Bondurant-Farrar Community Schools

Artifact
Artifact Title: Class Schedule
Portfolio Author: Christina Cornia
Date: October 27, 2015
Iowa Teaching Standard 6 Demonstrates competence in classroom management.

a. Creates a learning community that encourages positive social interaction, active

engagement, and self-regulation for every student.
b. Establishes, communicates, models, and maintains standards of responsible
student behavior.
c. Develops and implements classroom procedures and routines that
support high expectations for student learning.
d. Uses instructional time effectively to maximize student achievement.
e. Creates a safe and purposeful learning environment.

I chose this artifact to show:

X strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
My classroom schedule is similar Tuesdays through Fridays. The schedule is posted each day and students
know what to expect next. Mondays follow a shortened schedule, but they are still consistent each week. The
students know our daily routine and having this routine in place sets expectations for students. This is
especially important for my many students who leave the classroom. These students know that when certain
transitions happen it is time for them to head to another room. Additionally, students know when we have
our snack break as well as built in bathroom breaks throughout our day.

Reflection on artifact:
Having a set schedule is beneficial to all students. I have ten students who leave my room during small group
reading. When the class makes the transition from whole group to small group by getting out their six minute
solution, these ten students gather their materials and head to the other classroom.
As the year has gone on I have had to improve my schedule for a few of my students needs. Two of my boys
who leave the room multiple times in the day were struggling with when they left. The posted schedule on the
board didnt help them understand when they would be leaving. For these students I typed up their schedule,
both for Mondays and Tuesdays-Fridays, and have it secured on their desk. I bolded the times they would be
leaving each day. This has helped them see when they leave.
To improve on this schedule, I believe I need to type a schedule up for two of my girls who leave frequently.
They struggle to recognize the transitions. They also leave at eleven and meet us at specials. We go straight to
lunch after specials. The girls need a reminder each day to take their lunch or lunch tickets with them when
they go to writing. I think having a typed schedule at their desk will help them become more confident in their
daily routine.