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Frequently participate in class but i sometimes feel

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frequently participatein class, but Isometimes feeldistracted.It‟s hard to payattention all thetime. I prefer tointeract with andlearn from people Ialready know. Iparticipate in classwhen I have to.
M. Dreas-ShaikhaPage 10ConfidentSetbacks are actuallyopportunities to grow indisguise.I feel goodabout my learning!I can confidently defendan idea or opinion.Iknow how to value andrespect others‟ ideaswithout simply agreeingwith them.I try to look at setbacksas opportunities togrow.I feel prettygood about mylearning.I can usuallydefend an idea or anopinion confidently. Iam usually able tovalue and respectothers‟ ideas instead ofsimply agreeing withthem.I feel OK about mylearning, but it‟s hardfor me to recover fromsetbacks.I am able todefend some of myideas and opinions, butI would like to feelmore confident indoing so.Others‟ ideassometimes seem morevaluable than mine.I fear failure. I holdback and missopportunities.Sometimes, I don‟tfeel very goodabout my learning. Ido not always thinkmy ideas andopinions are asvaluable as others‟.ResponsibleI always try my best.Ican set a goal and focuson accomplishing it.Ithink before I act,considering thesituation, consequencesand alternatives.I amaware of the impact ofmy words and actions.I try my best.I can seta goal and can usuallyfocus my attention onaccomplishing it.I tryto consider thesituation, consequencesand alternatives beforeI act.I am becomingmore aware of theimpact of my wordsand actions.I try, but I don‟t alwaystry my best.Sometimes, I just wantto get it over with.Iam learning that mywords and actions givea certain impression ofme, and that they canaffect situationspositively ornegatively.I don‟t put forthmuch effort. I justtry to get by, and Ifeel anxious to getover with the work.I not sure whethermy words andactions have muchpower overanything.Learning Traits RubricResource: M. Dreas-ShaikhaFindingsThe SLM initiative began as a mere floor plan to change the seating arrangement so studentscould face their parents and teachers, with the expectation that they would speak to them. Thereality, though, of implementing a unified reporting method thatrelies so heavily on teachers‟individual approaches towards teaching and assessment, and that aims to accommodate thediverse perspectives of parents, students, and teachers while giving students the microphone, hasbeen a complex process with interesting results.I have recently changed the way I champion SLMs by emphasizing less on the“preparation forperformance” aspect ofthe actual meeting, and focusing more on building a culture of thinkingfull of formative assessment, specific feedback, and student voicethree factors that mustinform and develop pedagogical practice regardless of the type of reporting method used duringthree-way meetings. Only from this ground can any type of SLM arise. Students will only feel

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