Week three within Preeceville school was a very different and yet equally rewarding experience. This week, I was able to experience high school students as I spent the first half of my day with the Biology 30 class and the second half of my day with grade 8 English. This experience allowed me to observe the teaching styles of different teachers as compared to the first two weeks in the school. To consider power relationships within the school, the teachers build a trusted relationship with their students. In these older grades, this looks like a mutual respect between the teachers and students in which the students are trusted to work more independently, including working in separate work spaces or in various ways. The students are given opportunities to fully show what they can do. I saw this in a direct example when discussing the practical applied arts projects for the grade 8 class. Two students wanted to convert peddle bikes into electric bikes to show their competency in a practical applied art. While this task is different from the sewing project the rest of the class is doing, the teacher was able to use this curriculum point as an opportunity to make the classroom space more relational. Another example of this was shown in the English 8 class, as instead of doing a class novel all together, the students were allowed to choose their own novel to study. The teacher was able to grade the level of comprehension by asking the students to complete tasks that could be completed using any novel. Some examples of these were collecting vocabulary, quotes, and completing character analysis of the novel of their choosing. Places, spaces and boundaries are built on a mutual respect between students and teachers. The staff at Preeceville school do a great job at building this respect with students by relating to students and adjusting the learning projects to engage the students in the learning outcome.