In this class, student math work is largely self-paced, and students take responsibility for their learning. A change in math programs had caused the student some worry about her pace of work. This student approached the teacher to discuss some ideas she thought would help her with her work. She did not seek her parents' help to do this, although she had talked to them at home about good solutions before coming to the teacher. The teacher was satisfied with the student's progress, so this was not a teacher concern.
I can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals.
I advocate for myself and my ideas; I accept myself. I am willing to engage with ideas or information that is challenging for me. I can be focused and determined. I can set realistic goals, use strategies to accomplish them, and persevere with challenging tasks. I can tell when I am becoming angry, upset, or frustrated, and I have strategies to calm myself. I can make choices that benefit my well-being and keep me safe in the communities I belong to.
I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.
I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.