In programs, especially full-day experiences, students transition between different activities, spaces, and lead staff members. High-quality programs plan intentionally for these moments, ensuring transitions run smoothly and quickly. Teachers and staff clearly communicate when it is time for a transition and what they would like students to do next. Students know where they are supposed to be heading and understand behavioral expectations. While transitions occur, staff treat students respectfully, using a neutral or positive tone of voice. When student behavior is inappropriate, staff remain calm and straightforward and use simple reminders to redirect behavior. Staff avoid “loss of privileges” as the primary method for redirection; instead, staff pull misbehaving students aside to calmly discuss their behavior and recommended improvements. In this way, all students are ready to fully engage in the next activity.
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Jan 01, 1970