Transitions

What: Reducing transition time and making transitions as smooth as possible will make taking students outside easier, more manageable and time efficient. To achieve smooth transitions, practice is a must. Deliberate teaching and regular practice of transitions such as: lining up with notebooks or materials for outdoor lessons, putting on outdoor gear, moving to outdoor location, getting students to listen/focus on work/avoid distractions while outside, cleaning up, and transitioning back inside is necessary. In addition, practicing transitions throughout the year to keep them smooth and to remind students of expectations will make them more time efficient.

How: At the beginning of the year, identify what transitions will be required to make it possible for your class to go outside. Consider questions such as:

• Where will students line up? In the classroom, in the hallway?
• Will students line up in regular line order, random order or will they have outdoor buddies that they walk with?
• What materials will students need to bring with them? How long might it take to gather all of these materials?
• Will you have an outdoor kit or canvas bag with supplies for outdoor activities? If so, where will these materials be stored? Who will carry them? Who will restock them?
• Will you put a note on the door to say where you are? Who will be responsible for this?
• Will you have students use the bathroom/get water before leaving? Will they go all at once or will you stagger them and have them go during the lesson prior to going outside?
• If special clothing or gear is required (sun, rain protection), how long will getting ready take? Will any students need to get clothes from the nurse or clothing bank?
• Is there a sign-out system? Do you need to go to the office to sign out? Can a student go ahead of the class and do this?
• Do you need a stop sign to cross a street?
• Do you need to get walkie-talkies from the office?
• Do you need to get a first aid kit from the nurse or can you have a grab and go kit in the classroom?
• Which direction is the fastest way to walk to get to different locations?
• How long does it take your class to get to these locations? Can they improve their time with each practice?
• Where will you go outside? How far from the classroom is the location? Are there multiple locations on the school grounds that you can take your class? Are some faster to get to than others (perhaps consider these closer locations when time is short)?
• How will you tell time/keep time while outside?
• How will you help students focus while outdoors? Will you create opportunities for them to practice ignoring distractions? Listening to a read aloud outdoors? Working on academic work and building stamina while outside?
• What signals will you use with students to get their attention while you are outside?
• How will you clean up? Line up?

Once you have identified which transitions to are needed, figure out clear routines and expectations for each that can be taught to and practice by students.

When: The beginning of the year is a great time to set these routines as the weather is typically nice and the first six weeks of school are spent teaching the routines of the classroom. The more practice students have and the clearer the expectations, the smoother and faster the transitions will be. As the year progresses things may change such as winter gear will need to be put on. Adjust routines and teach changes as needed, allowing students a chance practice again. Practice does take time, but in the long run efficient transitions will make going outside much easier and faster.