0.3 Health education course, chapter 4 - childhood psychological  (Page 6/6)

___ We immediately respond to incidents we witness that involve any form of bullying, harrassment or threat to a student'ssafety.

Need for Options as a Learner (Individuality)

___ We attempt to determine what interests and motivates our students and use this information in our planning andinstruction.

___ We attempt to identify various aspects of our students' individual learning needs (such as learning styles, modalitypreferences, dominance profiles, temperament or personality profiles), and use this information in our planning and instruction.

___ We attempt to identify various types of intelligences (linguistic, musical, logical-mathematical, spatial,bodily-kinesthetic, naturalistic, interpersonal and intrapersonal) and use this information to capitalize and build on students' strengths.

___ We provide resources and activities to accommodate a variety of intelligences in each class.

___ We attempt to accommodate a variety of modality strengths (visual, auditory, tactile and kinesthetic preferences) in ourdirections and activities.

___ We attempt to accommodate a variety of learning style and preferences in our instruction and assignments.

___ We recognize and attempt to accommodate the needs of tactile and kinesthetic learners (as well as high visual, verbal andauditory learners).

___ We acknowledge and appreciate the fact that some students may pay attention without sitting up straight and makingcontinual eye contact.

___ We make sure kids have ample opportunities to move during the day.

___ We teach children ways to self-regulate (maintain appropriate alertness for the particular class or activity) withoutdisrupting others.

___ We attempt to accommodate a variety of learning preferences by offering choices, particularly during independent worktime (ex: seating or location in room, affiliation, music or sound, intake, etc.)

___ We offer a variety of assessment tools to allow students to demonstrate mastery in ways besides paper-and-pencil tests.

Need for Success (Academic, Social, Intrapersonal)

___ We assess student ability before beginning instruction or assigning tasks.

___ We attempt to accept students exactly the way they come to us, build on what they know, and encourage growth from wherever they start.

___ We attempt to provide opportunities for success for each child in the school, even if he or she is far behind curricularexpectations.

___ We attempt to match instruction and assignments to individual student needs according to their current skill or masterylevels or prior experience.

___ We have adopted the belief that the primary purpose of evaluating a student's work is to determine what type of instruction orresources that particular student needs next.

___ We invite and consider student input and self-assessment when assigning placement, follow-up work or grades.

___ If a student fails to master a concept or skill, we see our role as that of improving understanding, rather than simplyevaluating their performance before moving on to the next concept.

___ We encourage students to use our feedback to improve their work and resubmit (for a higher grade, for example, or untilthey get it right).

___ We attempt to build interpersonal skills such as communication skills, respect, tolerance, compassion, resistance toteasing and peer pressure, and other positive social behaviors.

___ We attempt to build intrapersonal (character) skills such as persistence, responsibility, honesty, integrity, as wellas confidence, the ability to stick up for oneself, problem-solving skills and resistance to failure, defeatism or victim thinking.

Areas of greatest strengths:

Areas most in need of improvements: