This webquest was created as a collaborative group project as part of the Grand Canyon University graduate program in Master of Curriculum and Instruction: Technology.

Throughout the course of this webquest, the participants will learn about transition time in the classroom. They will develop a list of procedures that will help them eliminate wasted time in the classroom when students change from one lesson to another.


This webquest is designed for any teacher to use. It will help in the development of more effective behavior management skills.

Curriculum Standards:

This webquest meets the requirements for the following teacher standards:

Florida Educator Accomplished Practices

Practice 9 – Learning Environments

  • Practices a variety of techniques for establishing smooth and efficient routines.
  •  Applies the established rules and standards for behaviors consistently and equitably.
  • Provides a safe place to take risks.
  •  Arranges and manages the physical environment to facilitate student learning outcomes.
  • Uses learning time effectively, maintains instructional momentum, and makes effective use of time for administrative and organization activities.
  • Provides clear directions for instructional activities and routines. 

Georgia Principles and Framework for Accomplished Teaching

Framework 3 – Learning Environments

  • Organize, allocate, and manage time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks. 

USA – A Framework for Teaching

Domain 2: The Classroom Environment

-          Component 2c: Managing Classroom Procedures

  • Management of instructional groups
  • Management of transitions
  • Management of materials and supplies
  • Performance of non-instructional duties
  • Supervision of volunteers and paraprofessionals



Be prepared. When planning lessons, do not forget the transitions in the lesson.  Always   prepare for the worst and expect only the best.

1. View this link to watch a classroom video.  Use two column notes while viewing these videos. In the first column, take notes about specific things you see in the first video. In the second column, take notes comparing the second video to the first one. Watch how the teacher and students interact with each other during the transition time.  Keep in mind the time lost or gained during transitions.  View this link and make more observations.  Compare to the first video in column two of your notes.     

Computers with Internet access should be provided for participants to use in viewing the videos. If the viewing of videos via the Internet is difficult, the videos can be downloaded to CDs or flash drives for viewing. Encourage viewers to watch the videos several times to pick up on all the important details about transitions.

2. Brainstorm some ideas for transitions as they relate to the teacher you observed.  Make a list of five fun transitions that you think will work for him or her.  Visit these sites for fun transition ideas and make your list.       




Some novice teachers may require assistance with the compilation of this list. Give examples of fun transitions, if they have difficulty with this activity. A whole group discussion may also open up the creativity of the teachers.

3. Think-Pair-Share with your partner. Together, determine the best three transition ideas to share with the group. Make sure you practice before you make your decision. List your ideas and their steps on chart paper. A good idea is to create a flow map outlining the steps. This will help you later when you practice with your students.      

An explanation of the Think-Pair-Share process may be needed before beginning this activity. Have the partners read the lists out loud and follow the steps to ensure that all instructions are listed accurately. An example of a flow map may be posted in the room for reference purposes.

4. Present and demonstrate your ideas to the group. Make sure you walk the others through the process. Use the flow map to help the group understand. Remember, have fun with transitions. The students will participate freely when it is fun.      

Encourage the training participants to be creative in their presentations. Also, encourage the audience to be attentive and respectful.

5. Apply the information you have learned to the task activity. Think about how you would help the teacher described in the activity.      

Discuss how the ideas learned in this webquest can be implemented into the classroom environment. Encourage participants to contact each other and tell which transitions worked and which ones did not work.


This webquest can be used as a group activity. Divide the training participants into groups of 4. Have each group create a PowerPoint presentation that describes what transitions are and gives examples of three (3) to five (5) transitions.  

Resources Needed:

Webpage hosting service: www.educatorpages.com

Webquest page – Transition Times: www.teamyellow.educatorpages.com

Chart paper




Copies of rubrics

Computers with Internet access, one per group

Computers with PowerPoint software, one per group

Flashdrive or CD for file storage


Sincere appreciation is given to the Collaborative Learning Community called Team Yellow from Grand Canyon University. This four-person team is responsible for the creation of this webquest and the activities included within the process.

Team Yellow would like to thank Dr. Charle Elliott, a professor at Grand Canyon University, for his encouragement, suggestions, and comments during the design process of this webquest.

The following webpages and books were utilized to create this webquest:

ALTEC, (2008). Rubistar. Retrieved June 1, 2010, from University of Kansas:


Danielson, C. (1996). Enhancing professional practice. Retrieved May 30, 2010, from

Association for Supervision and Curriculum Department:



Davies, L. (2006, November). Movement activities and games for elementary classrooms (part

1). Retrieved June 1, 2010, from :


Florida Department of Education, (1998). Florida educator accomplished practices. Retrieved

May 30, 2010, from Bureau of Educator Recruitment:


Fun school transition activities. (2010). Retrieved June 1, 2010, from eHow, Inc.:



Georgia Department of Education, (2010). Georgia standards.org. Retrieved May 30, 2010,

from Georgia Department of Education:


Jones, F. H., Jones, P., & Jones, J. (2000). Tools for teaching. Santa Cruz, CA: Fredric H. Jones

& Associates, Inc.

Sponge and transition activities. (2010). Retrieved June 1, 2010, from A to Z Teacher Stuff

L.L.C.: http://www.atozteacherstuff.com/Tips/Sponge_and_Transition_Activities/ 

Teacher Tube (2010). Teacher language during a transition. Retrieved on June 1, 2010 from


Wong, H. K. & Wong, R. T. (1991). The first days of school: How to be an effective teacher.

Sunnyvale, CA: Harry K. Wong Publications.

You Tube(2010).  Behaving with cowley-out of the classroom. Retrieved June 1, 2010 from



For our WebQuest, it is important that teachers model that they understand what transitions are and how to use them. Therefore, the task has you evaluating a teacher's lack of transitions and then explaining how to remedy the issues with transitions. You will need to give a detailed explanation. If you receive a no in any area of the rubric, then you will need to review the materials provided on the process page and then make any necessary corrections to your description. A rubric with a check in each yes box will indicate that you understand how to use transitions and that you have passed this WebQuest activity.

Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )
WebQuest - Transitions
Teacher Name: Team Yellow
Student Name:     ________________________________________
The evaluator explains at least three issues the teacher has with transitions.  
The evaluator gives at least three suggestions on how to improve the transitions.  
The evaluator gives a detailed description about how the improvements will improve classroom on-task time.  
The improvements are logical.  
The improvements are easy to implement.   


Note: The following rubric and information could be used in the event that this WebQuest was adapted for the variation.  

Each individual should be evaluated on the notes they take during the viewing of the videos, the list of transitions and steps they create, and their participation in the webquest process.

If the webquest is used as a group activity, the Collaborative Work Skills: Group Member Evaluation can be used to evaluate each group and each member. This rubric can be used in the group setting. Each member of the group can use the rubric to evaluate the other members of the group. The facilitator can also use the rubric to evaluate each group. Below is an example of the Group Member Evaluation Rubric. 

Collaborative Work Skills : Group Member Evaluation

Teacher Name: Teamyellow Southeast
Student Name:     ________________________________________
ContributionsRoutinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of WorkProvides work of the highest quality.Provides high quality work.Provides work that occasionally needs to be checked/redone by other group members to ensure quality.Provides work that usually needs to be checked/redone by others to ensure quality.
AttitudeNever is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
PrideWork reflects this student's best efforts.Work reflects a strong effort from this student.Work reflects some effort from this student.Work reflects very little effort on the part of this student.
Working with OthersAlmost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Date Created: Jun 01, 2010 08:21 pm (UTC)


From the activities in this webquest, you learned about the importance of having transitions in order to increase student on-task time. Furthermore, you have also learned about many different options for using transitions. Go back to the classroom and start using new and fun transitions. As a follow-up, consider scheduling some visits to other classrooms during transitions for more ideas.