Meeting expectations and assessing content and behavior standards can make the

difference in the daily planning of a kindergarten classroom. The daily planning of a

classroom can give priorities to both content and behavior expectations. However, setting
smooth transitions during the daily tasks and activities can improve and make higher
classroom expectations. Therefore, setting and planning appropriate and specific outlines
for the class to follow enables for clear goals and expectations. In turn, if these types of
classroom transitions are not clear to everyone then these can interfere with learning and
classroom management.
In addition, the number of unprepared classroom transitions can effect classroom
expectations and create accidents. Therefore, the planning of smooth transitions promotes
for productive and efficient learning tasks and activities. The planning of effective and
daily transitions will replace behaviors of disruptive activities in both inside and outside of
the classroom. In turn, taking these factors into the planning of each specific daily
transition can make for positive learning environments and social values.
These types of transitions will be modeled to the class and taught through modeling
and role playing based on the MOVE acronym. During modeling I will indicate what to
expect before, during, and after each transition using visuals and sensory skills. The visual
will be the happy feet gang next to each letter of the acronym and the playlist Classic Songs
by StoryBots http://www.youtube.com/playlist?list=PL1475C456B4B27763. I will also

model with students and take on role playing activities. Their behaviors will be reinforced
by praises, tokens, and happy feet moves.
Mirna Henriquez SPED 5326 Fall 2014 Dr. Duchaine

M inds and eyes set on teacher during the beginning of each transition.
Desireable Expectations: Behavior Goals:
Stop what you are doing.
Be focused and quiet.
Eyes on me.
Voices are off.

Reinforcements/Record
Good Job / Token-Pts.
(Excellent listening skills)

O ngoing daily changes of new tasks or activities without rushing or pushing.

Desireable Expectations: Behavior Goals:
Walk when transitioning. Be focused and polite.
Excuse yourself.
Be thankful.

Reinforcements/Record
Thank you / High Five

V arious directions to follow at a level 0 when walking in and out of the classroom.
Desireable Expectations:
Choose your path.
Meet your goal.
Select priorities.
Voices are off.

Behavior Goals:
Reinforcements/Record
Focused
Making good choices/Name
Sing and listen to song
in classroom transitions.

E nds with a happy feet move when ready to begin with the new task or activity.
(Happy feet are not moving after the 1min song or cue is over.)

Desireable Expectations: Behavior Goals: Reinforcements/Record

Finishing transition.
Ready to begin.
Thumbs up Class
The class will make
one happy feet move based on
content and behavior according to changes in transitions.
(These transitions include during in and out of the classroom. Examples of
happy feet moves include: Vocabulary, Math Operations, Leadership, and
Community)