Courage3

If I were still in the classroom, I might use page 141, the Awareness Inventory page. Formative Assessment is a big thing in our district right now, and the questions on that page are right in line with that. || || I teach Six -- 6 week terms during the course of the year for 6th-8th grade students and the first day of the term is probaly one of the most important days. It really creates the "Atmosphere" for the rest of the term. I like to start out with a couple of short powerpoints outlining the class and then a powerpoint on myself. I finish it off with a game ---having the students answer questions about me and then I learn a little about the students with a few questions...The self awareness questions would work well on this day. I will definetely use ALL of the questions in the worksheet for the first day. || I made a Spanish version of the self awareness worksheet to help me learn my level 2 students' learning styles. ||
 * ||  || Post your courage assignment here. ||
 * Allen || Remily || The item from the book I chose to utilize in my classroom is the Self-Awareness Worksheet on p. 144. I thought I could use this in my 6th grae general music class at the start of the class. Just a little background, I have kids for 9 weeks of this exploratory class and some of the kids are very musical, others not-so-much. How I thought I could adapt this exercise is to have kids self-examine their attitudes and aptitudes towards music in their lives, as well as how they best learn and enjoy music. Some examples of questions that I would ask are: When do you listen to music in your everyday life? What kind of music do you life to listen to? What do you remember as a positive from your elementary music experience? What do you remember as a negative? What do you hope to come away with from general music? What is one thing you would like to know about music from this class? Not only would kids become aware of their musical outlook, I would also get a picture of the different types of student-musicians I have in my classroom and where they are at in their appreciation of music. This will help me better meet the individual needs of my students. ||
 * Kurt || Ronning ||  ||
 * Leanne || Schlekeway || Something that I plan on using fromt the book is the strengths assessment. I think that it is a good tool to use to get to know the students and where their coming from and their future goals. It is difficult to try to help someone attain their goals if you or they are not even aware of what they are. I might have to change up the questions, for example the question asking what steps they have taken toward attaining success and change it to what steps are you willing to take to attain success. I really stress goal setting and utilizing learning styles assessments to drive instruction. ||
 * Carlene || Schlup || I would use the Self Awareness sheet. I have used different types of questions to ask students during the first day of school to get to know the students, but this sheet I really like as it would be great for my level of kids and they could write about these without being confused about what they are being asked. I would also give this at the end of the school year and have the students compare their thinking from the beginning of the year to the end of the year and hopefully they would see changes in their thinking towards these items. ||
 * Mary || Schneider || I'm going to take the Habititude Assessment and give to my students at the beginning of the year and then as I (cross your fingers here) learn to accept some of the ideas from this book throughout the year I will assess the students at the end of the year and see if they feel stronger or weaker in all of those categories. There are so many useful habitudes that I think they are important to relearn. We have them when we are kids... what's the deal when we grow up and get more responsible? ||
 * Carol || Schwarzenberg || As a Homebound teacher, I work one-on-one with students. I would like to use the Strengths Assessment when I first start working with a new student. Whenever I enter a student into the program, I do ask about strengths and weaknesses. This assessment goes more in-depth than what I generally ask, and the questions asked are important ones. I plan to copy this and put it into files for new students; it will help me get to know my student better, and if they can't answer all of the questions, we can work together on that. ||
 * Kerri || Severson Stover || I will use a combination of the Strengths Assessment sheet, bullets 3, 4, and 6 (p. 142) and the Self Awareness Worksheet (p. 144). At the start of the year, we counselors meet with all the classes, starting with the seniors because there is so much we may be working on together. One of the things we ask every senior to complete is a Senior Autobiography sheet. This sheet has about 15 questions, and we want their answers to help us understand them better since we are often asked for information about them on college and scholarship applications (even if we aren't one of their references). Each counselor at Stevens works with about 530 students, so every bit of information helps. I like the questions on the above sheets more than I like what we ask on our Senior Autobio sheet, so I will definitely be updating that form. I like that the questions will provide information for us, but they also get the kids thinking about themselves.
 * Scott || Shephard ||  ||
 * Georgia || Simon || As a teacher whose job is to challenge students to think more critically and creatively, I like the idea of the Genius Questions. I plan on doing some work as a support for teachers next year and I will definitely include this list of questions to share with them as alternatives to the more closed questions we often ask our students. I like them because they open the answers up to many possibilities rather than one "right" answer. Of course, this would make them harder to grade! ||
 * Patricia || Sjurson || I created a bookmark to use with my second graders next year based on the detectives notes found on p. 136 of the //Classroom Habitudes// book.
 * Stephanie || Slostad ||  ||
 * Jill || Sommer || I actually have used something similar to the Self Awareness Worksheet, but I like the wording and actual statements on the Worksheet better. I too would use it at the beginning of the year to get to know more about my new students and how they learn best. I like how this worksheet could be geared towards all aspects of education. ||
 * Beth || Spitzer || I used the Genius Questions starter page on p. 132 to create Genius Questions for the classic, __Make Way for Ducklings__ by Robert McCloskey. [[file:Genius Questions for Make Way for the Ducklings.docx]] ||
 * Lynne || Steinley || I could use the Imagination Notes on page 131 and the Self Awareness Sheet on page 144. The Imagination Notes would work well with a painting unit on Pablo Picasso. I would have the students fill out the Imagination Sheet as they learn. Asking firs--t What I See when we are viewing works of art by Pablo Picasso. They could also ask the students to imagine what Picasso would have been saying or what kind of music he was listening to as he was painting one particular work. Students could also imagine the paint that picasso used and what they think the oil paint might smell like -- and then let them smell the paint to see what it really does smell like. What I feel about the artwork would be the last question.
 * Jordan || Tuntland || I will be using the The Language of Adaptability on page 142. This organizer would b egreat for my wood shop students while visualizing or thinking of ideas for projects. It gets them to think in a different ways as to how the project would look and makes them think about the project on more detail when they fill out the organizer. ||
 * Patricia || Versteeg || The "Imagination Notes" page would be something I could use. It ties in the five senses with whatever we're studying about. For instance, if we're studying about 'winter', we could write about each of the senses for winter. Or if we're studying about slavery, we could imagine being in a slave family and then write about it using all the senses. ||
 * Stephanie || Voss || Next year there is a possibility that I will be teaching at the junior high level and I can definitely see value in using the "Self-Awareness" sheet at this level with the students to see how they think they learn best before we begin any classwork or assignments. ||
 * Lori || Wagner || I think the S.C.A.M.P.E.R. checklist on p. 137 is the best adaptable document for math students. I would change up some of the explanations of what each of the words would mean to a math classroom, but not that much. I think it would be a great lead in to getting students to think outside the box a little bit in the problem-solving process. ||
 * Kris || Warwick || [[file:Imagination Notes - KW.docx]]I am going to use imaginations notes. I did revise the format to make it more fun. The format is simple and useful in helping kids to organize their thoughts and add more of the sensory images than they normally might. ||
 * Linda || White || To begin, I would use the Imagination Notes on page 131. The format of the graphic organizer is easy to understand. It's also simple to read and comprehend each heading. It's design makes it open to interpretation, so answer can be varied and unique. Students would benefit from discussing their answers and comparing them to others. After students expand their thinking strategies, other more challenging worksheets and graphic organizers could be introduced. ||
 * Lori || Wilkinson || [[file:I am going to use the.docx]] ||
 * Shannon || Zimiga || [[file:Habitudes Aqui estoy yoSZ.docx]]