Helping elementary students navigate transitions—especially when returning to class from individual or group speech sessions—can be essential to supporting their overall success. Many young learners benefit from clear, consistent routines for moving between different parts of their school day. Providing guidance and practice on classroom transitions sets the foundation for independence and reduces anxiety and confusion.

The “How to Transition from Speech” PDF worksheet offers a no-prep solution for explicitly teaching students behavior skills involved in transitioning smoothly from their time with speech providers back to their classrooms.

Classroom Routine Skills

Classroom routine describes the predictable structure, sequences, and expectations that guide students’ actions throughout the school day. These routines encompass everything from how students enter the room or request breaks, to how they handle finishing a lesson or moving between different settings.

For students who leave their classroom to receive support services, transitioning back to the general education environment presents unique challenges. Classroom routine skills in these scenarios include understanding when it is time to return, what items need to be taken, how to leave quietly, and how to reenter and resume classroom activities without disruption.

These skills are not always intuitive for elementary students—especially those who struggle with executive function, emotional regulation, or adapting to change. Well-taught routines for transitioning support both the child and the broader classroom environment.

Why Teach Classroom Routine Skills?

Directly teaching classroom routines, especially for transitions following speech support, brings numerous benefits. Consider the following reasons for prioritizing these skills:

• Reduces student anxiety by creating predictable expectations
• Supports independence and self-advocacy
• Minimizes classroom interruptions
• Fosters responsibility for personal materials
• Encourages respect for peer and teacher time
• Reinforces organizational skills
• Empowers students who may feel different because of leaving for support
• Builds habits that generalize to other transitions and life skills

Investing in explicit instruction and practice with transition routines helps students feel confident and valued as members of the larger school community.

Lesson Plan: Using How to Transition from Speech PDF Worksheet

The “How to Transition from Speech” worksheet was designed for simplicity, clarity, and direct application. This no-prep printable can be used one-on-one or in small groups. Download the PDF here: Transitioning from Speech Worksheet.

Begin by reviewing the worksheet yourself so that you are prepared to model and discuss each step. The lesson can be completed in a single session or distributed throughout a series of speech visits, depending on students’ needs.

Step 1: Introduce the Importance of Transitions

Start by talking with students about why returning to class is an important part of their day. Emphasize that every student in the school follows routines to help the classroom run smoothly. Discuss how each class time has its own “start” and “finish” and what happens in between. Use open-ended questions such as:

• Why do we follow routines in school?
• What are some parts of the day you always do the same way?
• How do you know when it is time to change activities?

Validate responses and connect them to the idea that leaving a speech session means moving from one routine to another.

Step 2: Preview the Worksheet Steps

Show the students the “How to Transition from Speech” worksheet. Go through the steps together. For reference, the worksheet walks students through these primary transition actions:

• Noticing when speech time is ending
• Gathering all speech materials and personal items
• Saying “goodbye” in an appropriate way
• Walking calmly back to the classroom
• Entering quietly and checking in with the teacher
• Returning to the classroom activity as soon as possible

Read each step aloud. Encourage students to ask questions or share past experiences about transitions.

Step 3: Model Each Step

Demonstrate each stage of the transition. Use simple, concrete language. For example:

• “When the timer rings, I know speech is ending. I put away my pencil and papers.”
• “I stand up, push in my chair, and walk to the door.”
• “I tell the speech teacher, ‘Thank you, I’m going back now.’”
• “I walk in the hallway quietly, looking where I am going.”
• “When I enter the class, I wait for the teacher to notice me, then find my seat.”
• “If I don’t know what is happening, I ask the teacher or a classmate politely.”

Invite the student(s) to role-play these steps together, either with you or with a peer.

Step 4: Individualize With Discussion or Visuals

Some students may benefit from adding visuals, personalized reminders, or even small checklists. Use the worksheet as a springboard to develop individualized supports. For example, discuss:

• Which step feels hardest or easiest for you?
• Is there another adult in your class you can go to if you are unsure what to do?
• What can you do if you feel nervous coming back to class?

Allow students to draw their route from the speech room, or rehearse the path physically if possible. Encourage them to decorate the worksheet or add their own steps if appropriate.

Step 5: Guided Practice

Following the discussion and modeling, invite students to use the worksheet as a checklist during an actual transition. Remind them to notice each step they accomplish:

• Was it easy to remember the steps?
• Did anything surprise you about the process?
• How did teachers and classmates respond?

Provide encouragement and specific feedback for positive efforts.

Step 6: Review and Reflect

After the transition, take a short period to review how it went. Ask questions about what worked well and where more practice might help. Invite self-assessment:

• Which steps felt comfortable?
• Where did you need help?

Praise attempts at independence and brainstorm potential solutions for future transitions.

Supporting Classroom Routine After the Activity

Ongoing practice and reinforcement are critical for maintaining successful transitions. After introducing the “How to Transition from Speech” worksheet, consider the following strategies to support classroom routine skills throughout the year:

• Place a laminated copy of the steps in the student’s folder or backpack.
• Remind classroom teachers about the transition plan so they can prompt or reinforce students.
• Use a consistent signal or cue (such as a hand gesture or visual card) to let the student know it is time to transition.
• Celebrate milestones, such as managing a transition independently for the first time.
• Communicate with families about the skills practiced, so routines can be reinforced at home.
• For students with ongoing challenges, review and update the steps together as needs change.
• Include transition routines in individualized education plan (IEP) goals for students who need extra support.

Peer or teacher check-ins following speech sessions can further help. Encourage students to share how the transition went and set small goals for improvement. Practice and review frequently, not just when difficulties arise.

Wrapping Up: Empowering Independent Transitions

Teaching classroom routines for transitions—especially returning from speech—lays the groundwork for student confidence, independence, and inclusion. The “How to Transition from Speech” PDF worksheet makes this instruction accessible and actionable for both professionals and students. With explicit teaching, practice, and reinforcement, students can master the routine of returning to their classroom, participate fully in ongoing activities, and reduce interruptions for both themselves and peers.

By fostering these skills early, educators empower students to take charge of their learning, adapt smoothly to changes throughout their day, and approach new environments with a sense of competence. Download the worksheet and begin making confident transitions a normal part of your school community.