Create two or three clear steps for students to follow. For example, when students are passing papers, the procedure may be: "Pass the paper to the person in front of you. The student in the front row will collect all papers for her row and then deposit papers in the completed work bin." Simple, easy-to-follow steps will make the transition procedure easy to memorize.
Encourage student leadership in transition procedures. Give students classroom jobs that are necessary for successful transitions. For example, a paper passer can collect papers, a line leader can line up first and choose which tables line up next and a classroom cleaner can pass out wipes to clean the desks. When the class sees the student leader beginning the procedure, students will know it is time to move to the next activity.
Sing songs or use finger plays for younger children. Lower elementary students will respond to a song as a gentle reminder to move to the next activity. Always use the same song for the same transition. For example, when it is time to move to the carpet, you can sit on her chair at the carpet and sing (to the tune of "Frere Jacques"): "I am waiting/I am waiting/just for you/just for you. Show me that you're ready/show me that you're ready. I am ready too/I am ready too." By the end of the song, all students should be sitting on the carpet. Go through one more verse if necessary.
Use visual or audio reminders to signal transitions. A clock, hand clapping, a bell or an hourglass can be helpful tools to show students it it time to freeze and listen. For example, when you clap three times, the students should respond by clapping three times as well. Now they are aware the activity is coming to an end.
Practice the transitions. Harry and Rosemary Wong, authors of "The First Days of School," say that if a teacher spends time practicing transitions and procedures in the first week of school, she will have a much easier year. Students will know what is expected and will feel responsible for the way the classroom runs. The more responsible a student feels about her classroom, the less likely she is to misbehave.