Bondurant-Farrar Community School District

Artifact Cover and Reflection

Artifact Title: 2 by 10 Strategy
Teaching Standard:

Demonstrates ability to enhance academic performance and support for implementation

of the school districts student achievement goals.
Standard Criteria:

Creates an environment of mutual respect, rapport, and fairness.

I choose this artifact to show:

_____ Growth in the standard
___x__ Strength and competency in the standard

Description of the artifact and how it meets the standard and criteria:
This is a strategy that I used to form a foundation for a relationship with a challenging
student. For Standard 1e, I have to create an environment of mutual respect, rapport,
and fairness. With this strategy, I not only built a foundation for the relationship, but I do
not feel as if this student is challenging anymore, and I enjoy meeting and talking with
this student. I now feel that we have mutual respect and we are both fair and kind with
one another. The environment between us is completely positive after using this
strategy.

Reflection on the artifact:

I was thinking that this strategy would be more challenging than what I actually
experienced. It is called the 2x10 strategy because the goal is that by talking with a
challenging students for two minutes a day for ten days, the two of you will build a
meaningful foundation for a relationship. To begin with, I used this on my most
challenging student. He was challenging because he continuously corrected my
teaching and interrupted students while they were explaining their thinking. Many of my
students stopped participating in our discussion for fear of being interrupted and
corrected. First, to build a foundation, I completed the 2x10 strategy with this student. It
worked perfectly, because he is always the first in my room each morning. The most

important part of the 2x10 strategy was to not talk about school related things. The
student and I talked about what he does on the weekend, and what I do to begin with.
When we both learned that we liked the Science Center, we talked about that, and our
favorite exhibits. Over the course of two weeks, I learned a lot about this student and I
connected with him in a variety of ways. Once the foundation was built, I stopped seeing
him as a challenge, and started seeing his behaviors in a different point-of-view. Another
important factor of the strategy was that once the foundation is built, you cannot stop
talking and meeting with one another. It does not have to be daily, but just like other
relationships, you have to consciously work on it. I think that because I now knew so
much about him, I could respect the fact that this student loved school and loved being
right. In his mind, he thought that it was okay to correct students because he was right
and wanted everyone to know. Once I knew all of this, we had a discussion together.
We talked about being kind to everyone in the class and how he felt when students
corrected him. He told me that he hated it and felt embarrassed. In that moment, he
understood why people did not like sharing in class anymore, and since then, it has
gotten much better and our classroom discussion and full of volunteers. Without this
strategy, I would not have respected him enough and I would have not given him the
chance to discuss his point of view. In other words, I would not have been very fair to
him. I really enjoy this strategy, and have used it with more than one student. With this
strategy, I can have fair, respectful relationships with my students.