Introduction

One of the most under-discussed sources of disruption in MFL (Modern Foreign Languages) classrooms is not the listening exercise, not the dialogue drill, not even the grammar explanations (which, if I’m honest, can test even the saintliest patience!). It’s the transition — those fragile 20–40 seconds when students glide (or stumble…) from one activity to another.

Emmer & Evertson (2013) suggest that up to 25% of classroom misbehaviour occurs during transitions!, and I must confess, having survived nearly 30 years of lively MFL rooms, I’d say that in languages itsometimes feels more like 40%. Why? Because unlike other subjects, MFL lessons are transition-packed ! : book → sheet, sheet → mini-whiteboard, whiteboard- device, pair → whole class, listening → oral rehearsal, and so on.

And each of these tiny shifts, if not tightly handled…becomes an invitation for things to go, as my grandmother used to say, a ramengo.

1. Transitions create behavioural “grey zones”

During a transition, the whole structure of the lesson, which a second earlier felt solid enough, suddenly dissolves into a sort of temporary void: no immediate task, no strong focal point, and—crucially—your attention is split between giving instructions, loading audio, locating the right slide, and wondering where that worksheet has vanished to…arggggggh!

This is what I often refer to (half-jokingly, half-traumatically) as the behavioural vacuum where disaster can happen. Why? Because vacuums get filled quickly—with chatter, shuffling, “accidental” pencil tapping, partner-related negotiations, and… the occasional tango-style manoeuvre in the aisles.

I remember once, in a tough school in Bedfordshire, during what I thought was a perfectly innocent “move to your new speaking partner” transition, one of my Y8s decided—completely spontaneously—to stop on the way to inspect another pupil’s pencil case collection. Ten seconds later half the class was involved! All because I’d left a 3-second clarity gap.

Implication for MFL:
If transitions aren’t scripted like micro-routines, students will improvise. And their improvisation rarely matches ours.

2. Ambiguity is the enemy

Transitions force pupils to juggle quite a few thoughts:

• What do I put away?
• What do I take out?
• Where do I sit?
• Who’s my partner now?
• Have I lost my pen again?
• And (inevitably): “Sir, is this due in today?”

If instructions are drip-fed (“Take out your whiteboards… no, don’t write yet… wipe them first… actually, swap with your partner… wait, sit down…”), students are likely to fill those blanks with disruptive behaviour.

In my experince, ambiguity during transitions is rocket fuel for misbehaviour. Pupils aren’t misbehaving because they’re malicious; they’re misbehaving because the situation invites too much choice.

Implication for MFL:
Give complete, front-loaded instructions.
Say it once, say it clearly, check it.
Visual cues help massively—a tiny icon in the corner of the slide can do miracles.

3. Slow transitions invite trouble

A 40-second transition feels short, but multiply that across a lesson and you’re looking at four or five minutes of semi-unmanaged time. Enough to fit in:

• three whispered conversations
• two desk rearrangements
• the great pen-lid hunt
• and, on particuarly bold days, a semi-philosophical debate about why they have to do listening at all.

In my experience, the slower the transition, the more some students interpret it as “down time.” And once they’ve slid into that mindspace, recovering them is like trying to herd caffeinated cats.

Implication for MFL:
Aim for 30-second, high-clarity transitions.
Use timers, model what “fast” looks like, celebrate improvements.
Speed is structure.

4. Teacher presence weakens during transitions

Here’s the uncomfortable truth: during transitions, we often turn our backs at the exact second when we should be most present. Loading the listening track… switching worksheets… pulling up the next slide… and bang—your withitness evaporates.

Students are masters at sensing microscopic shifts in teacher attention. If they sense you’re half-occupied, they fill the gap.

I vividly remember a class in which I simply turned to plug in my laptop charger. Five seconds, tops. When I turned back, one pair had built a tiny Eiffel Tower out of glue sticks. Slow transitions create opportunities; reduced presence magnifies them.

Implication for MFL:
Move through the room as the transition unfolds.
Narrate what you see: “Table 1 is ready… fantastic… back row almost there…”
This creates presence without confrontation.

5. MFL has inherently more social transitions

Because MFL is built around interaction—pair work, role swaps, dialogue practice—our transitions are naturally social, which makes them, of course, inherently much riskier than other subjects, especially if you are big on Communicative tasks. More talking, more movement, more negotiation = more chances for distraction.

Implication for MFL:
Reduce unnecessary movement.
Keep pairings stable for whole phases, not for micro-tasks.
Train “instant roles”: Partner A speaks first; Partner B listens; swap on the signal.

So what should language teachers actually do?

Below are the high-yield practices that, over the decades, have kept my lessons more or less sane—even on those days when the behaviour gods were in a particularly mischevious mood.

1. Script transitions like micro-routines

“Books closed → pens down → eyes on me.”
Practise the routine separately. Yes, it feels silly. Yes, it works.

2. Announce transitions before they begin

“In a moment, you’ll switch to listening. You’ll need your book closed and pen ready.”
Pre-cueing reduces anxiety and faffing.

3. Use clear, affirmative language

Not “Don’t talk while you set up.”
But: “This transition is quick and silent. Start now.”

4. Reduce the number of transitions full stop

Chunk tasks. Have everything on desks already. Every avoided transition is a behaviour win!

5. Keep transitions fast

Use a countdown.
Show what a “good transition” looks like (literally model it—kids love the absurdity).
Make it a class norm.

6. Maintain visibility and movement

Presence prevents escalation.

7. Practise transitions deliberately

One minute of practice in September saves ten headaches in March. And trust me, I’ve paid the price of not doing this often enough.

Conclusion: Transitions are where MFL lessons win or lose the behaviour battle

In my experience and according to research, misbehaviour during transitions isn’t merely a sign of “difficult students”, it’s also a sign of unstructured space. When transitions are scripted, predictable, fast, and well-rehearsed, behaviour stabilises—not because students magically become better, but because the environment leaves them little room for drift. This has always been my greatest concern in the challenging schools I worked at.

In languages, where we transition far more often than most subjects, mastering transitions is—not to exagerate— close to a survival skill. It protects pace, it reduces cognitive load, and it creates the calm, purposeful atmosphere in which acquisition can actually happen.