This year's grade level lens is identity. At the beginning of the year I saw myself as kind, athletic, and forgiving. These are all things in my identity boxes where we would write traits, poems about how we see ourselves, and our favorite things. Now towards the end of the year I feel like I am more mature, easygoing, and still athletic. I am proud of all the new friends I have made throughout all grades and being more social. Like how at recess inviting more kids to come play hacky sack with us. Some more difficult things I struggled with are being more productive and not procrastinating so much so I can turn my assignments in sooner and not have as many missing or turned in late assignments. Overall I have grown a lot in identity and have been myself no matter what others think about me and do not let in to peer pressure.

My significant adult is my teacher Mr. Nolan McPherson. He loves making art including pen and ink drawings and something he takes very deeply, pottery making. I invited him to come watch my TPOL but he sadly had to watch and grade other students' presentations. This person inspires me because he is very persevering and always finds a way around hard things. He is also inspiring as an athlete like me, loves making art, good fingerboarder and is a passionate angler like me. Mr. Nolan demonstrates all of the habits of heart and mind starting off first with effort. He demonstrates effort by always helping kids find away no matter how hard or easy the question. He also demonstrates refinement when proofreading other kids' pieces of work. On one of my essays I turned in he returned it back to me with a bunch of comments and suggestions on it which showed that he took his time on it and made sure every comment was accurate and made sense to. He uses respect everyday by respecting me and students and their boundaries while making sure  to still push me to learn more without bringing it too far by setting goals and tasks of what I need to work on. Mr. Nolan uses integrity by not only doing the right thing but correcting others to the right path and keeping them on task

My meaning of effort is giving your best even though you don't want to do it or it does not interest you. I feel like I still grew in this habit and heart and mind even though not doing my best. A thing I would like to work on in this habit of heart and mind is not procrastinating so much. My last exhibition I had a diorama due, I had to do the night before witch was extremely hard but would've been a lot easier and less stressful if I were to start it sooner. One thing I do put a lot of effort in is sports I always finish threw the drill and don't slack off or dilly dally. Another thing I use a lot of effort in is my study hall periods and working on my homework minutes and finishing up projects. If I don't finish my homework or project I have due I will go to academic sig and catch up on whatever needs to be done. An example of this is my research paper about my region that I had not started but at the end of that period I had it turned in and got a good grade on it.

The next habit of heart and mind I will be talking about is integrity. I have grown a lot with integrity, at the beginning of the year I would listen to my intrusive thoughts more often and that led to me getting in more trouble. Now I feel like I have been more easy going and in control of my thoughts. An example of this is my diorama I should have done two days before the exhibition but it was still not made the night before the exhibition so I took responsibility and realized I had to get it done that night or else I would get a bad grade. Another example is when we all as a whole grade went to Grenada CO for a two day overnight field trip were we learned about one of the biggest Japanese American internment camps. Then during the time were we were supposed to got to bed people were making sound effects and disrupting noises, but I stayed quiet and did not add any more disturbance in the room. How I use integrity outside of school is anytime I make a bet with my Dad or sister I always follow though with my word and remember to give them however much I owe them. Overall I feel like I have grown a lot in this habit of heart and mind. I have not been listening to my distracting intrusive thoughts and being a lot less trouble in the class room. Now I will be talking about refinement. Now I will be talking about refinement.

How I have grown with this habit of heart and mind is I always have to go back through my work and proofread it to make sure that it is refined and ready to show or present. One thing I struggle with this habit of heart and mind is in math during tests I always just want to be done with them and not have to worry about them anymore which usually ends up me forgetting to refine my test. Another example of this habit of heart and mind is on my Unit 2 Scaled drawings math test were we had to multiply shapes perimeter to make them bigger or smaller AKA scaling, but I rushed through it without going back and checking  my answers and missing some  questions I should've had, causing me to get an approaching on it. 

An example of this is when as an advisor we had to go do community service. We all had to go do work on are local bike trails, how I demonstrated refinement was by benching to make the trail less slanted or crooked on steep parts and we either had to get more dirt to add or take away less dirt as well as packing it all down in the end so you still get traction on the hill. Overall, how I have grown in this habit is my group work and hands-on refinement because I have an imaginary OCD and want things that I create to be nearly perfect and refined. 

The last Habit I will talk about is respect. I feel like respect is one of my strongest habits of hearts and mind and I have grown a lot in it. How I struggled with this is by not immediately stopping what I was doing but soon after I would and  listening to what my teacher or peer had to say. An example of this is being mindful and aware of other people's boundaries and space. Like I could tell if something was making someone uncomfortable and would try to drop the subject or talk about something differently. Another example is whenever the teacher gives me an instruction I don’t do anything else besides what they told me to do like listening to her while she's talking and not disrupting the class, or finishing a question or section of work I need to get done. This habit is a very big part of my weekends also because every weekend from fall to spring me and my team go all around the state and sometimes country going to tournaments where we compete. At the end of every game we all line up and shake the opposing team's hand as a sign of respect and to leave it all on the field. Over the years I feel like I have stayed strong and consistent with my respect for others boundaries, feelings, beliefs and personalities. Now I will be moving on to my group work habits.

At the beginning of the year, I demonstrated ownership by always owning up to the truth and admitting my rights and wrongs in a group. I understood ownership to mean that you admit your mistakes and tell the truth about everything in and to a group. An example of this is at the end of a big group exhibition we had. We had a reflection of that project. I got an meets on the project and I was honest on the reflection and demonstrated ownership while saying that I do not use all of my refinement. By the end of the year my understanding of ownership has changed over the years by not only owning my mistakes but also taking ownership and working through my projects. Another example of this during our silk roads exhibition was at the end during the reflection I was honest and owned that I procrastinated and did not use my time wisely to finish my diorama but in the end pushed through and got it done. I will now move on to helpfulness. 

At the beginning of the year I demonstrated being helpful by always doing my part in my group like individual choice board projects but also the group required a timeline of important cities in our region and I went above and did majorities of me and my groups work on it. I do not have it to show but it is hanging up in our 7th grade classroom. I understood it to mean you are there for your peers and group members and can do a little extra or contribute to or with them. Another time I use helpfulness is at practice. I use helpfulness. At the end of every practice me and others go around picking up all the missed and run away balls where we return them to the coach and make the field clean again. By the end of the year I have understood helpfulness to mean more than just your peers but also ask your teachers and adults to see if there's anything you can do to help out.