Unpopular opinion, I gave up on quiet transitions.

When I first started teaching, I would insist on silent transitions. I'm sure you have done this, and maybe still do. I would ask students to go back to their desk in silence, and then repeat the process if it wasn't silent the first time. It worked. It worked for a long time, but schools have changed, students have changed, the world has changed. 

Over the past two years, I decided that quiet transitions are not where my energy needed to go. Transitions are movement and with that natrually comes noise and chatter. I need silent and uninterrupted instruction time. That is golden. So that is where I started putting my energy. 

How I do it. 

I set a timer. They have two-ish minutes to get what they need, and to settle in. If they are talking while they do that. OK. Maybe they are even singing or humming, but once the timer goes off it's time to get to business. 

Now it's time for silent and uninterrupted instruction. This is where my energy and attention needs to be. 

1. I let them know how much time I need. 

2. I remind them of my expectation for uninterrupted instruction. 

3. I set a timer. 

Yes, every single time. 

What do I do when I get interrupted. Originally I gave out sticks, but their desk quickly became a drum. Now I have a card that gives them three chances to use self control. When those three chances are crossed out, they have a consequence. Based on your class and your student consequences vary. My consequence was an email home. 

Let's dive into WHY. 

1.  I let them know how much time I need. - this gives the kids with anxiety or ADHD an end in site. This isn't forever. It's only a set amount of time. Which you can adjust on the needs of the type of instruction and your class. 

2. I set a time to keep myself accountable and so students know. 

3. I give three chances because most students whether they have ADHD or not have no idea how many times they have interrupted me. The card is a reminder. I will say- almost always I don't have anyone who interrupts more than once.

We move. We settle. We learn. 

Embodied teaching is recognizing where my energy should be spent. It's not about control, but about deciding where regulation matters most.

OK now go give this a try and let me know how it goes in the comments.