Classroom Management Systems: Part 1

In my previous article, I outlined my five principles of classroom management. In this article, I'm going to share one of the classroom management systems that I developed and used when I taught first through fifth grades. The first system I'd like to describe a system I call, “Transitions.” 

Switching Tasks

Transitions are the times of the day (and there are many of them) when your class changes from one activity to another, or when students re-enter the classroom after being outside for recess, lunch, an assembly, or a special class. The better the transitions are, the better your day will go. I define a good transition as a time when my pupils switch from one task to another quickly, quietly, and without complaint. 

Tracking Transitions

I consider transitions to be so important that I developed a system of keeping track of them during the day, and tying them directly into my classroom management plan. In the upper right-hand corner of my whiteboard, I have a box that is labeled Transitions. 

• The box is divided in half by a vertical line. 
• Underneath the left-hand side of the box the word Good is written. 
• Underneath the right-hand side of the box the word Bad is written. 

Whenever there is an in-class transition of any kind, I take note of how the class behaves. If they have made the transition quickly, quietly, and without undue upheaval or complaint, I put one check mark in the good side of the box. If the transition is loud, disruptive and/or contentious, I put a check mark in the bad side of the box. 

Doubling Morning and Recess-Return Transitions

Any time kids are coming into the classroom in the morning, or returning from a recess period, those transitions are worth two check marks because I feel that those are especially important transitions. They are also the most difficult transitions for kids to make. Consequently, there is more room for feedback if they are worth two points. For example, if my students re-enter the room in a loud fashion, but get to their seats quickly, I might put one checkmark on the good side and one checkmark on the bad side of the transitions box. If they come in quietly, and sit down right away, they get two checkmarks in the good side of the box. Conversely, a long, loud, disruptive entrance will yield two checks in the bad box.

Closing Tally

As the day is drawing to a close, I look at the transitions box, and take note of how many check marks are in the good side, and how many there are in the bad side. If the class has three times as many good marks as bad, they have earned a 15-minute outdoor recess, an inside choice period, or a fun in-class game to finish up the day. If the ratio of good to bad is less than that, we stay inside and continue our academics until the dismissal bell.

Earning Potential

By keeping track of the transitions during each day, my class knows that I am keeping an eye on them, constantly evaluating their behavior as a group. By having a daily reward that is directly tied to their transitions, everyone has a strong motivation to transition quickly, quietly, and effectively. Believe me, the whole class wants to earn a fun, end-of-the-day activity. This generally means that the class will self-monitor and encourage each other to behave as the day progresses. Quite often, when the pupils are coming back into the room, I will hear some of them say, "C'mon guys . . . get to your seats so we can get two good check marks." Or, during an inside transition, I'll hear someone say, "C'mon . . . get your books out, it's transition time." Those types of comments are music to my ears, because it shows me that my students are monitoring themselves without me having to say a single word.