{"id":42417,"date":"2022-11-17T07:33:00","date_gmt":"2022-11-17T12:33:00","guid":{"rendered":"https:\/\/www.theedadvocate.org\/?p=42417"},"modified":"2022-11-17T07:33:00","modified_gmt":"2022-11-17T12:33:00","slug":"16-strategies-to-help-students-who-have-difficulty-transitioning-to-the-next-learning-experience","status":"publish","type":"post","link":"https:\/\/entelechy.app\/16-strategies-to-help-students-who-have-difficulty-transitioning-to-the-next-learning-experience\/","title":{"rendered":"16 Strategies to Help Students Who Have Difficulty Transitioning to the Next Learning Experience"},"content":{"rendered":"\n<p>Are you looking for strategies to help students who have difficulty transitioning to the next learning experience? If so, keep reading.<\/p>\n\n\n\n<p><strong>1. <\/strong>Stop the learner from becoming overstimulated by a <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning experience<\/a>. Observe learner behavior to limit overexcitement in physical <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning activities<\/a>, games, parties, etc.<\/p>\n\n\n\n<p><strong>2. <\/strong>Create definite time limits and give the learner this information before the <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning experience<\/a> begins.<\/p>\n\n\n\n<p><strong>3. <\/strong>Notify the learner that work not finished in one sitting can be finished later. Give the learner ample time to finish earlier tasks to guarantee closure.<\/p>\n\n\n\n<p><strong>4. <\/strong>Give the learner more than enough time to finish a <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning experience<\/a>. As the learner shows success, decrease the amount of time given to finish a <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning experience<\/a>.<\/p>\n\n\n\n<p><strong>5. <\/strong>Organize time limits so the learner knows the amount of time there is to work and when they must be finished.<\/p>\n\n\n\n<p><strong>6. <\/strong>Allow a transition period between <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning activities<\/a> so the learner can make adjustments in <a href=\"https:\/\/www.theedadvocate.org\/understanding-the-neuroscience-of-student-stress-resilience-and-behavior\/\">their behavior<\/a>.<\/p>\n\n\n\n<p><strong>7. <\/strong><a href=\"https:\/\/www.theedadvocate.org\/understanding-three-key-classroom-management-theories\/\">Use a signal method<\/a> (e.g., turning the lights off and on) to warn that the end of a <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning experience<\/a> is near.<\/p>\n\n\n\n<p><strong>8. <\/strong><a href=\"https:\/\/www.theedadvocate.org\/8-cant-miss-classroom-management-behavior-management-strategies\/\">Get the learner to<\/a> time <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning activities<\/a> to monitor personal behavior and accept time limits.<\/p>\n\n\n\n<p><strong>9. <\/strong>Give the learner shorter <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning activities<\/a>. As the learner shows success, slowly increase the length of the <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning activities<\/a>.<\/p>\n\n\n\n<p><strong>10. <\/strong>Provide a consistent daily routine (schedule).<\/p>\n\n\n\n<p><strong>11. <\/strong><a href=\"https:\/\/www.theedadvocate.org\/transforming-aggression-defiance-and-disruptive-behaviors-with-the-skill-of-self-regulation\/\">Provide consistent expectations<\/a> within the <a href=\"https:\/\/www.theedadvocate.org\/what-do-grades-tell-us-about-student-ability\/\">capacity and ability level<\/a> of the learner.<\/p>\n\n\n\n<p><strong>12. <\/strong>Let the learner finish a <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning experience<\/a> unless it is troublesome to the schedule.<\/p>\n\n\n\n<p><strong>13. <\/strong>Give the learner a list of <a href=\"https:\/\/www.thetechedvocate.org\/tech-edvocates-list-99-curriculum-instruction-apps-tools-resources\/\">learning materials<\/a> needed for each <a href=\"https:\/\/www.theedadvocate.org\/promoting-multisensory-learning-experiences-that-benefit-all-brains\/\">learning experience<\/a> (e.g., pencil, paper, textbook, workbook, etc.).<\/p>\n\n\n\n<p><strong>14.<\/strong> Consider using a classroom management app. <a href=\"https:\/\/www.thetechedvocate.org\/5-must-classroom-management-apps-tools-resources\/\">Click here<\/a> to view a list of apps that we recommend.<\/p>\n\n\n\n<p><strong>15.<\/strong> Consider using Alexa to help you with classroom management. <a href=\"https:\/\/www.thetechedvocate.org\/using-amazon-alexa-for-classroom-management\/\">Click here<\/a> to read an article that we wrote on the subject.<\/p>\n\n\n\n<p><strong>16.<\/strong> <a href=\"https:\/\/www.theedadvocate.org\/6-strategies-for-challenging-student-behavior-and-mastering-classroom-management\/\">Click here<\/a> to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Are you looking for strategies to help students who have difficulty transitioning to the next learning experience? If so, keep reading. 1. Stop the learner from becoming overstimulated by a learning experience. Observe learner behavior to limit overexcitement in physical learning activities, games, parties, etc. 2. Create definite time limits and give the learner this information before the learning experience begins. 3. Notify the learner that work not finished in one sitting can be finished later. Give the learner ample time to finish earlier tasks to guarantee closure. 4. Give the learner more than enough time to finish a learning &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/entelechy.app\/16-strategies-to-help-students-who-have-difficulty-transitioning-to-the-next-learning-experience\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;16 Strategies to Help Students Who Have Difficulty Transitioning to the Next Learning Experience&#8221;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":41388,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[52,53],"tags":[],"class_list":["post-42417","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-k-12","category-teachers-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>16 Strategies to Help Students Who Have Difficulty Transitioning to the Next Learning Experience - Entelechy<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/entelechy.app\/16-strategies-to-help-students-who-have-difficulty-transitioning-to-the-next-learning-experience\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"16 Strategies to Help Students Who Have Difficulty Transitioning to the Next Learning Experience - Entelechy\" \/>\n<meta property=\"og:description\" content=\"Are you looking for strategies to help students who have difficulty transitioning to the next learning experience? If so, keep reading. 1. Stop the learner from becoming overstimulated by a learning experience. Observe learner behavior to limit overexcitement in physical learning activities, games, parties, etc. 2. Create definite time limits and give the learner this information before the learning experience begins. 3. Notify the learner that work not finished in one sitting can be finished later. Give the learner ample time to finish earlier tasks to guarantee closure. 4. 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