When I read this standard, what I first notice is that most of the points begin with the verb, "seek,"which is so appropriate for the teacher because a lot of getting to know and teach students involves active seeking and research (using a Constuctivist's approach) into students' individual learning preferences.

On the first day of my student teaching I made it a point to introduce myself to the students (playing a sort of guessing game with words from my life and showing some overhead photos that were important to me), as well as allow the students to introduce themselves to me (playing a yarn-web sharing game and filling out a "Getting to Know You Questionnaire.")  The Questionnaire was extremely helpful because is allowed me to gain answers to questions like what name they would like to be called, whether the students had internet access or a newspaper at home, if students worked or played sports after school, something the students "knew a lot about," how I could best help each student learn best in the class, what the class should NOT be like, and what their future plans were after high school.  Each of these questions has proven useful in tailoring each class to the needs of the students in it.  For example, I found out one student wanted to work with animals in some way after high school, and so I have made it a point to draw connections between human anatomy and various animals' anatomy, as well as bring to her attention (and the class) career opportunities in the field.  Another example is that many students in the class play sports, so in our muscle anatomy unit I organized an activity that forced students to look at a movement of the human body and analyze the muscles involved.  Many students chose a sport activity to examine.  Finally I constantly make myself listen very, very carefully to the needs of the students with respect to areas of the material they still find confusing and concepts that need clarification. I am constantly probing my students with questions to try and assess where they are with the material and if they truly understand it. 

It is still a challenge to discern what is a difficulty for a student versus what is mere lack of effort.  Several students, on an exit ticket asking what they thought of a recent test, mentioned that they thought the test was fair and organized, but that they knew they could have done better if they studied.  Other students will say over and over that they cannot do something or learn a concept, when really they are more than capable, it's just that they need extra encouragement or the material presented in a different way.  Understanding each student's needs as a learner is a never-ending job and needs constant attention to best organize how I teach my students.