Classroom Rules and Expectations:

The first day of school I will go over my classroom rules and expectations with my students. I will

have these rules and expectations posted in my room for students and myself to refer back to. Not

only will I go over these the first day of school, but also all through out the school year to reinforce

them whenever I find necessary.

Ms. Masciovecchio’s Kindergarten Classroom Expectations:

1. We will arrive rested and ready to learn every day!

2. We will follow directions the first time they are given.

3. We will treat others with kindness and respect.

4. We will keep our hands, feet, and bodies to ourselves.

5. We will use good manners such as, “Please” and “Thank you.”

6. We will use our inside voices and walking feet while inside the building.

7. We will share.

8. We will take turns.

9. We will apologize.

10. We will have fun!

Instead of the typical, don’t do this or don’t do that, I believe it’s important for my rules and

expectations to be positive. I also will have my own set of teaching rules for myself.

Teacher rules:

1. I will always come to school prepared.

2. I will show patience while working with students.

3. I will give all the students the same amount of attention and never show any favoritism.

4. I will show up every day, smiling, and ready to teach!

5. I will treat all parents and faculty with respect.

6. I will be willing to learn new things and take advice from others.

I will treat all my students as if they were my own kids.

Behavior Management Procedures:

In my classroom, I use a “rainbow” system to monitor behavior. Each child has a clip that is

attached to the rainbow. Each student will start with his or her clip on green. Students will move

their clips up and down based on classroom behaviors and choices. Parents will be notified of their

child’s color in their folder that they take home everyday.

Clip on pink = you are demonstrating top-notch work with pride and being a role model for your

peers. This level is reserved for extraordinary behavior.

Clip on purple = you are showing that you are responsible as you complete all your work and being

a role model for your peers.

Clip on blue = you are trying your best, making good choices and showing great character.

Clip on green = this is where all students begin the day. You will move up or down during the day

depending on the choices you make. This is an acceptable level to stay.

Clip on yellow = you will receive a reminder to follow our classroom rules.

Clip on orange = the teacher will choose an appropriate consequence. Consequences could include

the following: loss of recess time, time away in another classroom, loss of privileges, phone call,

note home in folder, or any other logical consequence that is meaningful to the student.

Clip on red = you will have time to think and reflect on your actions and talk with Ms.

Masciovecchio. I will also contact home via phone, email, face to face or a note in the students

folder.

This will be a positive way for students to monitor their learning behavior and give them goals to

strive for. Students will be caught making good choices all day long because I believe on focusing

on positive behavior and choices.

Behavior Management Procedures cont.

Reinforcing desired behaviors:

As I stated above, I strongly believe in focusing on the positives of student’s behavior, so in order

to get my students to continuously show desired behavior I use positive reinforcement. When I

notice students demonstrating good behavior the first thing I will do is recognize that behavior. For

example, if I notice a student sitting at the carpet crisscross applesauce, hands in their lap, and

looking at me, I will say, “Wow! I love the way Chloe is sitting at the carpet. Hands in her lap, eyes

on me and ready to learn!” The main source of reinforcing desired behaviors is by praising

students, but other ways consists of giving my students privileges, like playing a game, reading for

pleasure, or helping me with something. Other tangible reinforces would be giving my students

stars, buttons, certificates, bookmarkers, posters, etc. As much as children love positive verbal

responses and recognition to their good behavior, sometimes recognizing that aloud will distract

other students, so I have found other ways to nonverbally praise students. This way the students

will feel good about themselves, and other students will still be able to stay on task.

List of privileges for my students:

Playing a game

Helping the teacher

Going to the library

Help decorate a bulletin board

Work or study with a friend

Read for pleasure

Use the computer

Write on the whiteboard

Examples of positive verbal responses:

Awesome job ___!

I love the way ___ is ____. (Sitting, listening, working, etc.)

Great job ____! I’m so proud of you.

Examples of positive non-verbal responses:

High-five

Thumbs up

A hug (if comfortable)

Sticky note written with a compliment

Classroom Set -up

Carpet area is where students will gather every morning for our morning meeting. It is

also where we will meet for our mini-lessons in between daily 5 language arts and math

rotations. All read aloud will also be done here. The bookcase nearest to the carpet along

the left wall will have different types of reading materials. The L-shaped bookcases will

have math work and writing work, which will be used during both daily fives. They will

also be home to students’ book bins that include their own books, writing journals, and

inquiry journals. I will keep student’s assessment binders in the storage closet nearest to

the door, and any materials such as paint and in the cupboard space by my desk. Instead

of students having separate desk they will be sitting together at tables which will help

with their social skills, and allow students to work together. Also, some students will be

placed at carpet squares scattered around the room in order to create a more flexible

working

environment

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Emergency Plans * Diagram created based off student teaching placement

In the diagram above, the highlighted arrows are an evacuation route from my classroom

(room 102) to the outside of the building (the parking lot) in case of a fire. For a tornado

drill students will take cover along the lockers located outside my classroom across from

room 101. For lockdown, students will be located in the upper left hand corner of my

room behind the L shaped bookcases.

Fire drill teacher/student expectations:

Students walk in a single file line

Students do not talk while in line

Teacher grabs the first aid/emergency bag

Teacher brings the class roster

All students are accounted for before leaving the classroom and again once

students are safely away from the building and in the designated safe spot

Terror safety (lockdown) teacher/student expectations:

Teacher quickly and quietly locks the door

Students quickly and quietly huddle in the corner behind the bookcases

Absolutely no talking from either the students or teacher

Absolutely no one answers the door no matter who is knocking

Tornado drill teacher/student expectations:

Teacher grabs the first aid/emergency bag

Teacher brings the class roster and all students are accounted for

Students walk in a single file line to the designated safe spot

Students do not talk while in line

Once at the safe spot students remain in the cover position until further notice

*Always bring student medical records whenever leaving the building.