For this trust generator worksheet, I decided to reflect on a student who I taught during my student teaching experience since I am not currently in the classroom using figure 5.2. During student teaching, I was teaching through the use of zoom which made it harder to reach out to students and build meaningful connections. The student that I would like to reflect on tended to skip a lot of classes, constantly had their camera off when they were in class, and did not complete a majority of assignments. 

For selective vulnerability aspect with this student, I feel as though I was able to connect with this student by talking about different things that I struggled with like staying awake in class or having the camera on so that we knew that he was paying attention. I feel as though this was important to bring up with the student because a lot of students did struggle with this especially since there was constant online learning from home. Eventually, students were able to come back into school near the end of the year. I feel as though I built a sense of familiarity with this student by constantly saying hello to them in the hallway or waving in the cafeteria. One way we were able to build similarity of interests especially while learning online was talking about cars. This student specifically liked to talk about monster trucks so I was able to incentivize that if he was able to stay focused in class on school work, he would be able to show pictures of his favorite cars to me and his classmates.

One area of concern that was constantly shown is that this student consistently did not turn in assignments in the earlier part of the school year which affected his grade. This is a topic that the main teacher and I talked about with him which we were able to fix with different strategies. Lastly, one area of competence which was shown was when I periodically called on this student to answer question. This was a good strategy because it allowed for him to become more involved in the learning and also prompted him to want to answer questions without being directly called on. 

I feel as though I was able to get this student more involved in his learning by reaching out and getting to know this student individually. This allowed me to help motivate him to want to participate in his learning and allowed me to come up with better strategies that would help benefit his learning.