A student approaches a teacher with her concerns about her progress in Math.
In this class, student math work is largely self-paced and students take responsibility for their learning. The teacher was satisfied with the student's progress, so this was not a teacher concern.
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.
I can recognize my strengths and use strategies to focus, manage stress, and accomplish my goals.
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 my community, including my online interactions. I advocate for myself and my ideas; I accept myself.