Dear families,

Welcome to the wonderful world of kindergarten! I am thrilled to begin the journey full of learning and
growth that will occur this school year. It is my number one priority to assist your child in developing the skills
necessary to be a successful and independent learner. I am eager to work as a team to create and implement
individual learning and development goals for your child. I want to create a partnership with each of you as I
feel that your input, ideas, and concerns regarding the education of your child are extremely important, as you
were their first teacher. In my eyes, it takes a village to educate the whole child.
When forming a positive partnership, I feel that it is important to develop and utilize an efficient
communication system. I will communicate current events in the classroom, volunteer opportunities, future
events, and at home learning opportunities on our class website. I will also send home a monthly newsletter and
calendar on the 24th of each month that contain the same information. To communicate about your child and
his/her progress I will be sending home a communication notebook every Friday. This will allow us to
communicate back and forth at any time that is convenient. I can also be reached via e mail at
rsims@my.madonna.edu, by phone at (734) 467-7594 or in person by appointment when more urgent issues
arise.
I would like to shift gears for just a few moments so that I can provide you with a brief overview of my
educational background and my experience in the field. I earned my BS in Early Childhood Education and
Comprehensive Elementary Education from Madonna University and I am currently pursuing my Masters in
Spanish at Eastern Michigan University. While this is my first year of teaching, my coursework at Madonna has
provided me with a vast amount of classroom experience in both preschool and elementary school settings. In
addition to classroom experience, I have taught dance for over 12 years to students ages 2 to 9.
It has always been my passion to guide children, provide the appropriate amount of assistance, and
provide experiences that allow them to construct their own knowledge (after the necessary skills are taught). I
am a firm believer in teaching appropriate behaviors and expectations and taking the time to explain the rules
and limits within the classroom. I do expect that once behaviors are taught and rules are explained that students
will follow them. When rules are broken, I will ask that students repeat the behavior correctly. I do believe in
using consequences, but only consequences that teach self-regulation and appropriate behaviors.
Along with teaching behaviors, I also will be placing a heavy emphasis on various types of literacy and
writing activities. It is my goal to instill a lifelong love of reading and writing in all of my students! After all, it
is through reading and writing that we learn and communicate about our world. We will also be spending a vast
amount of time on math, science, and gross and fine motor activities. It is my goal that at the end of the school
year that each and every one of my students enjoys coming to school each day and has the confidence,
knowledge, and skills to be successful in the 1st grade.
Once again, welcome to kindergarten! I know we are going to have a fabulous year and I look forward
to meeting you and your child very soon!
Sincerely,

Rachael Sims

Rules and Consequences

Rules:
We are a community of learners. Members of a community help one another and work together toward
common goals. To be a part of our community, you must be sure to:
1.
2.
3.
4.
5.

Be safe
Be kind
Be responsible
Listen to others
Do your best

A brief form explaining the rules and consequences used in our classroom community as well as
our routines, procedures, and curriculum will be distributed to parents before school begins. This will
give them time to read over this information and fill out the parent question and input form. I will also
hold a classroom parent only open house prior to school starting where I will discuss the curriculum,
routines and operational strategies I will employ in my classroom and answer questions and address
the input obtained from the parent question form. I will explain to parents that we are partners and that
I need their help in educating their children and keeping them safe. My hope is that by providing rules
and consequences up front, holding a parent only open house and acknowledging the input gathered
from parents will place the parents of my students and me on the same page when it comes to how the
classroom operates.

Consequences:
I will employ the Chart of Choices system. This system includes 7 different levels of behavior
which can be distinguished by an individual color, picture and name. Representing the levels of
behavior in pictorial, written, and color form allows all students to follow along with the system, even
those who dont yet possess the literacy skills to decode the printed level on each square (such as ELL
students or students with exceptionalities). The levels from highest to lowest are as follows:
1.
2.
3.
4.
5.
6.
7.

Super Student (purple)

Role Model (dark blue)
Excellent Effort (light blue)
Ready to Learn (green)
Make Better Choices (yellow)
Teachers Choice (orange)
Parent Contact (red)

All students will begin the day with their clips in the middle of the chart on the green square labeled
Ready to Learn. Each student will receive a student number, which will be written on their clip so
that their dignity will remain intact as their clip moves about.
If a child stays on green all day or ends their day on green, they have followed the rules and behaved
for the most if not the entire day.

If a child displays exceptional behavior (is helpful to others, follows directions the first time they are
given, works hard and finishes a difficult assignment), they will move up the chart and will be
recognized in varying ways.

When misbehaviors and incidents arise, the following course of action will be
employed:
1. 1st misbehavior or incident: (verbal warning and redirection) I need some redirection please!
2. 2nd misbehavior or incident (move to yellow, redirection, and repeat appropriate behavior) I
need some redirection and practice please!
3. Continued misbehavior or incidents: (move to orange, complete teachers choice activity, and
repeat appropriate behavior) I need some time to think about my actions and practice them. I
will complete the teachers choice activity.
4. Extreme behavior or misbehavior and incidents throughout the entire day: (move to red,
reflection activity, and parent contact) I am having a hard time today. I need to reflect and talk
to my parents.
5. Misbehavior and incidents continue for 3 or more days: (behavior plan created and employed) I
am having a tough time lately. I need to reflect and work to plan better behavior choices.
Our classroom community will foster a safe and secure environment, much like that of a small
town. We will always do our best to use our words and ears to solve conflicts and issues that arise in
our classroom. I am a firm believer in redirection and ending a negative situation by requiring a student
to repeat a task and carry out the appropriate behavior. Students learn best by doing, after all. While
redirecting and repeating the task or behavior appropriately works to correct some misbehaviors and
situations, it will not fix them all. For more frequent misbehaviors, I feel that the processes of
discussion and reflection need to be employed. If a behavior or situation becomes extremely unsafe or
all too frequent, I feel that parent notification, reflection, and in extreme cases counseling from the
principal must be utilized. If a situation or misbehavior occurs over an extended period of time, a
behavior plan will be created in collaboration with the student and his or her family. Bullying will not
be allowed in our community. We will work to build one another up, not tear one another down!
Just as I will employ a system for correcting and handling misbehaviors and related situations, I
will also employ a reward system that recognizes and promoted cooperative and appropriate behavior.
As I witness appropriate and cooperative behavior occur, students will advance up the Chart of
Choices and will be recognized with praise, access to enrichment activities or other rewards that I
deem appropriate.

Preventative, Supportive, and Corrective Discipline Strategies

Preventative Strategies:
In order to prevent misbehaviors in my classroom, I will create and employ the rule and
consequence system I discussed on the previous page through the I, we, you approach. I will also
teach my students the procedures necessary to complete the tasks and responsibilities that are a part of
our classroom. A significant portion of the first few days of school will be devoted to teaching,
discussing, learning, and practicing the rules, consequences, and procedures of the classroom. We will
continue to revisit and practice the rules, consequences, and procedures of the classroom frequently
within the first few weeks and fairly often throughout the rest of the year.
I will begin the first day of class with a discussion about rules. To gauge the prior knowledge of
my students, I will ask them what they know about rules, and if they can give an example of a rule. I
will then formally define the word rule for students. A rule is: a guide for proper actions. We will then
discuss exactly what rules do and the reasons why we need rules in our classroom. I will also prompt
my students to think about other places they go that have rules and ask them why they think those
places need rules. It is my goal for my students to have a clear understanding of why we need rules so
that they are not just blindly following along.
After the term rule is understood and the purpose for rules is clear, I will work to introduce and
model examples and non-examples of behaviors that relate to each rule. For example to further address
the rule Be safe I will first walk to my chair and sit down calmly and ask my students, Was what I
did safe? After a brief discussion, I will then get up and run to the door and ask my students once
again Was what I did just now safe? I will also invite students to verbally define and demonstrate
examples and non-examples of behaviors that pertain to each rule through role play, scenarios, stories,
and videos. Once all the rules are understood, we will do a quick recap and I will show students where
the rules of the classroom can be found. The rules will be posted at eye level for the students in both
written and picture form near are large group meeting place and will be referred to and practiced often.
Once we have discussed and practiced the rules of the classroom, we will move on to discuss
consequences. For starters, I will ask students if they have ever heard the term consequence. Some of
my students who have attended preschool or a structured daycare program will have some prior
knowledge of what consequences are. I will also ask my students to provide an example of what they
feel a consequence is. After our discussion, I will formally define the term consequence for my
students. A consequence is: the result of your actions and behavior. A consequence can be good or bad,
depending on your actions. I will also take the time to discuss with my students the reasons that we
need consequences. Once students understand what consequences are, I will introduce the Chart of
Choices system and explain the process as well as the difference between positive and negative
consequences. I know it will take time for students to become familiar with the process and I plan on
briefly reviewing the system daily for the first few weeks of school.
After we have discussed rules and consequences, we will shift gears and begin to talk about the
various procedures we must follow during our day. These procedures will include events such as lining
up, using the bathroom, walking in the hallway, setting up and cleaning up centers, and turning in our
work. Many of these procedures will be new to my students, so to begin I will verbally explain the
procedure and the sequential steps that it requires. Next, I will model the procedure for my students
while they watch. Then I will ask that my students join me in carrying out the procedure. It is

important to teach my students procedures in this manner for two reasons: It allows me to clearly
communicate and demonstrate my expectations and children learn best through direct involvement.
Since I will be working with younger students, I will also employ stories, teacher made picture books,
and finger plays to assist my students in learning and successfully carrying out the procedures of the
classroom. We will continue to practice and perfect the procedures of the classroom throughout the
entire school year.
By taking the time to discuss, practice, and implement a system of rules, consequences, and
procedures in my classroom, I hope to help my students become responsible, compassionate, and
independent. We will spend a significant amount of time during the first few days of school discussing
how others are affected when an individual student chooses to not follow the rules and procedures of
our classroom. It is my hope that the process outlined above assists students not only in understanding
what is expected of them but also the reasoning behind the expectations laid out for them.

Supportive Strategies:

1. It is my top priority to provide my students with the materials and support that they need to
make progress and achieve. I will do everything in my power to set my students up for success! With
this priority as the foundation of my classroom management plan, I understand that I must choose my
rules and consequences carefully to ensure that they are developmentally appropriate, age appropriate,
and culturally appropriate. As an early childhood major and someone who has worked with preschool
and lower elementary students for many years now, I understand that young children need many
opportunities to move and be active in order for the maximum amount of learning to take place. With
this understanding, I will not expect my students to sit perfectly still for extended periods of time. I
will do my best to provide my students with authentic experiences and activities that allow them to
explore and interact with their environment and collaborate with their classmates.
2. Just as I feel that it is not reasonable to expect young children to sit still for extensive periods
of time, I also feel that it is not reasonable to think that my students will follow our classroom rules
100% of the time. In order to support my students as they learn to follow the rules and procedures of
the classroom, I will remind my students of the rules, consequences, and procedures of the classroom
before I take any corrective measures. Many kindergarten students are new to formal schooling and
will require reminders and redirection the first time a rule or procedure isnt followed. Along with
reminders and redirection, I will also require my students to carry out the correct behavior when
misbehaviors do occur. It is through practice and experience that students will learn to apply the rules
and procedures that they have been taught.
3. In order to fully support the learning needs of all of my students, I will be sure to
differentiate my instruction as well as the supplemental activities that I will provide for my students. I
am certain that I will have students in my classroom that are at varying levels in their development and
learning. These students will also vary greatly in their learning styles. During instructional time, I will
work to introduce and define concepts and processes in as many ways as possible. I will use a step by
step approach along with concrete examples whenever possible and I will be sure to encourage active
student participation throughout my instruction. In addition, I will also work to provide varying levels
of guided and independent practice and assessment for my lessons and to provide leveled activities
during centers and guided reading time. By leveling supplemental activities and centers, I hope to
encourage independence and minimize the amount of time I spend helping each student. During center
time, I will spend a portion of my time working with individual students on RTI activities in order to
provide them with additional support.
4. As our country is becoming more diverse, so are our classrooms. Many schools have ESL
(English as a Second Language) students in their classrooms. Just as it is our duty to provide those
students who are lagging behind additional support, it is also our duty to support the learning and
development of ESL students. I will employ a number of supportive strategies if I do in fact have an
ESL student placed in my classroom. Some of these strategies include: labeling items in the classroom
in both English and the ESL students native language, use body language, gestures, and facial
expressions to clarify verbal communication, utilizing the buddy system as well as expanding upon
the ESL students speech.

Corrective Discipline Strategies:

1. When it comes to correcting strategies, my first line of defense will be that of redirection.
Upon redirection, I will ask students to verbally state the activity, rule, or procedure they should be
following. If they are unsure, I will provide prompts that assist them in finding the appropriate activity
and behaving in an appropriate manner. It is my duty to supervise my students and to keep them on
task as we must work to use the limited amount of time we have in the classroom together effectively. I
plan to carry out this practice by planning numerous types and levels of activities that require my
students to be active participants. If I keep my students from becoming bored or frustrated, they will be
much less likely to break the rules and deviate from the procedures of the classroom.
2. If and when redirection is not effective (which I am sure will occur often, especially at first),
I will utilize the consequences on the Chart of Choices. These consequences emphasize reflection as
well as the reinforcement and re teaching of the rules, expectations, and procedures of the classroom.
Some of the consequences included within the system are reflection time, reading and discussing a
character education book, and participating in walking time during recess. I feel that consequences that
teach are much more effective than punishment, unless the behavior is extremely unsafe or harmful.
3. In order move toward running a highly efficient classroom, I will provide ongoing
opportunities to practice the rules and procedures of the classroom over the course of the entire school
year. We cant expect perfection after the rules and procedures are practiced and discussed once,
especially with younger students. The more opportunities students get to practice, the more successful
they will become at following the rules and procedures of the classroom. In addition, I will be sure to
remind my students of the rules and procedures both as individuals and as an entire group when the
need is apparent.
4. In addition to the strategies I discussed above, I will also rely heavily on the use of physical
proximity, body language, and eye contact to let individual students know I am aware that they are not
following the rules or procedures of our classroom. Simply giving The look or moving closer to a
student who is misbehaving will be enough to remind some students to get back on task and correct
their behavior. When the majority of the class is breaking a rule, deviating from a procedure, or
behaving inappropriately, I will employ the use of simple songs and sayings to help my students get
back on track. For example, when students are not coming over and sitting down for circle time, I will
sing the following song: Everybody have a seat, have a seat, have a seat, everybody have a seat on the
floor. Not on the chair, not on the door, everybody have a seat on the floor. From my experiences, the
majority of young children respond to the messages in songs quickly and successfully.
5. Two final strategies I will employ when misbehaviors arise are a heavy emphasis on using
our words to discuss our problems and move toward a solution and the use of prompting and
questioning to help students find their own solutions to minor problems. It is essential for young
children to be able to communicate with their peers and the adults in their classroom when a problem
arises and also to be able to find their own solutions as adults are not always available the moment that
there is a problem. Employing these strategies will help my students not only pave the way to behaving
appropriately, but it will also provide them with numerous opportunities to practice and develop
problem solving skills. These skills are essential for success in future academic and employment
endeavors.

Classroom Management Plan

Rachael Sims
EDU 4400
Oct. 22, 2014