Throughout a day, much time is spent in moving from one activity to another. Adults are given ten to fifteen minutes to walk or drive from class to class. Times for meeting are usually set well in advance. When distances are great, advance planning becomes important. When distances are short, adults spend extra time eating, reading, resting, and caring for other needs or wants. Instructors and group leaders generally are not concerned about how transition times are spent unless delinquent patterns appear. Such patterns might suggest inability to manage time or take responsibility. If such behavior continues, the actions affect the feelings of others. Consciously or unconsciously some adults use tardiness to call attention to the "importance" of their work as compared to that of other group members. Such actions give an indication that the adults may not be ready to responsibly handle leadership positions in classrooms or other groups where acceptable behavior needs to be modeled or the rights and needs of others should be respected.

Leaders choose to begin in a variety of ways.

1. Promptly, with business or information on an agenda or plan.

2. Casually, with "time filling" activities until all have arrived.

3. With tasks to be done which will allow people to enter at various times and get as much out of the activities as is put into them.

In all three examples, the responsibility for being on time does rest with both the student or group members as well as leaders. In the second and third examples though, the leader covers for those who do not take the responsibility seriously. Unless reasons for tardiness are truly legitimate, feelings of resentment are likely to develop in the leaders or group members who desire to act responsibly.

Transition times in classrooms provide many opportunities for developing responsibility and good citizenship. Young children need assistance in moving from dependence on others to learning to manage their own time.

1. Before and after school. (Activities which entice students to become involved, share, work together, or use individual time wisely.)

2. When starting various lessons with different groups. (Activities which can be done independently while others receive direct instruction.)

3. When beginning a new lesson with a group. (Activities which link learning to the setting help children move from active to passive tasks or large muscle to fine muscle tasks.)

4. Times when children need calming such as after playground tension or dealing with interpersonal problems.

5. Occasions when there is a need to debrief after experiences which arouse emotions. (Example: High competition, simulation games, values discussions, or political and group involvement.)

6. During the flow and change within parts of a lesson. (Activities which children can do on their own when they have completed work.)

7. Times between lessons or classes. (Crack-filling transitional activities which can be done while waiting for remaining students or special teachers.)

1. What type of transitional time is involved?

2. What is the purpose of the activity?

3. Is the activity appropriate for the age level?

4. Is the activity appropriate for the content being dealt with at that time of day?

5. What effect do the time of day, alertness, or fatigue have on the choice of activity?

6. Should the activity use old or new material?

7. Should the activity be self or teacher dominated and directed?

8. What body parts should be involved?

a. Which senses?

b. Mainly the brain?

c. Large or small muscles?

9. What type of media should be used?

10. How many group members will be doing the activity at one time?

11. Location - Where will the activity take place?

Teachers of the young design and lead many transitional activities and control behavior in very direct ways. Gradually these teachers move the children toward self control, self direction, and responsibility for personal time management during work and transitional periods. Activities which are given will be of both types.

Group members develop a feeling of security if they know what is on the schedule, agenda, or plan. This knowledge helps people work together to use time wisely and take responsibility for their own actions. People who know what will happen next help make transitions smooth.

Some general actions which will create this type of climate are the following:

1. Plan ahead. Provide syllabi, agendas, calendars, or plans.

2. Share objectives.

3. Make changes at natural break times.

4. Provide enough time for the completion of tasks before moving to another activity.

5. Minimize interruptions.

6. Prepare and organize materials before class.

7. Connect and summarize concrete and abstract ideas so that learning does not appear meaningless or fragmented.

8. Develop routines for handing out materials.

a. Use leaders.

b. Count out small packets for small groups.

c. Allow enough space for small groups or individual students to

pick up materials at a time when it does not distract from otherwork.

d. Put materials in "mailboxes."

e. Label materials with a student's number.

9. Avoid long waiting periods.

10. Minimize the number of times when one shares and twenty-nine listen.

11. Practice making formations which allow for rapid, safe movement, good visibility, and sharing. (Partners, lines, circles, U-shapes, or small groups.)

12. Avoid giving materials or directions for one lesson in the middle of another.

13. Avoid moving back and forth from one idea or activity to another. Make learning experiences sequential.

14. Use clear questions to guide learning.

15. Provide self-checking materials for individualized learning.

16. Develop a sense of the meaning of various time spans. (One minute, ten minutes, one-half hour) so students learn to estimate and plan how to use the time given. Provide enough time to complete tasks.

17. Allow time for important issues to be resolved before becoming involved in new tasks.

18. Take responsibility for leading the class. Be a professional.

19. Structure seating to allow for necessary interaction and movement.

20. Sequence material so it moves from the known to the unknown. Link the old with the new.

21. Plan enough.

22. Give directions efficiently and clearly. (See section on giving directions.)

23. Make rules and regulations visible.

24. When putting items away, get new materials out for the next class.

25. Be aware of signals a class may give which indicate that something undesirable is going on during a transition time. When restrooms become either unusually quiet or noisy something may be going on inside. Give warning and enter the area to check on the safety of individuals involved.

A "Things to Do" list is used by young and old. People write tasks in note pads and on calendars. Teachers can write such a list on the chalkboard and later encourage students to develop their own lists. Such lists can be taped to desk tops or kept in notebooks or on calendars. Provide the daily schedule. Then model the creation of such a list.

1. List planned assignments.

2. List individual or group tasks or responsibilities.

3. Add items which can be done during free time.

4. Include ideas for enjoyable, ongoing experiences.

a. Reading a book.

b. Watching classroom animals or plants.

c. Working or playing in centers which use open ended or self-

checking materials.

d. Creating and inventing new ideas and materials.

e. Memorizing important or favorite ideas, statements,

literature, or information.

f. Working with the computer.

g. Talking to a friend.

Similar to the "Things to Do List" is a "Daily Web of Life." Children can use webbing or cognitive mapping to orient themselves and plan learning experiences and transition times. Teachers can also create such webs to help them visualize daily or weekly plans and note relationships and places of transition. Many transitions are made as interrelationships develop. Basic beliefs, values, and philosophies help determine individual patterns. Some webs will be mainly egocentric; others will be humanistic. Some will be theocentric as well as being concerned with respect and care for self, others, and the environment.

As stated earlier, transition activities are short, often self-directed activities that can be done in "cracks of time." The transition activities listed for parts of the curriculum are potential items to place on the "Things to Do List" for any given day and will keep that set of ideas from the monotony and repetition that would cause it to be ignored. As you consider the list of activities think about ways the items could be specifically adapted to enhance the social studies program. (Example: Art activities to illustrate social studies concepts.)