Amanda Wichman

This module made me think hard about a recent interaction with a student. She was wearing inappropriate clothing. I asked her to change or cover up her shirt. When I encountered this student a couple hours after the initial request, I asked her into the hallway for a conversation and instructed her to change immediately in the bathroom. She felt this was unprofessional and emailed me, my superintendent, and her mom about the interaction. Rather than validate her feelings, my email response was factual and slightly defensive. I feel better equipped to handle these interactions in a manner that helps… >>>

I took snips of so many parts of this module! These ideas are going to help me be much more effective as a coach, to better assist my students, help them do the work themselves, and to find better ways to help them find motivation.

I think for teachers, it can be easy to approach feedback as advice for how to fix a problem. It's important for us to make sure we're constructive and growth-minded.

I think UPR is easy in theory, but I can admit that I sometimes have a hard time with students who make negative choices.

My current methods are doing well, but adding in a larger journal piece could help the students make better connections.

Many schools have a team that handles this job. In small schools, it's often someone like me - a CTE teacher who gets put into the job, on top of a full teaching schedule.

The age limits are very helpful for backing up decisions made about the program. If a superintendent tries to make me let a sophomore into the WBL program, I can fall back on the minimum age of 16.

A comprehensive WBL agreement designating training expectations is key to a successful and meaningful program.

I'm finding ways to strengthen my partnerships and expand WBL experiences to lower grades.

ICAPs are an extended version of what I'm already doing. I have students work through activities in the Montana CIS, and each year when we discuss scheduling for the following school year, I work through a planning document with them. I will be changing that document to be more comprehensive and show students the way their plans and interests have evolved over the years.