Definition : "Minimum time is spent in transitions or there is productive use of transitions."

The teaching practice called transition concerns both the amount of time spent on movement from one activity to the next and the productive use of this time.

Strong positive correlations have been observed between low levels of time spent on transitions and higher levels of child achievement.

In the more effective and some of the effective teachers' classrooms, transitions appeared seamless. At the simplest classroom management level, routines were so clearly understood by the children that the teacher's movement to indicate a change of activity was sometimes almost imperceptible.