use your visual schedule to

teach?

Scenario 5

• Today you have scheduled water play outside. All of the children are excited and have been anticipating the outside fun all week. But we have been given a tornado warning and it’s raining, so there will be no outside fun today.– How will you teach using your visual schedule

to prevent challenging behavior?

Activity:Write a classroom procedure for two classroom situations. State the intended age group for the procedure. You will be modeling this in class. You may select from the following list or come up with another situation requiring a procedure: Morning routine (coming into the classroom in the morning) Evening routine (preparing to leave school in the afternoon)Preparing for lunch Procedure for quieting the classProcedure for collecting workProcedure for lining upProcedure for getting the teacher’s helpProcedure for going to the bathroomProcedure for getting make up workProcedure for walking in the hallway   

Homework:Fast forward 4-5 years. You are starting

the year as a teacher of grade __• Think about the procedures you will have in

place for your students (at least 5 procedures)

• Briefly explain each one. Prepare a power point to explain these to your students. Add any pictures etc. you need to.

• Explain in the notes how you will reinforce the implementation of these procedures.

• Printed and turned in by Tuesday.

Objective: To discuss impact of transitions on learning and suggest ways to use these effectively

What do we refer to as “transition” when writing lesson plans?

Transitions: The process or a period of changing from one state or condition to another.

Examples in a classroom?

• Minimize the number of transitions that children have during the day.

• Minimize the length of time children spend waiting with nothing to do.

• Prepare children for transitions by providing a warning.

• Structure the transitions so that children have something to do while they wait.

• Teach children the expectations related to transitions.

• Individualize supports and cues.

Plan for Transitions

Video 1.2: Transitions to Centers

Video 1.3: Providing Individualized Transition Cues to Gabby

Transition with Visual and Timer

Transition with Visual cue

Transition with Visual Choice

Transition with Center Necklaces

Teach children the rules video 1.6

Wet hands.

Get soap. Wash hands.

Dry hands.

Throw away.

1 2 3 4 5

Washing Hands

Activity Analysis Using Clip Art

Individual Schedule

First Then

Large Group Activities

• Planning the activity

– Consider the length– Be clear about the purpose and goals of the activities– Use circle time to teach new things

• Implementing the activity

– Provide opportunities for all children to be actively involved

– Assign jobs to children– Vary your speech and intonation patterns– Have children lead activities– Pay attention to children’s behavior

Small Group Activities• Importance of small group activities– Skill building– Individualized attention

• Planning and implementing– Be clear about the goal– Use peers as models– Ensure participation by all children–Provide feedback

Article

Objective: To create a kindergarten schedule

Warm up: Study the activities on the pages assigned to you in pairs and do the following

Make a schedule for one day in a full day kindergarten class.

Printed and turned in by ____________

Show the timings of all activities and outline of what kids will do during that time.

Along with the schedule you will submit a write up of 300-400 words why such a schedule will be successful and what is your reason for choosing the timing you have allotted.

Title your work and make it look professional.

Create a schedule (Individual portfolio)20 points

Closure

Objective: To discuss types of rules needed in a classroom and examine given examples.

Warm up:List one rule that you like in school and another that you don’t. Consider the one that you don’t like… do you understand the need for that rule?

Rules

Should Address• Noise level• Movement inside• Interactions with property• Interactions with adults• Interactions with peers

General GuidelinesAbout Rules

• Have a few simple classroom rules.• Involve the children in developing the

rules.• Post the rules visually.• Teach the rules systematically.• Reinforce the rules at high rates initially

and at lower rates throughout the year.

Involving Children in Developing the Rules

• Have children help generate the rules.• Name the rule and have a child demonstrate the rule.• Name the rule and have the children identify the visuals that might go on a poster.• Have children help decorate a rules poster.

Program-wide Rules

Circle Time Rules

Questions for Video (next slide):Circle Activity

– Are the children engaged in these two clips?– What tells you that the children are or are not

engaged?– Describe the teacher’s behavior in these clips.– What is the teacher doing that engages the children?– What strategies can you suggest that would help the

teacher engage the children even more?

Video 1.4: Circle Activity Q’s on next slide

Video 1.5: Stop/Go Teaching Rules

http://csefel.vanderbilt.edu/modules/module1/presenters-ppt/V1_5.MPG

Video 1.6: Children Demonstrating Classroom Rules

47http://csefel.vanderbilt.edu/modules/module1/presenters-ppt/V1_6.MPG

Fun Ways to Reinforce the Rules

• Rules Bingo!• Make a big book about school rules• Homework– what are your rules at home?• Play “rule charades”

Rules Activity

• Develop a list of 3-5 rules you use or would use in a classroom.

• Discuss these rules with others at the table.

• Brainstorm fun and creative ways for teaching the rules.

Homework

Interview two teachers, individually, about their classroom management procedures and rules. Introduce yourself and inform the teachers that you are there to interview them specifically about their classroom management procedures.Ask at least 10 questions. Work to be typed and printed.

How will you make sure this is an interview and not a questionnaire?

Examples of questions:1. How are students to signal they want your attention or help?2. How do you call on students during whole-group activities?3. What are your guidelines and expectations for small-group,

active learning projects? How do you respond if a student disregards your guidelines or rules?

4. How are students to obtain materials for instructional activities?

5. How are students to store and organize their materials?6. How and when are students to enter and exit the classroom?7. What are procedures for students going to the drinking

fountain or bathroom?8. How do you set up expectations and manage noise level in

the classroom?9. How do you set up expectations and manage noise level in

the classroom, especially during group work time?10.Describe your expectations for classroom behavior and the

consequences for misbehavior.