Communicating

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

The Teacher’s Voice:

For this activity, students measured, communicated, read, problem solved, collaborated, and persevered as they created unique dough (mud dough, sand dough, hair conditioner dough, oatmeal dough & coffee dough). Each small group was given a recipe, measuring tools, ingredients, and challenged to work together to create the dough. Before we began, we shared strategies, discussed various ways to problem solve, and talked about how we could rely on our group to help us through any difficulties we may encounter.

Illustration

Activity Photo

Photo of activity Recipe for dough

Teacher Reflection

This challenge reminded the students of how we have practiced communicating, being resourceful, being imaginative, and being as kind as we can be as we work together. Working through the many obstacles of creating a dough together, our focus was on the group dynamics and how each member was contributing positively to a common goal. This was such a playful and creative way to collaborate. The students were helping one another and working to make sure everyone had a role. They were problem solving to figure out the consistency of their dough and using measuring terminology as they poured and counted. What a beautiful reminder of our co-operative community of young learners!

Student Reflection

Student Reflections on the prompt: How did you contribute to your group? How did your group help one another make dough?

  • “We helped each other build the dough. I mixed it up.”
  • “In the group when we made it.  It was so delicious it makes me happy. We were careful and nice and gentle.”
  • “We all had a turn and that is joyful.”
  • “We helped each other share turns and then we are happy.”
  • “We all took turns pouring the things in and that feels good.”
  • “I told them to rub their hands to get some dough and we all took turns.”
  • “We listened to each other and we can make something cool.”
  • “I helped by helping get the dough off of everyone’s hands so they can get a bigger ball of dough.”
  • “We mix the bowl up and all got turn and that makes you happy and feels good.”
  • “We made something awesome! First it was slime and then playdoh. When you work together you make something else.”
  • “We shared tools and be kind to my partners.”
  • “We helped with all the team work. We were fighting about some things but we solved it and made something cool together.”
  • “We took turns and that makes people happy and shows kindness.” 
  • “I was listening to my group and then they have to do something like hold the box.”
  • “When I helped my group, we could make something with better smells.”
  • “We are a team and I feel good when you work as a team.”
  • “I am being very kind to others when I am letting everyone help.”
Profiles
PROFILE TWO

In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group, and invite others to join. I can identify when something is unfair to me or others

PROFILE TWO

In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and  answer simple, direct questions about my activities and experiences

PROFILE TWO

In familiar situations, I cooperate with others for specific purposes.

I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.

Illustration Elements

Illustration Éléments

Context

Students were asked to select or create a one-act play that examined the theme of identity. This student decided to write a play about how people struggle to reconcile how they view themselves with how others view them.

After writing the play, this student was inspired to continue his exploration of identity. Over the next couple of years, he created additional plays, artwork, and costumes. His body of work explored his own identity, how we project or mask our identities, the role of art in developing and expressing one’s identity, and artists’ identity in relation to their art.

After graduation, he has continued the examination of these themes in his creative work and is currently working to produce one of his plays.

Illustration

Teacher Reflection

During a class assignment, this student developed a deep interest in the theme identity and decided to build a collection of creative work. His dedication to this work included a continual revision process focused on improvement. He continuously looked for ways to expand his thinking, to challenge his own assumptions, and to develop projects that go above and beyond. He created work in multiple disciplines that impacted himself as well as the school and local communities. He took pride in his work and continues to develop this work after graduation.

Student Work Samples

The following drawings reflect how hockey goalies play with their identities and emotions essentially hidden behind their masks, unlike their teammates who wear facemasks that allow their faces, and their emotions, to be seen. In the drawings, the student represents aspects of his own identity that are often hidden by the various masks he wears.

Picture of masks

The student created the costume below to represent how people use costumes to convey identity.

The student completed portraits of artists he artistically identified with including Robert Downey Jr as Ironman; The Weeknd; and Lin Manuel Miranda. The artists were selected due to their ability to create and convey emotions through their creative work.

 

Student Reflection

I have found art a way to put myself into all of my work, exploring themes I found interesting, using different mediums to express myself and sharing the knowledge I have accrued as part of my journey with my peers and audience. I have often turned what would have been regular projects into thought provoking assignments intended to raise interesting questions. For example, I compared historical figures to characters from popular fiction in Social Studies essays and political cartoons (e.g., an essay “Louis Riel is Batman”), used different mediums to turn scientific diagrams into edible 3D models (e.g., a plant cell made of Jell-O), and parodied popular songs to bring a new life to dead presentations (e.g., Light and Lens - Thrift Shop parody). I think the challenge of trying to present information in a creative way has not only bettered my own understanding of the material but helped my peers to understand it better as well.

In Drama class, we were given the opportunity to perform one-act plays as part of a competition. I wrote, directed, choreographed, made music for, and acted in a 40-minute original rap musical, Painter and the Painted (PDF). In the play, an artist “who never had a chance to truly shine, now gets his chance when one of his works of art, one he doesn't like, makes him famous.” He and his creation debate the question of who made who. It explores the questions, Is the artist’s creation a true reflection of himself? and “What is the relationship between an artist and his art?

I had to learn and utilize new art forms, memorize lyrics and dance routines, build large-scale props, and perform, all within the very limiting time constraints of a month. I achieved this by doing countless hours of research and rehearsal, and sometimes, creative corner-cutting. Where I could not bring my vision to life, I would improvise, adapt, and improve within the new found art forms I was learning.  

In the first performance I had to improvise song lyrics and choreography on stage due to unforeseen challenges but the audience applauded. Audience members seemed interested in the intense debate between the creator and the created in the play. I developed even more dedication to my craft following this success.

I later wrote a larger scale original two-act play titled Masterpiece (PDF), and worked with a peer to produce it. I found that directing and organizing a production with a larger cast provided scheduling, efficiency, and social conflicts. I had to creatively arrange scenes and adapt the play to meet the needs of the cast and crew, as well as work to make production run as smoothly as possible. We successfully did a string of performances that raised money for the school’s drama program.

Art is integral to finding oneself. My goal is to showcase that to my audience.

Profiles
PROFILE SIX

Au fil du temps, je suis capable de créer un ensemble d’œuvres créatives dans des domaines qui m’intéressent ou me passionnent.

Au fil du temps, je suis capable de trouver des idées très originales et déstabilisantes et de les développer afin de former un ensemble d’œuvres qui retentissent sur ma collectivité et au-delà. Je remets naturellement en doute les a priori et j’ai recours à des stratégies réfléchies (écriture ou dessin libre, méditation, usage de métaphores et d’analogies) pour trouver de nouvelles idées de façon intuitive. Je suis profondément attaché à mes valeurs et à une esthétique personnelles et je possède une motivation profonde pour persévérer pendant des années au besoin afin de développer mes idées. c

PROFILE FIVE

J’évalue et utilise des données soigneusement choisies pour les interpréter, trouver d’autres solutions, points de vue et conséquences et porter un jugement. Je suis capable d’évaluer mes réflexions et de les moduler.

Je pose des questions et propose des jugements, des conclusions et des interprétations fondés sur des données rassemblées par moi-même ou par d’autres. Je suis flexible et ouvert d’esprit; je suis capable d’expliquer plus d’un point de vue et d’en examiner les conséquences. Je rassemble, sélectionne, évalue et synthétise de l’information. J’examine d’autres approches et fais des choix stratégiques. Je prends des risques et j’ai conscience que je ne réussirai peut-être pas immédiatement. J’évalue mes réflexions, cherche à connaître l’opinion des autres, réévalue mon travail et apporte les modulations nécessaires. Je représente ce que j’ai appris et mes objectifs et fais le rapprochement avec mes expériences antérieures. J’accepte les commentaires constructifs et je m’en sers pour avancer.

PROFILE SIX

Je communique de sorte à produire l’effet voulu, sous des formes bien structurées et efficaces pour mon auditoire et pour atteindre mon objectif. Je participe de manière réfléchie aux discussions. Je fais la synthèse de mes propres réflexions et de celles des autres, je les approfondis et je les transforme. Je suis capable d’introduire de nombreux messages dans mes communications; je sais que l’auditoire se servira de ses connaissances et de ses expériences pour dégager un sens. Je montre que je comprends et maîtrise les formes et technologies que j’utilise; je suis capable d’évaluer la réaction de l’auditoire et de puiser dans mon répertoire de stratégies pour amplifier l’effet que je recherche. Je suis capable d’acquérir de l’information soigneusement choisie de sources variées, d’en faire l’analyse critique et de l’intégrer.

PROFILE SIX

Je peux constater comment mes expériences de vie ont contribué à faire de moi la personne que je suisJe reconnais que mon identité continuera d’évoluer.

Je reconnais la façon dont mes forces m’aident à surmonter les difficultés et je sais que ces dernières peuvent devenir une occasion de grandir. J’ai conscience que je continuerai d’acquérir de nouvelles habiletés, aptitudes et forces. Je peux décrire l’influence que mes expériences de vie, mes antécédents familiaux, mes origines et l’endroit où je vis (ou j’ai vécu) ont eue sur mes valeurs et mes choix. Je sais que mon apprentissage est continu, que ma perception de moi-même et de mon identité continuera d’évoluer et que mes expériences de vie pourraient m’amener à me reconnaître dans de nouvelles collectivités ou dans de nouveaux endroits.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students went on a ‘Seeking Spring’ walk in their local community forest. They looked for examples of spring as part of an investigation of seasonal changes. When they came back to the classroom, they used loose parts (open-ended materials) to record their observations.

The teacher observed that the student was very purposeful and thoughtful in his process of creating all the details that were important to him on the walk.

Illustration

Student Work Sample

Profiles
PROFILE TWO

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell something I learned.

PROFILE TWO

In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose.  I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences

Illustration Elements

Illustration Éléments

Context

Students in an English Language Learner Welcome Centre were encouraged to create a multi-media presentation that shared who they were. This long-term project provided the English language learners with the opportunity to develop and enhance their English language skills as well as express their feelings about the transitions in their lives including their move to Canada, the challenges they encountered here, and what they have been able to accomplish.

A student created this video to share his feelings about some of the transitions in his life including his move to Canada, and what he encountered after moving here.

Illustration

Student Work Sample

Profiles
PROFILE SIX

I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.

I can identify how my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.

Illustration Elements

Illustration Éléments

Context

In reflective presentations, students talked about...

  • Where am I right now?
  • Where do I want to go?
  • How do I get there?

This student examined her past, present and future. She also gathered materials and artifacts that helped her to define herself and make her presentation. During her presentation, the student articulated her values, strengths, goals, and plans to a panel of 3-4 adults (e.g. teachers, district staff, parents, community members).

Illustration

Student Activity Video

Profiles
PROFILE FIVE

I understand that my identity is influenced by many aspects of my life. I am aware that my values shape my choices and contribute to making me a unique individual.

I understand that my characteristics, qualities, strengths and challenges make me unique and are an important part of the communities I belong to (including people and places).  I understand that what I value influences the choices I make and how I present myself in various contexts (including online). I can explain how I am able to use my strengths to contribute to my home and/or communities.

PROFILE FIVE

I communicate confidently using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications featuring powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

PROFILE SIX

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I offer detailed analysis, using specific terminology, of my progress, work, and goals.

Illustration Elements

Illustration Éléments

Context

Students were using Art Costa’s ‘Habits of Mind’ to help them identify and use common language around expected behavior in their learning community. Of the 16 Habits of Mind, the students focused on Listening with Understanding and Empathy, Managing Impulsivity, and Persisting and Thinking Flexibly. This student discusses what persistence means to him and how he has developed this trait throughout his life.

Illustration

Interview

Profiles
PROFILE FOUR

I have pride in who I am. I understand that I am a part of larger communities.

I can describe and demonstrate pride in my positive qualities, characteristics, and/or skills.  I can explain why I make specific choices. I am able to represent aspects of my cultural contexts (such as family, communities, school, peer groups) through words and/or images, and describe some ways that I participate in, or am connected to, a community

PROFILE FOUR

I communicate clearly and purposefully, using a variety of forms appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

PROFILE FOUR

I communicate clearly and purposefully, using a variety of forms appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

Illustration Elements

Illustration Éléments

Context

Students were provided with choices for narrative essays they were asked to write. All topics related to aspects of the students’ lives. This sample is from a student responding to the prompt of “Belonging.”

Illustration

Sample Student Work

 

Profiles
PROFILE FIVE

I understand that my identity is influenced by many aspects of my life. I am aware that my values shape my choices and contribute to making me a unique individual.

I understand that my characteristics, qualities, strengths and challenges make me unique, and are an important part of the communities I belong to (including people and places).  I understand that what I value influences the choices I make and how I present myself in various contexts (including online). I can explain how I am able to use my strengths to contribute to my home and/or communities.

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.           

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize and present it with thoughtful analysis.

PROFILE SIX

I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyse, and integrate well-chosen information from a range of sources.

Illustration Elements

Illustration Éléments

Context

Students were provided with a variety of topics for narrative essays. All topics related to aspects of the students’ lives. This illustration is an outline for an essay that responded to the prompt of “How We Know Who We Are”.

Illustration

Student Work Sample

Profiles
PROFILE SIX

I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.

I can identify how my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.

PROFILE SIX

I communicate, creating an intentional impact, in well-constructed forms that are effective in terms of my audience and purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyse, and integrate well-chosen information from a range of sources.

PROFILE SIX

I can examine evidence from various perspectives to analyze and make well-supported judgments and interpretations about complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I offer detailed analysis, using specific terminology, of my progress, work and goals.

PROFILE FIVE

I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.

I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world.  I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need.

PROFILE SIX

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behavior.  I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my  decisions.. I can identify my potential as a leader in the communities I belong to. I  sustain a healthy and balanced lifestyle.

Illustration Elements

Illustration Éléments

Context

A class considered issues related to space travel. They engaged in several discussions, participated in a jigsaw activity, and completed a think-pair- share to explore a variety of issues. They then researched the Mars One project (a one-way trip to Mars in 2023) and selected the most important issues to consider for this project. The students decided that technological issues, health issues (physical and mental) and resource issues were the most important.

In groups, they completed an application to participate in the Mars One project. Their application could be presented in any format, including PowerPoint, essay, or video.

Illustration

Sample Student Work

This is a PowerPoint presentation that included all relevant information, is thoughtfully prepared, but shows some gaps in understanding the importance of legibility in PowerPoint slides.

Profiles
PROFILE FOUR

I have pride in who I am. I understand that I am a part of larger communities.

I can describe and demonstrate pride in my positive qualities, characteristics, and/or skills.  I can explain why I make specific choices. I am able to represent aspects of my cultural contexts (such as family, communities, school, peer groups) through words and/or images, and describe some ways that I participate in, or am connected to, a community.

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.           

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

PROFILE FOUR

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.

Illustration Elements

Illustration Éléments

Context

This excerpt is part of a longer interview with a student who talked about his experiences and the events that shaped him as a learner. In looking back, he recounts the challenges he experienced in his early high school years. During this time, he did not want to be at school, he avoided completing any work, and had no connection to school. He explains the impact of receiving an award as most improved student and the teachers who provided him opportunities to use his strengths when representing his knowledge and understanding.

This interview was part of a series that explored the challenges and successes students experience as they work to complete school.

Illustration

Student Interview

Profiles
PROFILE FIVE

I understand that my identity is influenced by many aspects of my life. I am aware that my values shape my choices and contribute to making me a unique individual.

I understand that my characteristics, qualities, strengths and challenges make me unique and are an important part of the communities I belong to (including people and places).  I understand that what I value influences the choices I make and how I present myself in various contexts (including online). I can explain how I am able to use my strengths to contribute to my home and/or communities.

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

PROFILE SIX

I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyze, and integrate well-chosen information from a range of sources.

PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust.  I represent my learning and my goals and connect these to my previous experiences. I accept constructive feedback and use it to move forward.

PROFILE FOUR

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.

PROFILE FIVE

I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.

I have valuable ideas to share. I am willing to explore controversial issues; I can imagine and work toward change in myself and in the world. I can set priorities, implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need.