Intentional and Settled Transitions in a Prepared Environment

Our own children and the children we taught loved the book 10 Minutes till Bedtime by Peggy Rathman – picture book about hamsters taking over a child’s bedtime routine as a father yells the countdown to bedtime. As the minutes tick away and bedtime gets closer, pandemonium ensues as the hamsters’ invasion gets more and more outrageous. This book, while funny, always makes us think about transitions in classrooms and how often we hear adults calling out, “5 more minutes!” as clean up time approaches.

What actually happens in classrooms when a teacher signals transitions in this way is not so funny and results in something other than desired behaviors. We know from experience working with children who have experienced trauma, intentional and effective teacher language is needed. This is part of the Prepared Environment where tone can impact children’s experiences, and is directly related to Explicit Presentation in how we model desired behavior.

There has been much written on the impact of trauma on children and teacher behaviors that support children. Developing a “trauma sensitive” classroom where transitions are predictable and calming supports the settled classroom. Loud, sudden signals actually raise children’s cortisol levels, triggering the “fight or flight” mechanisms in the brain and body. Although the brain is interested in reducing stress, the amygdala, which is responsible for tagging things that cause emotion, can’t always tell the difference between a stimulus that is dangerous and one that is not. Our clean up signals may actually be causing children to experience trauma-like symptoms, resulting in less than desirable physical and emotional responses in children.

When children know the routines and have had Explicit Presentations, they have the agency and know how to move through them independently and with care.

When signaling transitions try:

• soft music 
• a bell or chime 
• a silent signal such as dimming the lights  
• not to follow signals with a loud voice. Otherwise your signal just communicates: “I am going to talk in a loud voice now so wait for it as I talk above you!” 
• practicing your signal with the children – they will need the same clear language everyday – do not assume they know what to do.
• limiting interruptions children are exposed to daily – loud buzzers and bells in schools, the morning announcements over the loudspeaker that interrupt work and morning routines. These are often part of school life, but don’t add to a child’s sense of calm and self-regulation.

Intentional language during transitions helps children to maintain a sense of calm that increases their ability to focus on classroom tasks. A low voice and non-verbal cues reinforce positive behavior. A hand on a child’s shoulder, moving in close to whisper a direction or praise, can have more impact than a loud announcement.

Demonstrating routines and use of tools that help children engage in a task leads to children who feel competent and full of pride in being part of a community.

The language we use to signal any transition might actually not have any meaning for many children. Teacher language that is full of description and prompts action is more effective than just saying, “Time to clean up.” For example try: “Everyone please put your materials carefully and quietly back in the bins and meet me on the rug.” As time goes on other pieces of a routine, such as pushing in chairs, putting tubs back on shelves, can be added. This is the language of Explicit Presentation for transitions, and part of the prepared environment as you set the tone for the space and those in it. A teacher’s modeling of soft voice, quiet signal, and clear language helps children to follow through on an important daily direction, and begin to internalize the desired behaviors.

The next time you are tempted to yell “5 more minutes!,” take a breath, observe what is happening in your classroom, and consider an option that involves close, quiet contact with children, and a mindful approach to your work – calming for you, calming for them.