Showing posts with label Transitions. Show all posts
Showing posts with label Transitions. Show all posts
Wednesday, August 13, 2025
EASY PEASY NAME CARDS
How can something so simple be used in so many ways? Make name cards and you’ll be able to use them to help children get to know their classmates, plus:print connections
alphabet knowledge
phonological awareness,
motivation to read
transitions
classroom management
writing
Directions: Write each child’s name on a card and glue their picture on the right as shown. Store the name cards in a box or basket.
Sign In
Place name cards by a large sheet of paper. Each day when children come to school they can find their card and write their name on the chart.
Writing Center
Keep cards in the writing center so children can use their friends’ names to write stories, notes, etc.
Transitions
Pull names to line up, answer questions, go to centers, etc.
Seating
Place cards on the rug before circle time. Children find their name and sit in that spot. (The cards can be used in a similar manner for snack or table activities.)
NOTE! This is a perfect way to separate children who challenge you.
Mystery Name
Choose one child’s name each day and place it in an envelope. Give clues about the consonants and vowels in the name. For example, “This person’s name has one vowel and it is in the middle.” Write an “a” on the envelope. “Whose name could it be? This name has a /t/ sound at the end.” Write a “t” on the envelope. “Anybody guess whose name this might be? There is a /p/ at the beginning of this name.” Write a “P” on the envelope. “Stand up if this is your name.” Pull the name card from the envelope to verify.
BINGO
Give children dry cereal or buttons and let them play Bingo with their name cards. As you call out letters they cover them up if they are in their name.
Hint! As children become familiar with their names, let them choose a symbol or sticker to replace their photo. During the next stage, write each child’s name using a different color for the first letter in their name. Finally, just use cards with the children’s names.
Find many of my songs easily on iTunes and Amazon!

Labels:
Friendship,
Names,
Transitions,
Writing
Friday, August 8, 2025
LINE UP - LINE UP
Kids and lines don't go together very well, but it's a necessary part of classroom life. Instead of "keep your hands to yourself," try one of these positive approaches.
I’m Ready (Say or sing to the tune from "Gilligan's Island")
I’m looking straight ahead of me.
My arms are at my side.
My feet are quiet as can be,
I’m ready for outside.
Hint! Write the chant on a poster and tape it to the door.
Line Up Song (Tune: “Hi Ho, Hi Ho”)
Hi ho, hi ho, it’s off to (lunch, play, home, etc.) we go.
With our heads held high and arms by our sides
And our belly buttons all in a row.
Hips and Lips
Teacher says "Hips" - children put one hand on their hips.
Teacher says "Lips" - children put index finger from the other hand on their lips.
I’m looking straight ahead of me.
My arms are at my side.
My feet are quiet as can be,
I’m ready for outside.
Hint! Write the chant on a poster and tape it to the door.
Line Up Song (Tune: “Hi Ho, Hi Ho”)
Hi ho, hi ho, it’s off to (lunch, play, home, etc.) we go.
With our heads held high and arms by our sides
And our belly buttons all in a row.
Hips and Lips
Teacher says "Hips" - children put one hand on their hips.
Teacher says "Lips" - children put index finger from the other hand on their lips.
Hallway Trip
“Zip” – pretend to zip your lips.
“Flip” – fold arms across your chest.
“We’re ready for the hallway trip.”
Line Up Call Back
I say “line.”
You say “up.”
Line (teacher)
Up (Children)
I say “sit.”
You say “down.”
Sit (teacher)
Down (Children)
“Happy” – “Monday” etc.
Let’s Pretend!
Marshmallows - Have the children put “marshmallows” in their mouths (Puff out cheeks.)
and put “marshmallows” on their feet. (Model walking slowly and gently.)
“Zip” – pretend to zip your lips.
“Flip” – fold arms across your chest.
“We’re ready for the hallway trip.”
Line Up Call Back
I say “line.”
You say “up.”
Line (teacher)
Up (Children)
I say “sit.”
You say “down.”
Sit (teacher)
Down (Children)
“Happy” – “Monday” etc.
Let’s Pretend!
Marshmallows - Have the children put “marshmallows” in their mouths (Puff out cheeks.)
and put “marshmallows” on their feet. (Model walking slowly and gently.)
Museum Hands – Children clasp their hands behind their backs.
Butterfly Wings or Angel Wings - Children put their hands behind their backs and stick out their elbows and flap them like wings.

Butterfly Wings or Angel Wings - Children put their hands behind their backs and stick out their elbows and flap them like wings.

Fix It Up
When students forget school rules and appropriate behavior, simply say:
STOP! (Put your hand in the air.)
BACK IT UP! (Have them return to their seats.)
FIX IT UP! (Choose a child to describe the appropriate behavior.)
Days of the Week
Name your tables, rows, etc. according to the days of the
week. On Monday, the “Monday table” gets to line up first all day long. For example:
“Monday table, Tuesday, Wednesday, Thursday, Friday.” On Tuesday, call the “Tuesday
table” first all day. “Tuesday, Wednesday, Thursday, Friday, Monday.” Every group will
have a turn being first as well as last.
Line Up Rhymes
Use these rhymes to dismiss children:
Apples, peaches, pears, plums –
Tell me when your birthday comes.
(Each child tells their birthday.)
Cat, dog, frog mouse –
Tell me the number on your house.
(Children say their street address.)
Ring, ring, anybody home?
What’s the number of your telephone?
(Children state their phone number.)
A E I O You may be dismissed.
(Point to children as you say the vowels. The child who would be “U” may line up.)
Wall Push Ups
While children are waiting and standing in line in the hall encourage them to do push ups against the wall.
When students forget school rules and appropriate behavior, simply say:
STOP! (Put your hand in the air.)
BACK IT UP! (Have them return to their seats.)
FIX IT UP! (Choose a child to describe the appropriate behavior.)
Days of the Week
Name your tables, rows, etc. according to the days of the
week. On Monday, the “Monday table” gets to line up first all day long. For example:
“Monday table, Tuesday, Wednesday, Thursday, Friday.” On Tuesday, call the “Tuesday
table” first all day. “Tuesday, Wednesday, Thursday, Friday, Monday.” Every group will
have a turn being first as well as last.
Line Up Rhymes
Use these rhymes to dismiss children:
Apples, peaches, pears, plums –
Tell me when your birthday comes.
(Each child tells their birthday.)
Cat, dog, frog mouse –
Tell me the number on your house.
(Children say their street address.)
Ring, ring, anybody home?
What’s the number of your telephone?
(Children state their phone number.)
A E I O You may be dismissed.
(Point to children as you say the vowels. The child who would be “U” may line up.)
Wall Push Ups
While children are waiting and standing in line in the hall encourage them to do push ups against the wall.
Find many of my songs easily on iTunes and Amazon!

Labels:
Line Up,
Positive Directions,
Routines,
Transitions
Sunday, July 27, 2025
ATTENTION GRABBERS IN SPANISH
I am so excited to share these Spanish translations of some of my "Transition Tips and Tricks" with you. Thank you, thank you, Claudia Hernandez of the Garland ISD!
TRANSLATIONS BY CLAUDIA HERNANDEZ
ATTENTION, PLEASE!
Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Lollipop. (Pretend to lick a lollipop.)
We’ve been talking, (Open and shut fingers.)
Now let’s stop! (Make sign language sign for “stop.”)
Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Chupete. (Pretend to lick a lollipop.)
Hemos estado hablando (Open and shut fingers.)
¡Ahora detengámonos! (Make sign language sign for “stop.”)
Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)
Children respond:
“Everybody focus!” (Children make circles with fingers and thumbs and place
around eyes like spectacles.)
Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)
Children respond:
“Todos concentrados!” (Children make circles with fingers and thumbs and place
around eyes like spectacles.)
H-A-P-P-Y
Teacher says: Is everybody happy?
Children repeat: Yes, ma’m. H –a- p – p – y. Happy! (Clap on letters.)
F-E-L-I-C-E-S
Teacher says: ¿Están todos felices?
Children repeat: Si, maestra. F-e- l- I -c- e -s. Felices! (Clap on letters.)
Give Me a Clap (Tune: “Addams Family”)
Give me a clap. (Clap twice.)
Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.)
Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)
Give Me a Clap (Tune: “Addams Family”)
Aplaudamos (Clap twice.)
aplaudamos (Clap twice.)
aplaudamos, aplaudamos,
aplaudamos. (Clap twice.)
Tronemos los dedos. (Snap twice)
Tronemos los dedos. (Snap twice)
Dobla tus manos y ahora bájalas
En tu regazo. (Model putting your hands in your lap).
Sit Down Chant
Clap your hands. (Clap 3 times slowly.)
Stomp your feet. (Stomp slowly 3 times.)
Put your bottom
in your seat!
Sit Down Chant
Aplaude. (Clap 3 times slowly.)
Marchando. (Stomp slowly 3 times.)
Siéntate
en tu lugar!
How Does My Teacher Feel About Me?
Teacher says: “How does my teacher feel about me?”
Children respond: “I’m as special as special can be because my teacher believes in me!”
How Does My Teacher Feel About Me?
Teacher says: “¿Qué piensa mi maestra de mí?”
Children respond: ¡Soy más especial de lo que especial puede ser,
porque mi maestro cree en mí!"

Hands on Top
Teacher says: Hands on top. (Place hands on head.)
Students respond: Everybody stop. (Place hands on head and freeze.)
Hands on Top
Teacher says: Manos arriba (Place hands on head.)
Students respond: Todos paramos. (Place hands on head and freeze.)
Criss Cross
Criss cross, (Sit on floor and cross legs.)
Be your own boss. (Fold your arms and nod head.)
Criss Cross
Cruza tus piernas. (Sit on floor and cross legs.)
Tu estás a cargo! (Fold your arms and nod head.)
Sitting Chant
1, 2, 3, 4 - glue your bottoms to the floor.
5, 6, 7, 8 - hands to yourself and sit up straight.
Sitting Chant
1, 2, 3, 4 - siéntate en el piso.
5, 6, 7, 8 - manos en tus piernas y sentado derechito.
I Think I Can
This is a great song to sing to encourage children to always give it a try. It goes to the tune of “If You’re Happy and You Know It.”
I think I can are words I like to say.
I think I can are words I like to say.
In time I’ll get it right if I try with all my might.
I think I can are words I like to say.
“Creo que puedo” son palabras que me gusta decir.
“Creo que puedo” son palabras que me gusta decir.
Con el tiempo lo haré bien, si lo intento y me esfuerzo.
“Creo que puedo” son palabras que me gusta decir.
TRANSLATIONS BY CLAUDIA HERNANDEZ
ATTENTION, PLEASE!
Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Lollipop. (Pretend to lick a lollipop.)
We’ve been talking, (Open and shut fingers.)
Now let’s stop! (Make sign language sign for “stop.”)
Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Chupete. (Pretend to lick a lollipop.)
Hemos estado hablando (Open and shut fingers.)
¡Ahora detengámonos! (Make sign language sign for “stop.”)
Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)
Children respond:
“Everybody focus!” (Children make circles with fingers and thumbs and place
around eyes like spectacles.)
Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)
Children respond:
“Todos concentrados!” (Children make circles with fingers and thumbs and place
around eyes like spectacles.)
H-A-P-P-Y
Teacher says: Is everybody happy?
Children repeat: Yes, ma’m. H –a- p – p – y. Happy! (Clap on letters.)
F-E-L-I-C-E-S
Teacher says: ¿Están todos felices?
Children repeat: Si, maestra. F-e- l- I -c- e -s. Felices! (Clap on letters.)
Give Me a Clap (Tune: “Addams Family”)
Give me a clap. (Clap twice.)
Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.)
Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)
Give Me a Clap (Tune: “Addams Family”)
Aplaudamos (Clap twice.)
aplaudamos (Clap twice.)
aplaudamos, aplaudamos,
aplaudamos. (Clap twice.)
Tronemos los dedos. (Snap twice)
Tronemos los dedos. (Snap twice)
Dobla tus manos y ahora bájalas
En tu regazo. (Model putting your hands in your lap).
Sit Down Chant
Clap your hands. (Clap 3 times slowly.)
Stomp your feet. (Stomp slowly 3 times.)
Put your bottom
in your seat!
Sit Down Chant
Aplaude. (Clap 3 times slowly.)
Marchando. (Stomp slowly 3 times.)
Siéntate
en tu lugar!
How Does My Teacher Feel About Me?
Teacher says: “How does my teacher feel about me?”
Children respond: “I’m as special as special can be because my teacher believes in me!”
How Does My Teacher Feel About Me?
Teacher says: “¿Qué piensa mi maestra de mí?”
Children respond: ¡Soy más especial de lo que especial puede ser,
porque mi maestro cree en mí!"

Hands on Top
Teacher says: Hands on top. (Place hands on head.)
Students respond: Everybody stop. (Place hands on head and freeze.)
Hands on Top
Teacher says: Manos arriba (Place hands on head.)
Students respond: Todos paramos. (Place hands on head and freeze.)
Criss Cross
Criss cross, (Sit on floor and cross legs.)
Be your own boss. (Fold your arms and nod head.)
Criss Cross
Cruza tus piernas. (Sit on floor and cross legs.)
Tu estás a cargo! (Fold your arms and nod head.)
Sitting Chant
1, 2, 3, 4 - glue your bottoms to the floor.
5, 6, 7, 8 - hands to yourself and sit up straight.
Sitting Chant
1, 2, 3, 4 - siéntate en el piso.
5, 6, 7, 8 - manos en tus piernas y sentado derechito.
I Think I Can
This is a great song to sing to encourage children to always give it a try. It goes to the tune of “If You’re Happy and You Know It.”
I think I can are words I like to say.
I think I can are words I like to say.
In time I’ll get it right if I try with all my might.
I think I can are words I like to say.
“Creo que puedo” son palabras que me gusta decir.
“Creo que puedo” son palabras que me gusta decir.
Con el tiempo lo haré bien, si lo intento y me esfuerzo.
“Creo que puedo” son palabras que me gusta decir.

Saturday, July 26, 2025
TRANSITION TIPS AND TRICKS
https://www.youtube.com/watch?v=vK6EKSUJ6Wg
Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)
Children respond:
“Everybody focus!” (Children make circles with fingers and thumbs and place
around eyes like spectacles.)
Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Lollipop. (Pretend to lick a lollipop.)
We’ve been talking, (Open and shut fingers.)
Now let’s stop! (Make sign language sign for “stop.”)

Student Heroes
5-4-3-2-1-zero (Hold up hand and put down one finger at a time.)
I’m looking for my (Make circles with index fingers and thumbs and
student heroes. place around eyes like glasses.)
*Call the names of children who are sitting quietly.
Special Signals
Blow bubbles. Challenge children to look at you and be quiet before all the bubbles pop.
Open a music box. When children hear the music they should freeze.
Blink the lights, play a xylophone, or make some other unique noise or motion.
Magic Clap
Explain to the children that you have a magic signal that only your class will know about. Every time you clap your hands, you want them to repeat the clap and look at you. Practice clapping various patterns until all the children have joined in..
If You Can Hear My Voice
In a normal voice say:
If you can hear my voice, clap your hands one time.
In a softer voice say:
If you can hear my voice, clap your hands two times.
In a whisper voice say:
If you can hear my voice, please look at me.
Continue lowering your voice until children are focused on you.
Give Me a Clap
(Tune: “Addams Family”)
Give me a clap. (Clap twice.) Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.) Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)
Thumbs Up
Thumbs up, across the chest.
Pat on the back because you’re the best!

How Does My Teacher Feel About Me?
Teacher says: “How does my teacher feel about me?”
Children respond: “I’m as special as special can be because my teacher believes in me!”
Simon Says
Begin a game of Simon Says:
Simon says clap three times.
Simon says put your hands in the air.
Simon says touch your ears.
Simon says blink your eyes, etc.
As children join in the game lower your voice as you say:
Simon says put your hands in your lap and
listen to me…line up at the door…get out your
math books, etc.
Hands on Top
Teacher says: Hands on top. (Place hands on head.)
Explain to the children that you have a magic signal that only your class will know about. Every time you clap your hands, you want them to repeat the clap and look at you. Practice clapping various patterns until all the children have joined in..
If You Can Hear My Voice
In a normal voice say:
If you can hear my voice, clap your hands one time.
In a softer voice say:
If you can hear my voice, clap your hands two times.
In a whisper voice say:
If you can hear my voice, please look at me.
Continue lowering your voice until children are focused on you.
Give Me a Clap
(Tune: “Addams Family”)
Give me a clap. (Clap twice.) Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.) Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)
Thumbs Up
Thumbs up, across the chest.
Pat on the back because you’re the best!

How Does My Teacher Feel About Me?
Teacher says: “How does my teacher feel about me?”
Children respond: “I’m as special as special can be because my teacher believes in me!”
Simon Says
Begin a game of Simon Says:
Simon says clap three times.
Simon says put your hands in the air.
Simon says touch your ears.
Simon says blink your eyes, etc.
As children join in the game lower your voice as you say:
Simon says put your hands in your lap and
listen to me…line up at the door…get out your
math books, etc.
Hands on Top
Teacher says: Hands on top. (Place hands on head.)
Thursday, February 13, 2025
AUTISM CIRCUIT
The Texas Autism Circuit has created tools and techniques for students on the autism spectrum, but I guarantee you that these would be useful in any classroom. They explain how and when to use the tools and give you printable templates and resources.
Best of all - it's ALL FREE!
Behavior cue cards to reinforce verbal directions or quietly redirect a student.

First/then cards to use as a visual support for transitions.
Take a break card for when students might need a break or if they seem frustrated.

But wait, there’s more!!!
You’ll find ideas for collecting data,
helping children with time management,
and other social skills!
For every tool, you'll find an explanation of when and how to use it. Take a look!
Tools
SOCCSS: Situation, Options, Consequences, Choices, Strategy,...
Behavior
· Social
· Classroom Organization
· Docking Station
· Key Chain Rules
· Help Signals
About
Choice Board
When to use: Choice boards are effective in many situations...
Best of all - it's ALL FREE!
Behavior cue cards to reinforce verbal directions or quietly redirect a student.

First/then cards to use as a visual support for transitions.
Take a break card for when students might need a break or if they seem frustrated.

But wait, there’s more!!!
You’ll find ideas for collecting data,
helping children with time management,
and other social skills!
Tools
SOCCSS: Situation, Options, Consequences, Choices, Strategy,...
Behavior
· Social
· Classroom Organization
· Docking Station
· Key Chain Rules
· Help Signals
About
Choice Board
When to use: Choice boards are effective in many situations...
Token Board
When to use: Use when a student is ready to progress beyond...
Visual Countdown
When to use: Use to help with transitions from one activity...
Turn-Taking Card
When to use: Use when a student is ready to progress beyond...
Visual Countdown
When to use: Use to help with transitions from one activity...
Turn-Taking Card
Wednesday, October 23, 2024
SHOW ME YOUR DRIVER'S LICENSE
As adults, we don’t memorize phone numbers any more because everything we need is in the palm of our hands. However, it’s still important for children to know their full name, birthday, phone number, and address. It's amazing how many children don't know this information. One year I had a little boy and I said, “What’s your name?” He replied, “Bubba.” I said, “No honey, your full name.” Well, he straightened me out as he said, “Bubba Bubba!”
Driver's License
Having children make a driver's license might just be the perfect incentive to encourage them to learn their full name, birthday, and address. Use a small photo of each child and attach it to card stock with information similar to the one pictured. Older children can write in the information and younger children can dictate it to an adult.
Hint! It might be helpful to have a hand mirror so children can identify their eye color.
Here are some tips to remind parents how to help their child learn this information at home.
Full Name
Help children learn their full name “The Wheels on the Bus.”
My full name is (first) (middle) (last),
____, ____, ____,
____, ____, ____,
My full name is (first) (middle) (last),
That’s my full name.
Birthday
Birthdays can be sung to “Happy Birthday to You.”
September 24th,
September 24th,
My special birthday
Is September 24th.
Phone Number
Phone numbers can be learned by singing them to “Michael Row Your Boat Ashore.”
213-297-4308
213-297-4308
Address
Addresses can be sung to “Do You Know the Muffin Man?”
874 Pine Oak Circle,
874 Pine Oak Circle,
874 Pine Oak Circle,
Cincinnati, Ohio
Zip Code
Learn zip codes by singing them to the tune of “BINGO.”
There is a zip code where I live
And I will sing it to you.
54892,
54892,
54892
Now I know my zip code.
These are good rhymes to transition children, as well as to reinforce birthdays, phone numbers, and addresses.
Apples, pears, peaches, plums,
Tell me when your birthday comes.

Candy, candy, ice cream cone.
Tell me the number of your telephone.

Rabbit, dog, cat, mouse,
Tell me the number on your house.

Hint! Have a “cheat sheet” with the information so you can prompt the children that don’t know.
Driver's License
Having children make a driver's license might just be the perfect incentive to encourage them to learn their full name, birthday, and address. Use a small photo of each child and attach it to card stock with information similar to the one pictured. Older children can write in the information and younger children can dictate it to an adult.
Hint! It might be helpful to have a hand mirror so children can identify their eye color.
Here are some tips to remind parents how to help their child learn this information at home.
Full Name
Help children learn their full name “The Wheels on the Bus.”
My full name is (first) (middle) (last),
____, ____, ____,
____, ____, ____,
My full name is (first) (middle) (last),
That’s my full name.
Birthday
Birthdays can be sung to “Happy Birthday to You.”
September 24th,
September 24th,
My special birthday
Is September 24th.
Phone Number
Phone numbers can be learned by singing them to “Michael Row Your Boat Ashore.”
213-297-4308
213-297-4308
Address
Addresses can be sung to “Do You Know the Muffin Man?”
874 Pine Oak Circle,
874 Pine Oak Circle,
874 Pine Oak Circle,
Cincinnati, Ohio
Zip Code
Learn zip codes by singing them to the tune of “BINGO.”
There is a zip code where I live
And I will sing it to you.
54892,
54892,
54892
Now I know my zip code.
These are good rhymes to transition children, as well as to reinforce birthdays, phone numbers, and addresses.
Apples, pears, peaches, plums,
Tell me when your birthday comes.

Candy, candy, ice cream cone.
Tell me the number of your telephone.

Rabbit, dog, cat, mouse,
Tell me the number on your house.

Hint! Have a “cheat sheet” with the information so you can prompt the children that don’t know.
Find many of my songs easily on iTunes and Amazon!

Labels:
Friendship,
SEL,
Self Help Skills,
Transitions
Tuesday, August 20, 2024
LINING UP!
Kids and lines don't go together very well, but it's a necessary part of classroom life. Instead of "keep your hands to yourself," try one of these positive approaches.
I’m Ready (Say or sing to the tune from "Gilligan's Island")
I’m looking straight ahead of me.
My arms are at my side.
My feet are quiet as can be,
I’m ready for outside.
Hint! Write the chant on a poster and tape it to the door.
Line Up Song (Tune: “Hi Ho, Hi Ho”)
Hi ho, hi ho, it’s off to (lunch, play, home, etc.) we go.
With our heads held high and arms by our sides
And our belly buttons all in a row.
Hips and Lips
Teacher says "Hips" - children put one hand on their hips.
Teacher says "Lips" - children put index finger from the other hand on their lips.
Hallway Trip
“Zip” – pretend to zip your lips.
“Flip” – fold arms across your chest.
“We’re ready for the hallway trip.”
Line Up Call Back
I say “line.”
You say “up.”
Line (teacher)
Up (Children)
I say “sit.”
You say “down.”
Sit (teacher)
Down (Children)
“Happy” – “Monday” etc.
Let’s Pretend!
Marshmallows - Have the children put “marshmallows” in their mouths (Puff out cheeks.)
and put “marshmallows” on their feet. (Model walking slowly and gently.)
Museum Hands – Children clasp their hands behind their backs.
Butterfly Wings or Angel Wings - Children put their hands behind their backs and stick out their elbows and flap them like wings.

Fix It Up
When students forget school rules and appropriate behavior, simply say:
STOP! (Put your hand in the air.)
BACK IT UP! (Have them return to their seats.)
FIX IT UP! (Choose a child to describe the appropriate behavior.)
Days of the Week
Name your tables, rows, etc. according to the days of the
week. On Monday, the “Monday table” gets to line up first all day long. For example:
“Monday table, Tuesday, Wednesday, Thursday, Friday.” On Tuesday, call the “Tuesday
table” first all day. “Tuesday, Wednesday, Thursday, Friday, Monday.” Every group will
have a turn being first as well as last.
Line Up Rhymes
Use these rhymes to dismiss children:
Apples, peaches, pears, plums –
Tell me when your birthday comes.
(Each child tells their birthday.)
Cat, dog, frog mouse –
Tell me the number on your house.
(Children say their street address.)
Ring, ring, anybody home?
What’s the number of your telephone?
(Children state their phone number.)
A E I O You may be dismissed.
(Point to children as you say the vowels. The child who would be “U” may line up.)
Wall Push Ups
While children are waiting and standing in line in the hall encourage them to do push ups against the wall.
I’m looking straight ahead of me.
My arms are at my side.
My feet are quiet as can be,
I’m ready for outside.
Hint! Write the chant on a poster and tape it to the door.
Line Up Song (Tune: “Hi Ho, Hi Ho”)
Hi ho, hi ho, it’s off to (lunch, play, home, etc.) we go.
With our heads held high and arms by our sides
And our belly buttons all in a row.
Hips and Lips
Teacher says "Hips" - children put one hand on their hips.
Teacher says "Lips" - children put index finger from the other hand on their lips.
Hallway Trip
“Zip” – pretend to zip your lips.
“Flip” – fold arms across your chest.
“We’re ready for the hallway trip.”
Line Up Call Back
I say “line.”
You say “up.”
Line (teacher)
Up (Children)
I say “sit.”
You say “down.”
Sit (teacher)
Down (Children)
“Happy” – “Monday” etc.
Let’s Pretend!
Marshmallows - Have the children put “marshmallows” in their mouths (Puff out cheeks.)
and put “marshmallows” on their feet. (Model walking slowly and gently.)
Museum Hands – Children clasp their hands behind their backs.
Butterfly Wings or Angel Wings - Children put their hands behind their backs and stick out their elbows and flap them like wings.

Fix It Up
When students forget school rules and appropriate behavior, simply say:
STOP! (Put your hand in the air.)
BACK IT UP! (Have them return to their seats.)
FIX IT UP! (Choose a child to describe the appropriate behavior.)
Days of the Week
Name your tables, rows, etc. according to the days of the
week. On Monday, the “Monday table” gets to line up first all day long. For example:
“Monday table, Tuesday, Wednesday, Thursday, Friday.” On Tuesday, call the “Tuesday
table” first all day. “Tuesday, Wednesday, Thursday, Friday, Monday.” Every group will
have a turn being first as well as last.
Line Up Rhymes
Use these rhymes to dismiss children:
Apples, peaches, pears, plums –
Tell me when your birthday comes.
(Each child tells their birthday.)
Cat, dog, frog mouse –
Tell me the number on your house.
(Children say their street address.)
Ring, ring, anybody home?
What’s the number of your telephone?
(Children state their phone number.)
A E I O You may be dismissed.
(Point to children as you say the vowels. The child who would be “U” may line up.)
Wall Push Ups
While children are waiting and standing in line in the hall encourage them to do push ups against the wall.

Friday, August 9, 2024
LETTER BEARS
LETTER BEARS
You will be able to get a lot of “mileage” out of these little bears. Cut 26 bears out of construction paper. Write upper and lowercase letters on all the bears. Mix up the bears and then sing this song to the tune of “Twinkle Little Star” as the letters are revealed:
Dd bear, Dd bear, what do you see?
I see Kk bear looking at me.
Kk bear, Kk bear, what do you see…
*Focus children’s attention while they settle down for a story or lesson with the letter bears. You could also use the bears as a transition activity. Dismiss children to line up, wash their hands, etc. when the letter that their name starts with appears.
Letter Bear Pattern
https://drive.google.com/file/d/0B1SnEagA4jljUjloN1BNSUxlOUU/view?usp=sharing
COLOR BEARS
*For younger children make color bears or shape bears.
You will be able to get a lot of “mileage” out of these little bears. Cut 26 bears out of construction paper. Write upper and lowercase letters on all the bears. Mix up the bears and then sing this song to the tune of “Twinkle Little Star” as the letters are revealed:
Dd bear, Dd bear, what do you see?
I see Kk bear looking at me.
Kk bear, Kk bear, what do you see…
Letter Bear Pattern
https://drive.google.com/file/d/0B1SnEagA4jljUjloN1BNSUxlOUU/view?usp=sharing
COLOR BEARS
*For younger children make color bears or shape bears.
NUMBER BEARS
*Use the bears to reinforce other skills, such as the numerals 10-20 or sight words.

*Hide the bears around the classroom or playground for the children to find and identify.
*Each month make a similar game using seasonal cutouts. Adapt to different skills you are working on each month.

*Hide the bears around the classroom or playground for the children to find and identify.
*Each month make a similar game using seasonal cutouts. Adapt to different skills you are working on each month.
You'll definitely want to check out these patterns that Alex May created for you!
Letter Bears YouTube - https://bit.ly/drjLetterBears
Letter Bears - https://bit.ly/drjLetterBears
Letter Bears Colors - https://bit.ly/drjLetBearsColors
Letter Bears YouTube - https://bit.ly/drjLetterBears
Letter Bears - https://bit.ly/drjLetterBears
Letter Bears Colors - https://bit.ly/drjLetBearsColors
Find many of my songs easily on iTunes and Amazon!

Labels:
Colors,
Letters,
Numbers,
Sight Words,
Sounds,
Transitions
Wednesday, July 17, 2024
BACK TO SCHOOL - EASY PEASY NAME CARDS
How can something so simple be used in so many ways? Make name cards and you’ll be able to use them to help children get to know their classmates, plus:
alphabet knowledge
phonological awareness,
motivation to read
transitions
classroom management
writing
Directions
Write each child’s name on a card and glue their picture on the right as shown. Store the name cards in a box or basket.
Sign In
Place name cards by a large sheet of paper. Each day when children come to school they can find their card and write their name on the chart.
Writing Center
Keep cards in the writing center so children can use their friends’ names to write stories, notes, etc.
Transitions
Pull names to line up, answer questions, go to centers, etc.
Seating
Place cards on the rug before circle time. Children find their name and sit in that spot. (The cards can be used in a similar manner for snack or table activities.)
NOTE! This is a perfect way to separate children who challenge you.
Mystery Name
Choose one child’s name each day and place it in an envelope. Give clues about the consonants and vowels in the name. For example, “This person’s name has one vowel and it is in the middle.” Write an “a” on the envelope. “Whose name could it be? This name has a /t/ sound at the end.” Write a “t” on the envelope. “Anybody guess whose name this might be? There is a /p/ at the beginning of this name.” Write a “P” on the envelope. “Stand up if this is your name.” Pull the name card from the envelope to verify.
BINGO
Give children dry cereal or buttons and let them play Bingo with their name cards. As you call out letters they cover them up if they are in their name.
Hint! As children become familiar with their names, let them choose a symbol or sticker to replace their photo. During the next stage, write each child’s name using a different color for the first letter in their name. Finally, just use cards with the children’s names.
Hello!
Hold up name cards as you sing this song to the tune of "Good Night, Ladies."
Hello (1st child)!
Hello (1st child)!
Hello (1st child)!
We're glad you're here today!
Hello (2nd child)! and so forth...
Sign In
Place name cards by a large sheet of paper. Each day when children come to school they can find their card and write their name on the chart.
Writing Center
Keep cards in the writing center so children can use their friends’ names to write stories, notes, etc.
Transitions
Pull names to line up, answer questions, go to centers, etc.
Seating
Place cards on the rug before circle time. Children find their name and sit in that spot. (The cards can be used in a similar manner for snack or table activities.)
NOTE! This is a perfect way to separate children who challenge you.
Mystery Name
Choose one child’s name each day and place it in an envelope. Give clues about the consonants and vowels in the name. For example, “This person’s name has one vowel and it is in the middle.” Write an “a” on the envelope. “Whose name could it be? This name has a /t/ sound at the end.” Write a “t” on the envelope. “Anybody guess whose name this might be? There is a /p/ at the beginning of this name.” Write a “P” on the envelope. “Stand up if this is your name.” Pull the name card from the envelope to verify.
BINGO
Give children dry cereal or buttons and let them play Bingo with their name cards. As you call out letters they cover them up if they are in their name.
Hint! As children become familiar with their names, let them choose a symbol or sticker to replace their photo. During the next stage, write each child’s name using a different color for the first letter in their name. Finally, just use cards with the children’s names.
Hold up name cards as you sing this song to the tune of "Good Night, Ladies."
Hello (1st child)!
Hello (1st child)!
Hello (1st child)!
We're glad you're here today!
Hello (2nd child)! and so forth...
FRIENDSHIP BEARS
Are these cute or what???
Use the attached pattern to make bears for the students in your classroom. Take photos of their faces and run them off to be about 2 1/2" or to fit in the bear's head. Glue their face on the head and then write their name on the body. Start each day by singing the children's names in the song below to the tune of "Twinkle Little Star" as you hold up their bear.
(1st child's name) (1st child's name) who do you see?
I see (2nd child's name) looking at me.
(2nd child's name) (2nd child's name) who do you see?
I see (3rd child's name) looking at me....
https://drive.google.com/file/d/0B1SnEagA4jljUjloN1BNSUxlOUU/view?usp=sharing
Find many of my songs easily on iTunes and Amazon!

Labels:
Back to School,
Friendship,
Letters,
Names,
Songs,
Transitions
Friday, July 5, 2024
PD at Home - CHEERS
Give me a cheer! Why? Cheers are a positive way to activate the brain and put a smile on children's faces. I can be in a gym full of kids, and I can quickly get their attention with a cheer. The great thing about these cheers is that every child gets one - you don't have to be smart or wear cool clothes or be the fastest runner.
Would you like to download these cheer cards? Introduce one each day and then put it in the box. When you need a cheer, just pull one out.
Find many of my songs easily on iTunes and Amazon!

Labels:
Cheers,
PD at Home,
SEL,
Self-Esteem,
Transitions
Tuesday, June 18, 2024
EVERYBODY HAVE A SEAT AND WIGGLE THEM
Keep your classroom positive and the children engaged by singing directions.
Have a Seat (Tune: Shortnin' Bread)
Use this rhyme to get children seated and prepare them for a new activity.
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on the floor.
Not on the ceiling,
Not on the door.
Everybody have a seat on the floor.
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on your chair.
Not on the window,
Not in the air.
Everybody have a seat on your chair.
Criss Cross
Criss cross, (Sit on floor and cross legs.)
Be your own boss. (Fold your arms and nod head.)
Criss-Cross Applesauce
Cut the label off a can of applesauce and glue it to a piece of paper. Tape the paper to a stick and whenever you want the children to sit "criss-cross applesauce" hold up your sign. That's a good example of visual literacy because before children read words they read pictures.
*Thanks to my friend Pamela Pounds for this fantastic idea.

Wiggle Them
Use this finger play to release wiggles and calm children.
Wiggle them, wiggle them, wiggle them so. (Wiggle fingers.)
Wiggle them high. (Wiggle above your head.)
Wiggle them low. (Wiggle down low.)
Wiggle to the left. (Wiggle to your left.)
Wiggle to the right. (Wiggle to your right.)
Wiggle them, wiggle them, out of sight. (Put your hands behind your back.)
Snap them… (Snap fingers.)
Open and shut them… (Open and shut hands.)
Shake them… (Shake hands.)
Wave them… (Wave hands.)
Have a Seat (Tune: Shortnin' Bread)
Use this rhyme to get children seated and prepare them for a new activity.
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on the floor.
Not on the ceiling,
Not on the door.
Everybody have a seat on the floor.
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on your chair.
Not on the window,
Not in the air.
Everybody have a seat on your chair.
Criss Cross
Criss cross, (Sit on floor and cross legs.)
Be your own boss. (Fold your arms and nod head.)
Criss-Cross Applesauce
Cut the label off a can of applesauce and glue it to a piece of paper. Tape the paper to a stick and whenever you want the children to sit "criss-cross applesauce" hold up your sign. That's a good example of visual literacy because before children read words they read pictures.
*Thanks to my friend Pamela Pounds for this fantastic idea.
Wiggle Them
Use this finger play to release wiggles and calm children.
Wiggle them, wiggle them, wiggle them so. (Wiggle fingers.)
Wiggle them high. (Wiggle above your head.)
Wiggle them low. (Wiggle down low.)
Wiggle to the left. (Wiggle to your left.)
Wiggle to the right. (Wiggle to your right.)
Wiggle them, wiggle them, out of sight. (Put your hands behind your back.)
Snap them… (Snap fingers.)
Open and shut them… (Open and shut hands.)
Shake them… (Shake hands.)
Wave them… (Wave hands.)
Monday, June 17, 2024
ALL DAY LONG
The songs on this recording will keep your children singing "All Day Long!" There are circle time songs that will help children learn to spell the days of the week and months of the year, as well as tunes for special occasions like having a birthday or losing a tooth There are chants to line children up, clean up, and sit down, plus a hand washing song, "Lunch Time Round-Up," and "Backpack Boogie." Children will sing and learn with songs about using scissors, holding a pencil, coloring, and "Magic Words." You'll guide children with a smile, dance, and song through the transitions in your day.
Look at all these songs:
1. Rise and Shine
2. Happy Days
3. Month Hop
4. Weather Song
5. Surprise Sack
6. New Shoes
7. Welcome Back
8. Loose Tooth
9. Birthday Song
10. Line-Up Cadence
11. Dismissal Song
12. Have a Seat
13. Give Me a Clap
14. Wiggle Them
15. Tidy Up
16. Hi Ho Helpers
17. Scrub a Dub
18. Lunch Time Round-Up
19. Hush, Little Baby
20. Magic Words
21. Name on Your Paper
22. Pencil Grip
23. Scissors Snip
24. A Coloring We’ll Go
25. What Did You Learn Today?
26. Back Pack Boogie
27. Skinnamarinkydinkydink
Look at all these songs:
1. Rise and Shine
2. Happy Days
3. Month Hop
4. Weather Song
5. Surprise Sack
6. New Shoes
7. Welcome Back
8. Loose Tooth
9. Birthday Song
10. Line-Up Cadence
11. Dismissal Song
12. Have a Seat
13. Give Me a Clap
14. Wiggle Them
15. Tidy Up
16. Hi Ho Helpers
17. Scrub a Dub
18. Lunch Time Round-Up
19. Hush, Little Baby
20. Magic Words
21. Name on Your Paper
22. Pencil Grip
23. Scissors Snip
24. A Coloring We’ll Go
25. What Did You Learn Today?
26. Back Pack Boogie
27. Skinnamarinkydinkydink
Saturday, April 6, 2024
HIGH FIVE DAY
April 21st is National High Five Day, but you can start any day with a high five and a smile! Wouldn't your kids be surprised if you drew a smile on your hand like this one?
High Five Cheer
Teach children how to give themselves a “high five” for a job well done. Hold up both palms facing each other in front of your chest. Pretend to wave with one hand as you hold up five fingers on the other hand. “Hi 5!” Get it?
Pat on the Back
Trace around each child’s hand on construction paper and let them cut it out. Write a positive comment about each child on the hand and tape it to their back at the end of the day. Parents will be proud when they see their child’s “pat on the back.”

Pickle Tickle Partner Game
Up high. (Give a high five up in the air.)
Down low. (High five down by knees.)
Cut the pickle. (One child touches fingertips horizontally as the other child pretends to slice in between.)
Give a tickle. (Gently tickle each other.)
High Five
Write sight words on hands and tape to your classroom door. Students must "high five" a hand and read a word before exiting the classroom.
*Adapt for letters, numbers, colors, vocabulary, or other skills children need to master.
High Five Cheer
Teach children how to give themselves a “high five” for a job well done. Hold up both palms facing each other in front of your chest. Pretend to wave with one hand as you hold up five fingers on the other hand. “Hi 5!” Get it?
Pat on the Back
Trace around each child’s hand on construction paper and let them cut it out. Write a positive comment about each child on the hand and tape it to their back at the end of the day. Parents will be proud when they see their child’s “pat on the back.”

Pickle Tickle Partner Game
Up high. (Give a high five up in the air.)
Down low. (High five down by knees.)
Cut the pickle. (One child touches fingertips horizontally as the other child pretends to slice in between.)
Give a tickle. (Gently tickle each other.)
High Five
Write sight words on hands and tape to your classroom door. Students must "high five" a hand and read a word before exiting the classroom.
*Adapt for letters, numbers, colors, vocabulary, or other skills children need to master.
Find many of my songs easily on iTunes and Amazon!

Labels:
Cheers,
High Five,
SEL,
Skills,
Transitions
Wednesday, March 6, 2024
ZYX - SING THE ALPHABET BACKWARDS WITH ME!
My webmaster (The Amazing Alex May) created a video with one of my songs. Those of you who have taught your class this song know how the kids get a kick out of singing it. (I've even been known to surprise my adult friends by singing the alphabet backwards!) Those of you who have never done this song might think, “That’s stupid!”
The idea for singing the alphabet backwards originally came from a teacher who said she used it during transitions to focus the children’s attention. For example, while waiting in the hall she would challenge the students to say the ABC’s backwards. Or, she’d make a game of getting the room cleaned up while they said the alphabet backwards. It’s interesting that brain research suggests saying the alphabet backwards or counting backwards is a good brain exercise.
The bottom line is it’s free and I hope it’s fun for your students!
http://bit.ly/drjean_alphaforwards
Alphabet Forwards and Backwards
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y and Z
Now, I’ve said my ABC’s.
Next time sing them backwards with me.
Z Y X W V U T
S R Q P O N M
L K J I H G
F E D C B A.
Now, I’ve said my ZYX’s,
Bet that’s not what you expected!
Country Countdown 1-20
You can also practice counting forwards and backwards. Why? This will help them understand one more, one less, etc.
Tell the kids to put on their cowboy and cowgirl boots and hats before you begin.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (Heel tap left and right as you count.)
Turn around and count back down. (Turn around.)
20 19 18 …..
https://bit.ly/drjCCountdown
The idea for singing the alphabet backwards originally came from a teacher who said she used it during transitions to focus the children’s attention. For example, while waiting in the hall she would challenge the students to say the ABC’s backwards. Or, she’d make a game of getting the room cleaned up while they said the alphabet backwards. It’s interesting that brain research suggests saying the alphabet backwards or counting backwards is a good brain exercise.
The bottom line is it’s free and I hope it’s fun for your students!
http://bit.ly/drjean_alphaforwards
Alphabet Forwards and Backwards
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y and Z
Now, I’ve said my ABC’s.
Next time sing them backwards with me.
Z Y X W V U T
S R Q P O N M
L K J I H G
F E D C B A.
Now, I’ve said my ZYX’s,
Bet that’s not what you expected!
Country Countdown 1-20
You can also practice counting forwards and backwards. Why? This will help them understand one more, one less, etc.
Tell the kids to put on their cowboy and cowgirl boots and hats before you begin.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (Heel tap left and right as you count.)
Turn around and count back down. (Turn around.)
20 19 18 …..
https://bit.ly/drjCCountdown
Find many of my songs easily on iTunes and Amazon!

Labels:
Alphabet,
Brain,
Counting,
Transitions
Sunday, March 3, 2024
LEPRECHAUN'S MAGIC WAND
I journeyed to
The rainbow’s end
And found not gold,
But you, my friends!
Thanks for being my friends! You might not find the leprechaun’s pot, but friendship is better than silver or gold! We used to sing a song in Brownies that went like this:
Make new friends,
But keep the old.
One is silver and
The other’s gold.
The song reminds me of how I try to keep the “old” songs, stories, rhymes, and games alive for you and children. You also have to make friends with “new” technology and standards. Embrace the “new”, but keep your feet grounded in the “old.”
Leprechaun's Magic Wand
I don't have a pot of gold for you, but here’s a little leprechaun’s magic wand to make tomorrow. Take a square sheet of paper and color on all four sides as shown. Turn over and start at one corner and roll up tightly. Tape the end. Taaa daaa!
*Students can track print in big books and on charts with the wand.
*You can do invisible writing in the air with the wand.
*Use the wand as a springboard for stories about what they would do if they were a leprechaun with a magic wand.
*When you want the class to be quiet wave the wand in a circle and say, “Abracadabra.” Tell the children that when they feel the magic they will be quiet and listen to you. If a child isn't listening wave the wand over their head and say, "Here's a little more magic for you!"
Find many of my songs easily on iTunes and Amazon!

Labels:
Crafts,
Pointers,
Songs,
Tracking,
Transitions
Tuesday, February 13, 2024
SINGING DIRECTIONS
For some reason children seem to be more eager to follow directions when you sing what you want them to do.
Give Me a Clap
(Tune: “Addams Family”)
Give me a clap. (Clap twice.) Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.) Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)
Na Na Na Na
(Tune: “Land of a Thousand Dances”)
Na na na na, na na na na, (Wave hands in the air.)
Hey, hey, good job. (Hands on hips and then clap.)
Na na na na, na na na na,
Hey, hey, sit down. (Or whatever you want them to do.)
Name on Your Paper
(Tune: "Shine and a hair cut - two bits")
Name on your paper ~ first thing!
Name on your paper ~ first thing!
Where does it go?
At the top.
Where does it go?
At the top.
Name on your paper~ first thing!
Name on your paper~ first thing!
*Add a verse that says, "Date on your paper - second thing!"
Make a Circle
(Tune: “Lassie and Laddie”)
We can make a circle, a circle, a circle.
We can make a circle and hold hands right now.
Hold hands with a friend, a circle never ends.
We can make a circle and hold hands right now.
If You Don’t Know What to Do
(Tune: “If You’re Happy and You Know It”)
If you don’t know what to do look at (child doing the correct thing).
If you don’t know what to do look at ---
She will show you what to do
So you can do it, too.
If you don’t know what to do look at ---.
Give Me a Clap
(Tune: “Addams Family”)
Give me a clap. (Clap twice.) Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.) Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)
Na Na Na Na
(Tune: “Land of a Thousand Dances”)
Na na na na, na na na na, (Wave hands in the air.)
Hey, hey, good job. (Hands on hips and then clap.)
Na na na na, na na na na,
Hey, hey, sit down. (Or whatever you want them to do.)
Name on Your Paper
(Tune: "Shine and a hair cut - two bits")
Name on your paper ~ first thing!
Name on your paper ~ first thing!
Where does it go?
At the top.
Where does it go?
At the top.
Name on your paper~ first thing!
Name on your paper~ first thing!

*Add a verse that says, "Date on your paper - second thing!"
Make a Circle
(Tune: “Lassie and Laddie”)
We can make a circle, a circle, a circle.
We can make a circle and hold hands right now.
Hold hands with a friend, a circle never ends.
We can make a circle and hold hands right now.
If You Don’t Know What to Do
(Tune: “If You’re Happy and You Know It”)
If you don’t know what to do look at (child doing the correct thing).
If you don’t know what to do look at ---
She will show you what to do
So you can do it, too.
If you don’t know what to do look at ---.
Find many of my songs easily on iTunes and Amazon!

Labels:
Classroom Management,
Positive Directions,
Routines,
Songs,
Transitions
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