1. Teaching Expectations
My expectations for my students are important because
they guide everything I do. My expectations create
accountability by setting the tone and tempo of the
classroom, critiquing the amount and quality of work
that will be accomplished, and promote the efficiency
with which activities, projects, and transitions will be
completed. Having high and intentional expectations,
accompanied with the proper lattice with which
students may climb, helps children to grow beyond their
own expectations.

2. Academics
Academic expectations will always be communicated
explicitly to students and to parents. In kindergarten,
students likely have no prior knowledge about academic
expectations, so it is important that they are not left
guessing as to what they should do, or what kind of
quality should be done. Academic expectations will be
done through clear modeling, scaffolding, checklists,
rubrics where applicable, and regular communication
with parents. The latter is useful in many ways, one of
which is so that parents can help reinforce high quality
work.

3. Rules and Infractions
 1. Work as a team.
 2. Do your best work.
 3. Use kind words and actions.
 4. Everyone can play.
 In our class, we talk about our rules every day, in some shape or
form, including by class discussion. It is my goal not to just have
them posted, but to have them internalized. To do this, students
should agree that they are good rules and hold one another
accountable. That way, when students break one of them, they
can either solve the problem themselves, or we can talk about
it. I hope to come to a good solution with the input of my
students. If this does not work, or the infraction is recurring, a
note will be sent home in the student’s homework folder.

4. Communicating Rules to Students
and Families
 Rules are posted in the classroom, on the inside cover
of all homework folders, and will be sent home and
explained in more detail within the first week of
school in a home-letter.

5. Procedures for Rule Selection
 Procedures for Rule Selection
 The rules I have chosen align with my long-range
goals, as well as my guidelines for success. They are
also important to me personally. They are values I
think are important for all people, not only
kindergarten students. They are posted where they
may be easily referred to, including: in the classroom,
in homework folders, and on my class website.

6. Behavior
 It is important for behavioral expectations such as
transitions to be explicitly taught. Transitional
procedures will be focused on and practiced many
times during the first few weeks of school until all
students feel confident they know what they must
be doing. All expectations will be assessed
through ongoing formative assessment. Students
will be observed and expected to follow
procedures, as well as encouraged to help one
another where needed. Specific problems will be
addressed on a case by case basis.

7.  Using the CHAMPS acronym, here are a few things I consider when
creating behavioral expectations:
 Conversation- Lets students know if talking is okay during a particular
time during the day.
 Help- Allows students to use best practice methods of getting their
questions answered.
 Activity- What children should be working on, including what the end
result will be?
 Movement- What type of movement is allowed? This includes speed,
time, and direction.
 Participation- Exactly what behaviors are expected from students
during an activity (Sprick et al., 1998)?
 *Sprick, Randy, Garrison, Mickey, Howard, Lisa. (1998). CHAMPs A
Proactive and Positive Approach to Classroom Management. Eugene:
Pacific Northwest Publishing, Inc.