Habits of Mind
Students reference their teacher’s guidance in organization, study habits, character traits, and values [...]. They have internalized these traits beyond just talking about them which has led to personal growth on the part of the student.
I strive to develop my students into confident, self-sufficient learners. In so doing, I hope that my students will eventually be able to take charge of their own learning – both inside and outside the classroom. One of the most important things I must teach my students is what to do when they don’t know what to do. I have to help them recognize that they can’t always solve the problems they face with their current skills and abilities. I need to guarantee they know how to improve their skills and abilities through embracing the Habits of Mind and a Growth Mindset.
I aim to enable students to thrive in a rapidly changing, increasingly complex and highly challenging world. Each year, I introduce my students to the sixteen Habits of Mind. Arthur L. Costa and Ben Kallick explain, “The Habits of Mind are an identified set of sixteen problem solving, life-related skills necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship.” I aim to inspire the belief in my students that through hard work, collaboration, practice, and critical thinking, they will be able to develop the skills necessary to learn.
I believe that the Habits of Mind character traits and principals of a growth mindset are linked to a positive classroom culture and a classroom environment. In order to teach, model, and reinforce the Habits of Mind positive character traits and a growth mindset within the classroom I must embed it in every student-teacher and student-student interaction. This gives my students a safe place to make mistakes and learn from them. I believe that making the Habits of Mind present throughout my classroom creates a positive learning environment where they are encouraged to explore and grow without fear.
In this section, I will show two Habits of Mind that I specifically target and emphasize for my students on a daily basis. Students are challenged to show persistence and manage impulsivity.
Developing Mindsets Through Norms and Environment
The organization of my classroom learning environment is the starting point of my efforts to develop and emphasize habits and mindsets in my classroom. The physical classroom space, the norms that direct student and teacher interaction, as well as the classroom policies, exhibit mindsets that are most important to student academic success.
Classroom Norms
Mornings in my classroom always start the same way, with a greeting. In order to create a positive environment from the moment my students arrive at school, I greet my students with a huge smile and excited tone. Routines of inclusion and joy create a welcoming feeling for students.
I encourage students to believe in themselves. For students to believe in themselves they first need to know that they can achieve anything with a growth mindset. Students must believe the more work they do the smarter they will get. While praising my students, I always try to state what students have done and learned. I steer away from saying "you are so smart," instead I use phrases like “ you did a great job learning that with practice.”
In order to encourage students to participate in class, it is important to value every response. I avoid judgemental words such as good or awesome when a student shares. I instead value the fact they took a risk to share in front of their peers by saying “thank you.” Whether students are correct or not, in my classroom we acknowledge them for trying.
I teach students that mistakes are valuable. I tell my students that I love mistakes. When we catch a mistake in our classroom, my students have been trained to say "Oops! My brain will grow now that I see my mistake." This single message can be especially liberating for students.
Classroom Environment
Warm, inviting, well-run classrooms begin with the room's physical layout of the learning environment. This includes the arrangement of working space, the attractiveness and appeal of bulletin boards, and the storage of materials and supplies.
My classroom has been designed to provide me with many opportunities to influence the behavior, learning, and growth of my students. I have intentionally focused my room set up in a way for students work independently and interact with others in the class. I have built an environment that will support and enhance the development of both social and life skills of all students.
The physical layout of my classroom reflects my teaching style and the varied learning styles of my students. I want students to collaborate in small groups, so I have organized them around tables. I also hold frequent whole-group discussions, so the center of my classroom is a large rug for circle time. To provide my students with individualized, self-paced assignments, I have set up learning stations around my room. I do not believe that children learn best when sitting still. Most children I have taught need extensive mobility while learning. I strive to provide opportunities for students to choose seating, work with partners, and figure out the best way for them to concentrate on their work.
Please click the links below to learn more about two of the Habits of Mind that I emphasize for my students on a daily basis. Students are challenged to show persistence and managing impulsivity while in my classroom and at home.
Conclusion
If Habits of Minds are going to work, they must be woven into the very fabric of my class’s culture and identity. My students will only achieve long-term success with the Habits of Mind if I also built on a firm foundation. Incorporating the ideas of Carol Dweck Growth Mindset, I can help my students develop the base they need to embrace the Habits of Mind. By integrating the Habits and mindsets into all aspects of my learning environment, I aim to inspire individuals to think and approach daily activities in a positive way. By intentionally modeling both a growth mindset and the Habits of Mind, my students are able to internalize specific characteristics throughout the school year.
Resources (cited throughout this section)
Costa, A. L., & Kallick, B. (2000). Describing 16 Habits of Mind. Retrieved from http://www.habitsofmind.org/sites/default/files/16HOM2.pdf
Costa, A. L., & Kallick, B. (Eds.). (2009a). Habits of Mind across the curriculum: Practical and creative strategies for teachers. Alexandria, VA: ASC.
Dweck, Carol S.. (2008). Mindset: The New Psychology of Success. New York: Ballatine Books.