Bondurant-Farrar Community Schools Artifact

Artifact Title: Schedule Routine

Portfolio Author: Dohmen

Date: August- May

Iowa Teaching Standard #6 Demonstrates competence in classroom management.

a. Creates a learning community that encourages positive social interaction, active engagement, and selfregulation 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 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__ growth in this standard
_____ strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
This artifact is my daily schedule. The daily schedule is located at the front of the room, and is changed at the end of
each day to notify the students of the schedule for the next day. It helps me develop and implement classroom
procedures and routines that support high expectations for learning. Within the schedule we have many routines and
procedures that are set in place to make sure our transitions from task to task go smoothly, and students get into a routine
of content areas and specials.
Reflection on artifact (what went right, what went wrong, how to make better)
I love displaying the daily schedule to have students understand the plan for the day. During the first week of school I
teach, we model, and they practice the different routines and procedures in our classroom. For example, when students
see Reading on our schedule they know we have a whole group lesson all together, and then we break into our reading
groups. Our reading group bulletin board is displayed in our room, so students can see what station they are at for the
day. We are currently in our 5th month of school, and students do a wonderful job at their reading group expectations
during small groups. Students are able to follow directions in each station either by working independently or with
partners successfully. Students know where to get their materials for each station, and where to turn in their
assignments. We did a great job at teach, model, and practicing these expectations for our Reading. It is so beneficial
that students can follow these expectations so I can meet with small groups at the circle table. I am going to continue to
implement classroom procedures and routines to support high expectations for learning.