Round 1: Guiding Question

I am repeatedly reminding individuals and groups of students what to do for the math transition

What are the teachers and students doing during the math transition?

Round 1: Data Collection

Kept track of the time specific tasks (giving directions, getting seated, planners ready, and planners marked) took for students and me in the transition

0

2

4

6

8

10

12

14

Day 1 Day 2 Day 3 Day 4

Transition Minutes

Planner Marked

Planner Ready

Round 2: Guiding Question

I noticed I was feeling more anxious about repeatedly reminding individuals and groups of students what to do for the math transition What are teachers and students doing

during the math transition?

Round 2: Data Collection

Video recording to track what students and I do during the transition

DayReady

(Planners out)

Talking (Planner not

ready)Out of seat Miscellaneous

1 8 7 3 5

2 10 5 2 6

3 9 9 2 3

4 9 8 4 2

Using Resources

Mullins, Jenna, personal communication, Oct. 22, 2013.

Sharp, Colby, personal communication, Oct. 17, 2013.

Stacks, Betsey, personal communication, Oct. 1, 2013.

Talking About Teaching with Jim Knight, & The Teaching Channel. Strategies To Improve Lesson Transitions And Class Time Management [Video file]. Retrieved from https://www.teachingchannel.org/videos/improve-transition-time-management

Round 3: Guiding Question

I realized getting through planners can take up a lot of time if we do not get them started right away. I also realized that I could participate in the transition process differently What does a smooth transition to math

look like?

Round 3: Data Collection Video recording to track what students and I do

during the math transition

0

1

2

3

4

5

Day 1 Day 2 Day 3 Day 4

Transition Minutes

Planner Marked

Planner Ready

Round 3: Data Collection Video recording to track what students and I do

during the math transition

DayReady

(Planners out)

Talking (Planner not

ready)Out of seat Miscellaneous

1 21 1 1 0

2 18 2 2 1

3 20 2 0 1

4 21 2 0 0

0

2

4

6

8

10

12

Round 1 Round 3

Average Time Before Lesson Begins

Planner Marked

Planner Ready

RoundReady

(Planners out)

Talking (Planner not

ready)Out of seat Miscellaneous

2 9 7 3 4

3 19 2 1 1

Conclusions

When teachers participate more directly in the learning process it provides support for students to be more successful.

When teachers make a personal connection to students they are able to more clearly convey their expectations.

Thank You!• Mrs. Stacks• Ms. Buseth• Ms. Phillips• Mr. Hutchins• Dr. Shanton• Dr. Mitchell• The Concord Elementary staff and faculty • My student teaching colleagues

• Mr. Casteele• Mrs. Fisher• Mrs. Murray• Mrs. Higgings• Mrs. Seeley• Dr. Alozie• Jason Moritz• Karen Hoaglin• Mary Weicht• Guy Cox

• My parents, Rob and Kathy Sharp • Colby, Alaina, Breslin, Dharia, and A.J. Sharp • Jenna, Bobby, Brock, and Brant Mullins• Louie Sharp• Sam Sharp• Cole Sharp• Cal Sharp• The Conklin family