Transitions can create cohesive compositions, but transitions can also create cohesive groups. If teachers provide the right context, transitions into new situations or environments can be smooth, and can even help create strong connections between new group members (classmates).
One of my goals for the first session (total of 5 weeks) of our three session program is to help participants understand the basic construction of a paragraph. One of the elements we look at is how to create cohesion. However, what the participants may not notice is that through the process of learning how to write a cohesive paragraph, they are also becoming a cohesive group of learners. Through collaboration and shared understanding, a natural camaraderie develops during that first session.
So how does such a close-knit group feel when they find out that for the second session they will need to separate into new groups? As I discovered during this first session’s closure class, the participants felt scared, worried, apprehensive, and sad. I witnessed more tears than I expected on that last day. They didn’t want to leave the comfort and familiarity.
To support a transition from tears to smiles, the context I provide includes creating metaphors and diamante poetry. In the photo gallery below, you’ll see this context in process. Just click on each picture to get a closer view.
The transition process begins with groups searching for new walking, running and jumping synonyms. Then, using these words, they write individual metaphors, and share them with their partners, explaining why they chose the words they did. It’s at this point that they begin to notice others share similar feelings about both sessions. The whole process finally ends with them writing a group diamante. By this point, they realize that they may just get along with these folks too. With all this, the transition process has taken a softer step forward.
I’d love to know what you do to help your students or course participants transition. How do you support them in their transition from not being a student to now being one? What do you do to help them transition between semesters? Do you have a special routine to help students reconnect after Christmas, Thanksgiving, or spring breaks?
Now please enjoy the gallery walk!
* Previous posts about transitioning: In the post Lesson Planning Flow – Thesaurus Poetry, I write about the language (walking, running, jumping periphery verbs) participants generate in order to create both their metaphors, and their diamantes. In A Joyful Transition, I share the positive experience that past participants felt after they collaborated in writing group diamantes.