All Things CLASS

I need guidance on transitions. Here is the dilemma: on a recent assessment, a class is transitioned from whole group to small groups at the table and they transition quickly as they put their circle time mats away and sit at the tables smoothly. However, the teacher then gathered the materials for an activity she had planned. The materials were on the table nearby, but she had to open each packet up for the children and place it before each one. Then, after opening and handing out the packets, she gave them instructions and modeled what they were to do with the materials before the children could begin to project. 

The assessor that observed this room took off for a lengthy transition. The way I see it the transition was quick and smooth. It was the teachers lack of preparation that did not allow her to maximize learning time so therefore transitions for this cycle would be in the high, but the score would be affected by a lack of maximizing learning time and preparation.  How do others see this?  Is the transition time affected because it was a long wait from when they finished circle time until they could begin the project? Or do you see it as I do and the transition was smooth? 

Your views are greatly appreciated. 

I need guidance on transitions. Here is the dilemma: on a recent assessment, a class is transitioned from whole group to small groups at the table and they transition quickly as they put their circle time mats away and sit at the tables smoothly. However, the teacher then gathered the materials for an activity she had planned. The materials were on the table nearby, but she had to open each packet up for the children and place it before each one. Then, after opening and handing out the packets, she gave them instructions and modeled what they were to do with the materials before the children could begin to project. 

The assessor that observed this room took off for a lengthy transition. The way I see it the transition was quick and smooth. It was the teachers lack of preparation that did not allow her to maximize learning time so therefore transitions for this cycle would be in the high, but the score would be affected by a lack of maximizing learning time and preparation.  How do others see this?  Is the transition time affected because it was a long wait from when they finished circle time until they could begin the project? Or do you see it as I do and the transition was smooth? 

Your views are greatly appreciated. 

I need guidance on transitions. Here is the dilemma: on a recent assessment, a class is transitioned from whole group to small groups at the table and they transition quickly as they put their circle time mats away and sit at the tables smoothly. However, the teacher then gathered the materials for an activity she had planned. The materials were on the table nearby, but she had to open each packet up for the children and place it before each one. Then, after opening and handing out the packets, she gave them instructions and modeled what they were to do with the materials before the children could begin to project. 

The assessor that observed this room took off for a lengthy transition. The way I see it the transition was quick and smooth. It was the teachers lack of preparation that did not allow her to maximize learning time so therefore transitions for this cycle would be in the high, but the score would be affected by a lack of maximizing learning time and preparation.  How do others see this?  Is the transition time affected because it was a long wait from when they finished circle time until they could begin the project? Or do you see it as I do and the transition was smooth? 

Your views are greatly appreciated. 

It sounds like the assessor would have liked to see the materials already opened and ready to go so the children would not have to spend time waiting as this happened. It does sound like your transition from circle to the activity was smooth and efficient though. 

I need guidance on transitions. Here is the dilemma: on a recent assessment, a class is transitioned from whole group to small groups at the table and they transition quickly as they put their circle time mats away and sit at the tables smoothly. However, the teacher then gathered the materials for an activity she had planned. The materials were on the table nearby, but she had to open each packet up for the children and place it before each one. Then, after opening and handing out the packets, she gave them instructions and modeled what they were to do with the materials before the children could begin to project. 

The assessor that observed this room took off for a lengthy transition. The way I see it the transition was quick and smooth. It was the teachers lack of preparation that did not allow her to maximize learning time so therefore transitions for this cycle would be in the high, but the score would be affected by a lack of maximizing learning time and preparation.  How do others see this?  Is the transition time affected because it was a long wait from when they finished circle time until they could begin the project? Or do you see it as I do and the transition was smooth? 

Your views are greatly appreciated.