Transitions and breaks in the YLT classroom
This article was first published in IATEFL 2023 Conference Selections (Ed Bullock, D).
Background
This workshop was inspired by three things that happened within a week of each other in 2022. As a remote trainer and consultant, I observe videos of filmed classes. I received a video in which the teacher moved from activity to activity, from interaction pattern to interaction in exactly the same way: Now we’re going to… . I wanted to help the teacher vary this way of moving from activity to activity to increase the efficacy of these words.
Secondly, a Facebook challenge about behaviours and beliefs in the YLT classroom by Michelle Worgan led me to an interesting piece of research entitled ‘Brain breaks: help or hindrance’ in which the time that children need to refocus after a brain break was examined, with some interesting results.
Thirdly, a horse-riding lesson focussed solely on upward and downward transitions: walk to trot to canter and back down. Smooth transitions on horseback are important because a horse can only transition smoothly when it is balanced, and when it is balanced, it is relaxed.
With our YLs, we strive to ensure that they are ‘with us’ as we move from one activity to the next. The workshop aimed to highlight two key areas where this could happen, different types of transitions and brain breaks, and to how they could be actively included in lesson plan writing.
Transitions – some considerations
The workshop began with participants considering their own ideas about transitions. There are several different ways that transitions can happen in the YL classroom:
* moving from one activity to another
* moving from a physical space to another
* changing a teaching style
* changing the skill
* changing groups
* groups changing activity
But transitions are more important than this. The act of carrying out the transition correctly can make or break a YL lesson. An ineffective transition will likely result in disruption whereas an effective transition will maximise instructional time and maintain optimal learning conditions.
We then looked at how to make a transition effective by suggesting it be divided into two parts. Firstly, the cue is given and then the instruction is given. The example was given with a horse; You collect the rein to indicate you are going to give an instruction, which you then do (either with rein, hands, legs, weight in seat etc).
In this way, YLs are alerted to the fact that a transition is about to happen. This is the point when it is vital that they are listening to hear the instruction that follows. Participants were invited to reflect on this and to suggest different ways to give this cue.
Let’s take a break!
Everyone needs a break from time to time. But why? Generally speaking, YLs can concentrate for their age plus 2 minutes. There are theories that indicate that movement during this break time can increase retention rates. Many participants were familiar with physical brain breaks e.g., stand up and imagine you are surfing. Participants were then encouraged to share their own ideas for physical, creative, and breathing brain breaks and then created several brain breaks based on a dice number. In the classroom, learners would roll the dice to determine the break. Rolling a four might result in getting into groups of four, and thinking of four ways to walk, for example.
But whilst brain breaks are fun, the time it takes Young Learners to refocus is important to consider. In a 50-minute lesson, a brain break which lasts 3 minutes but which requires 10 minutes for Young Learners to settle down afterwards,may not the best use of the limited classroom time.
Rethinking lesson plan writing
Due to the absolute importance of these moments in the class, the workshop looked at ways to include cues, transitions and breaks into our lesson plans. By writing these moments down we can ensure that they happen and that they are varied and appropriate. Besides noting down the type of cue/transition and/or break, it is also an idea to monitor how long it takes the YLs to settle after each transition/break. In this way we can see which are the most effective for each class.
Conclusion
Like so many aspects of the YL classroom, planning and practice are key. Writing these down into the lesson plan can provide a helpful reminder for the lesson. Afterwards, they can be used as a reflection point which will inform choice of further transition and breaks. But it is the execution that will determine the relative success. The more that these transitions and breaks are practiced, the more familiar both teacher and YLs will become with them. Consequently, by streamlining these ‘bits in between’ the more they will serve as essential links in the overall lesson plan.
References
Weslake, A., & Christian, B. J. (2015). Brain breaks: Help or hindrance? TEACH COLLECTION of Christian Education, 1(1), 38-46. https://research.avondale.edu.au/teachcollection/vol1/iss1/4