The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. ~ Maria Montessori
Lucas was dismissed from circle to prepare for outside time. He walked to his cubby to get his snow gear, slowly took off his slippers, then sat down and didn’t move. The rest of the children got dressed while Lucas sat motionless.
Harper, the guide, asked Lucas to get ready, then went to fill her coffee cup while the other children lined up. Lucas still didn’t move. Her teaching partner, James, started to help Lucas get ready. Harper returned with her coffee to find two children near the front of the line pushing each other.
After addressing the conflict, Harper took the class outside while James stayed inside to help Lucas finish getting ready. Outside, Harper didn’t see James for about fifteen minutes. He eventually came out with Lucas, who was carrying his outdoor gear in his arms, refusing to put it on. It was 25 degrees outside!
After a few minutes of Lucas standing in the cold holding his winter gear, Harper asked James to bring him to the office because she needed help supervising the class outside. While James was gone, one of the children fell on ice and suffered a gash above his eye. The two children who had been pushing inside began pushing again outside.
To quote Kurt Vonnegut: “So it goes.” (1969)
Whenever Montessori teachers discuss common misbehaviors they observe in their classrooms, the topic of transitionsis nearly always one of the first to be mentioned. Always. Transitions themselves are not misbehavior, of course. But misbehavior occurs so frequently during transitions that the word itself is often used to describe misbehavior during these daily routines.
Transitions are hard for everyone—adults and children alike—even in the most well-managed classrooms. There is not just one reason, but many.
Transition challenges are not just an issue of cooperation—research has shown that children are more likely to have difficulty self-regulating during less structured times like transitions (von Suchodoletz et al., 2015). During transitions, noise levels and frenetic activity increase. Navigating these challenges with cooperation, mutual respect, and independence is a tall order for any child.
If a child has been deeply engaged in their work, the transition means being interrupted. If a child hasn’t been engaged, they may already feel unsettled or unfocused, and the added noise and movement of a transition only make things harder. For children with developmental delays or disabilities, these moments can be especially overwhelming: research shows that motor and verbal hyperactivity spike significantly during transitions compared to more structured times (Kortekaas-Rijlaarsdam et al., 2023).
Some students will naturally need extra time and support as they build executive functioning skills and independence. This is especially true for children in the Children’s House and Lower Elementary classrooms. Meanwhile, students with more developed executive functioning skills and greater independence are able to transition more quickly. These students are often waiting in circle or in line for their teachers and peers who need more time and support. And waiting without engagement almost guarantees that even the most independent child will find “something else” to do—often in ways that don’t support a smooth transition. This tension is felt by the adults, too, and can create anxiety as they sense the restlessness of the waiting children while trying to support those who need extra help.
It’s no wonder that, for a child who might already be having a rough day, transitions can create the perfect storm. These are the moments that can make even the most veteran teacher wish they had chosen a quieter profession—like accounting!
Time and Transitions
Even in a Montessori classroom, where we are sensitive to the number of transitions that children have to make, there are more transitions than you might realize. Before reading further, take a moment and count the number of transitions that children experience throughout the day—you might be surprised.
Now, let’s take a look at a typical day in a full-day Montessori Children’s House or Elementary classroom and count the transitions together. Children transition from their parents’ or caregivers’ care to the classroom (assuming they are not taking a school bus). One. Then, they may choose a work before morning circle. Two. After all the children have arrived, the guide calls the group to morning circle. Three. After circle, there is a transition back into the morning work cycle. Four. Assuming one group lesson during the morning work cycle, that’s five. Then, back to the work cycle. Six. At the end of the work cycle, it’s time to clean up and come back to circle. Seven. When circle ends, it’s time to be dismissed to go outside. Eight. After playing outside, it’s back inside for lunch time. Nine. After lunch, it is time to clean up. Ten. Then, we come to circle to read aloud. Eleven. After reading aloud, it’s time for the music specialist. So, it’s time to line up to go to the multi-purpose room. Twelve. Of course, after music class, we’ll go back to the classroom. Thirteen. We have time for about 30 minutes of work time or lessons. Fourteen. Finally, it’s the end of the day, so we will clean up the classroom. Fifteen. And now, it’s time to go home, so we gather our things and get ready to go outside for pick-up. Sixteen.
Sixteen transitions—wow, that’s a lot. But, as you might have been thinking as you read the above example schedule, transitions are almost never a one-step process; each one is made up of mini transitions. For example, moving from the morning work cycle to going outside might involve stopping work, cleaning up, gathering at circle, waiting, participating, being dismissed, getting outdoor gear on, lining up, waiting again, and finally moving outside—and then reversing the process when returning for lunch.
Now, let’s consider the time that is being used to transition throughout the day. If we used an average of 7 minutes per transition and multiply that by the number of major transitions above (16), the total time used to move a large group of humans from one place/activity to another is 1.87 hours per day—or nearly 27% of the time children are in school during a 7-hour school day! That’s a lot of time.
Another factor to consider with transitions is that the bulk of transitions happen later in the day during a relatively short period of time. If you consider our example schedule, with sixteen major transitions, ten of those transitions take place in the afternoon and evening, when children tend to be more tired. There also tends to be more “group activities” where children are not necessarily engaging with self-chosen work and may have varied interest levels.
So, not only can transitions be frequent, but they can consume a large percentage of our day, and transitions, themselves can lead to dysregulation, interrupted engagement, and reduced focus! But here’s the good news: while transitions are a necessary part of the school day, many of the difficulties that transitions pose can be avoided with planning and preparation. In fact, transitions are not just obstacles; they’re opportunities to teach and practice real-life skills like independence, patience, and self-regulation.
Transition Challenges and the Planes of Development
Toddlers (Ages 0–3) – During the first three years of life, children need security and attachment. They are in the sensitive period for sensorial exploration and language acquisition and have a strong need for predictable routines. When facing challenges with transitions, toddlers may experience separation anxiety, and disruptions to routine can quickly lead to distress. Because their language development is still limited, they may become frustrated and respond with strong emotional reactions. Common behaviors during difficult transitions include crying, tantrums or meltdowns, refusal to separate, screaming, clinging, and physical responses such as hitting or kicking.
Children’s House (Ages 3–6) – In the second half of the first plane of development, children strive for independence but still need consistent, predictable routines to support independence and self-regulation. In Children’s House, students may struggle when routines change disrupting their ability to securely navigate a transition. Common behaviors include dysregulation when moving from a preferred to a non-preferred activity, ignoring directions, refusal, power struggles, attention-seeking, disruption, and rigidity.
Elementary (Ages 6–12) – In the second plane of development, children are more likely to test boundaries and social norms. Their need for belonging increasingly centers on peers. During transitions, common misbehaviors may include questioning routines, debating, procrastinating, passive refusal, distracting or disrupting others, teasing (especially in the absence of an adult), and complaining that “it’s not fair” when they perceive injustice.
Adolescence (Ages 12–18) – Adolescents also face challenges with transitions, though theirs are often “big picture” in nature: moving to high school, finding their path, or individuating from adults. In this period of major developmental change, consistent and predictable daily routines take on a new kind of importance, helping students stay grounded amid uncertainty. When challenged with these broader transitions, adolescents may display behaviors such as refusing to participate in activities, mood swings, irritability, sudden outbursts, testing boundaries, dysregulation, rebellion, and heightened self-consciousness.
Preparing the Environment and the Teacher
· Be Present – Problems decrease significantly during transitions when adults are fully present – active supervision. One study in elementary schools found that when teachers were actively supervising transitions, concerning behaviors dropped by 50–80% (Colvin et al., 1997).
· Prepare to Transition – Take a few moments to prepare yourself before prompting the children for a transition. Sometimes adults step away, unconsciously seeking a moment of relief—like Harper did when she left to grab a cup of coffee. There’s nothing wrong with grabbing a cup of coffee, but the key is grab it before guiding children through a transition. When you’re grounded and ready, you’ll be freed up to be fully present for the class. This simple step can make transitions dramatically smoother.
· Plan Transitions in Detail – Transitions can take up 25% or more of the school day. Well-planned transitions flow like a choreographed dance. At the beginning of the year, walk through each transition with your teaching partner(s), and revisit them regularly. Keep written transition plans for substitutes, specialists, and administrators to maintain consistency and reduce the need for “on-the-fly” directions. Predictable routines not only support children’s self-regulation but also help teachers stay regulated themselves. (For a transition planning outline, see Positive Discipline in the Montessori Classroom, p. 70.)
· Reduce Transitions – Review all your transitions. Are they all necessary? Can you simplify or eliminate smaller “mini transitions”? Could specialist teachers come into your classroom instead of having children move out? If students receive one-on-one support, can that support happen in the classroom or during existing transition times? Consider eliminating morning circle after the first few weeks—and holding community gatherings at the end of the work cycle instead—a practice that reduces disruptions to children who are already engaged.
· Involve Students in Transition Planning – Once you and your teaching partner(s) have mapped out daily transitions, introduce them to the children. Invite their ideas for making transitions smoother. While you’ll still guide the overall structure, incorporating student input increases ownership and follow-through. Review and adjust the plan together as needed.
· Reduce the Use of Lines – Lines have their place (fire drills, moving through crowded spaces, taking attendance). But they can also create fertile ground for misbehavior: limited movement, lack of agency, personal space conflicts, perceived unfairness, boredom. Consider alternatives—like having children transition organically when ready, moving in small groups, or teaching them to navigate from one place to another independently. Gradual transitions (a few children at a time) can prevent many common problems.
· Soften the Environment – Noise and sudden bursts of movement can shift the classroom tone in an instant, especially for children sensitive to sensory input. Instead of ringing a bell, or using a rain stick, followed by an announcement, try signaling transitions with a soft song and dimmed lights with no announcement. Stay present, warm and silent. Allow children to support one another when appropriate so you can hold steady presence for the group as a whole.
· Class Meetings – Use class meetings to problem-solve transition challenges. Children often have excellent ideas, and when they contribute to solutions, they take greater responsibility for implementing them—and encouraging their friends to do the same.
Grace & Courtesy Skills
Reflecting on Lucas and Harper’s outdoor transition, we might ask: What specific social and life skills would have helped make that transition more successful—for both the children and the adults? Children naturally want to cooperate and help other, but they aren’t born with social and life skills. And this truth is especially evident during difficult situations – and transitions being some of the most difficult.
The grace and courtesy lessons below address essential social and practical skills that support smoother, more peaceful transitions:
· Lining Up – Some lines are necessary, so children will need to learn how to line up respectfully. Practice skills such as letting someone go ahead, saying “Excuse me,” and keeping an appropriate distance from others.
· Assisting Others – Teach children how to notice when someone needs help and how to help respectfully. Discuss the types of support others might need during transitions and how children can contribute.
· Moving as a Group – Show students how to walk safely as a group: keeping to the right side of hallways, stairways, or sidewalks; maintaining safe spacing; walking down stairs carefully; stopping at agreed-upon points; and entering or leaving a space calmly. Practice these routines together.
· Waiting in a Group – Waiting patiently can be hard—even for adults. Work with children to brainstorm strategies: What can you do while waiting to make it easier? How can you handle frustration if someone else’s behavior bothers you? How can we shorten waiting time—by helping others, putting things away, or gathering belongings?
· Giving Personal Space – Many transition conflicts begin with a lack of awareness around personal space—perhaps the most common (and volatile) trigger. Talk with children about what it feels like when someone is too close and how people might react. Identify clear guidelines together—such as keeping an arm’s length or one full step away—and practice together.
· Taking Turns – Transitions often involve limited resources: teacher attention, space to put something away, a needed item, or even the first spot in line. Teach and practice turn-taking strategies, such as letting others go first, asking politely to go first, doing it together, watching first, or asking to be next.
· Communication Skills – Equip children with respectful ways to solve problems during transitions. Teach them to use I Language, ask directly for what they want, and say “no” kindly and firmly. These tools foster both confidence and empathy in challenging moments.
General Responses
· Let Routines Be the Boss – When routines are the boss, we don’t have to be. Consistency and predictability are key to smooth transitions during times of mass movement. If a child needs redirection, simply ask, “What’s the next step?” If we’ve taken time to teach and practice the steps of a transition, this simple prompt can invite cooperation and teamwork.
· Ask for Help – Children are hardwired for altruism—as early as 15 months old (Schmidt & Somerville, 2011). Ask them to help with logistics whenever possible: carrying items, holding doors, gathering supplies, or supporting younger classmates. Giving them meaningful ways to contribute encourages responsibility and community spirit.
· Plan Ahead with Children – Some children need extra support to make a successful transition, especially those sensitive to visual or auditory stimulation. Planning ahead—together—can make all the difference. Involving children in the process fosters cooperation and gives them a sense of control in what might otherwise feel stressful.
· Active Supervision with PWS – Prepare yourself before the transition so you can be fully present with Presence, Warmth, and Silence (PWS). Redirect children with eye contact or a knowing smile, and “fill the space” with your calm, confident presence.
· Natural Consequences – Trust children to learn from their own experiences. Using Natural Consequences means allowing situations to unfold without unnecessary adult intervention. For example, if a child leaves work on the floor, resist the urge to remind them. If it’s in the way, it might get stepped on—or another child might ask them to move it. While Natural Consequences aren’t appropriate for every situation, they can be powerful teachers. Too often, adults step in too quickly and unintentionally rob children of valuable learning opportunities.
· Act Without Talking – When supervising with Presence, Warmth, and Silence, sometimes the best approach is to act without words. For example, if a child refuses to come inside, begin the transition with the group. If they still haven’t joined, quietly take their hand and walk in together—no lecture or reminders required. Actions speak louder than explanations.
Mistaken Goals
“A misbehaving child is a discouraged child.” (Dreikurs, 1964). All children seek a sense of connection within the classroom community. As they grow older, their peers become increasingly important in their quest for belonging and significance. Teasing may provide a child with a temporary sense of justice or status within the group, but it is illusory and fleeting. It does not create the authentic belonging and significance that all children truly seek.
Undue Attention (Notice Me, Involve Me Usefully): Children whose mistaken goal is Undue Attention mis-behave in order to find belonging by being noticed, keeping others busy with them or getting special service (someone else doing for them that which they can do for themselves). Their misbehavior may manifest during transitions as interruptions, distractions, feigned helplessness, and attention seeking behaviors.
Responses: Create a special non-verbal signal together. Allow Natural Consequences. Find a moment to “fill their bucket” before a transition. Develop private routines together. Enlist their help in meaningful tasks (wiping down the slide, helping the specialist teacher set up, passing out materials, etc.). Avoid asking for help with “ceremonial tasks” where there is no meaningful contribution (line leader, bell ringer, etc.). Stop talking mid-sentence and stay present, warm and silent. Stand next to the child, and say nothing.
Misguided Power (Let Me Help, Give Me Choices) – Children with the mistaken goal of Misguided Power believe that they need to be in control, and to protect their personal power/agency to belong and feel significant. Their misbehavior during a transition may present as refusal, saying yes and doing no, power struggles, arguments, aggressiveness, communicating, “It’s not fair!”
Responses: Let them know, “I can’t make you, but I could really use your help.” Share your feelings honestly and take a break, “I’m starting feel angry, like we’re in a power struggle. I’m going to step away and calm down. I’ll come back as soon as I’m feeling better, to see if we can figure this out together.” Use limited choices – ensure the choices that are acceptable respectful to you and the child. Decide What You Will Do, and then follow-through without talking. Problem-solve before the issue arises again. Ask them to help, tapping into their desire to use their personal power, “Would you be in charge of making sure we have 19 glue sticks before the art teacher arrives?”
Revenge (I’m Hurting – Validate My Feelings) – A child whose mistaken goal is Revenge approach many situations with the pre-formed belief that they don’t or won’t belong. They feel hurt easily, and in turn hurt others – so as not to be alone. Transitions provide a higher-than-normal risk for the child to become hurt and embarrassed.
Responses: Always talk to the child privately. Avoid public correction. Make non-verbal connections during transitions. Take time for teaching social skills to prevent feeling hurt, like asking for help, using I Language, and ask clarifying questions. Put children in the Same Boat, “Would you both please give each other enough space to walk safely?” Check in with the child before making assumptions – ask Conversational Curiosity Questions. Validate feelings even if, and especially when, it appears they’ve misinterpreted an interaction.
Assumed Inadequacy (Don’t Give Up on Me – Show Me a Small Step) – When a child has the mistaken goal of Assumed Inadequacy they can’t belong, and are incapable, so they may as well give up and convince others not to expect anything of them. Be aware that when a child with Assumed Inadequacy gives up it may take many forms, like withdrawing, becoming dysregulated, refusing, or even engaging in a power struggle.
Responses: Take time for teaching transition routines, one-on-one. Teach needed social and executive functioning skills needed for successful transitions. Encourage small improvements, positive efforts and progress. Create a transition checklist together. Build on strengths. Choose a transition buddy together. Make a Wheel of Choice for dysregulation. Prep for transitions ahead of the actual transition.
The End of the Story
The incident with Lucas left Harper and James feeling discouraged. It wasn’t the only transition the class had been struggling with—many of their transitions felt chaotic and unsettling. It was clear that the children felt this way too.
During their weekly teacher meeting, Harper and James decided to review their transitions. James was grateful. James, a first year teacher, admitted that he wasn’t always sure what to do during transitions, that he had simply been trying to follow Harper’s lead. He confessed he was never certain if he was doing the right thing. That comment made Harper pause and reflect: “We spend so much time preparing the classroom environment, but almost no time preparing for one of the most difficult times of the day.”
After taking time to plan their transitions, James felt much more confident—and so did Harper. They now knew exactly what they would be doing at each transition: where they would be positioned, how they would signal the transition, when it would take place, and how they would support students like Lucas. Things began to improve—for everyone. Harper and James both felt more prepared and confident, and the children picked up on this, as they do. The shift was visible: the children felt more secure as the previous chaos transformed into a fluid rhythm of individual movement.
Harper and James also sat down with the Mistaken Goal Chart and identified Lucas’s mistaken goal as Misguided Power. The next day, before she dimmed the lights to signal the beginning of the transition, Harper asked Lucas if he would “be in charge” of the first aid backpack and count everyone before they came inside. He enthusiastically agreed and was one of the first students dressed to go outside.
References
Center on the Social and Emotional Foundations for Early Learning. (2005). Practical strategies for supporting young children during routines and transitions. Vanderbilt University.
Colvin, G., Sugai, G., Good, R. H., & Lee, Y. Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12(4), 344-363.
Dreikurs, R. (1964). Children: The challenge. Duell, Sloan & Pearce.
Kortekaas-Rijlaarsdam, A. F., Luman, M., Sonuga-Barke, E., & Oosterlaan, J. (2023). Does methylphenidate improve academic performance? A systematic review and meta-analysis. European Child & Adolescent Psychiatry, 32(1), 91-103.
Montessori, M. (1995). The absorbent mind. Holt Paperbacks, 277.
McCormick, M. P., & O’Connor, E. E. (2015). Teacher–child relationship quality and academic achievement in elementary school: Does gender matter? Journal of Educational Psychology, 107(2), 502-516.
Nelsen, J., DeLorenzo, C. (2021). Positive discipline in the Montessori classroom, Parent-Child Press.
Schmidt, M. F. H., & Somerville, J. A. (2011). Fairness expectations and altruistic sharing in 15-month-old human infants. PLoS ONE, 6(10), e23223.
von Suchodoletz, A., Gestsdottir, S., Wanless, S. B., McClelland, M. M., Birgisdottir, F., Gunzenhauser, C., & Ragnarsdottir, H. (2015). Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 24(3), 329-347.
Vonnegut, K. (1969). Slaughterhouse-five, or, The children’s crusade: A duty-dance with death. Seymour Lawrence/Delacorte Press.
©2025 Chip DeLorenzo
