Learning and Leading with Habits of Mind, Chapter 2. Describing the Habits of Mind by Arthur L. Costa
Author: Edited by Arthur L. Costa and Bena Kallick
“Chapter 2. Describing the Habits of Mind.” Edited by Arthur L. Costa and Bena Kallick, Describing the Habits of Mind, Association for Supervision and Curriculum Development, 2009, www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx.
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When we no longer know what to do we have come to our real work, and when we no longer know which way to go we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings.
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Aug 3I think managing impulsivity is certainly one of the toughest challenges when it comes to teaching students. Students often act before they think which forces teachers to come up with solutions beforehand in advanced. Because teachers can anticipate what might happen with certain students, they have to condition them to think a certain way before any conflicts arises
Aug 4As a special educator, I learned about ABC (antecedent conditions, behavior, consequences). When you describe a teacher anticipating what may happen, you recognize that a teacher who can determine what the triggers are that cause the impulsivity has a “leg up.” I believe that anticipation requires careful observation of a student within the classroom context. Then you can determine how to modify the antecedents. By doing so, you will short circuit the impulsive behavior. I have seen teachers successfully teach students to use a meta-cognitive checklist (sometimes with visuals).
Jul 12Claudia S Claudia S : I agree with your statement. As educators, learning how to teach our students how to control their impulsivity is key in order for them to act responsible and to behave intelligently.
Jul 17Regina O Regina O : Nile, I agree with your position of teaching students to manage impulsivity, and I want to add that in many cultures this is an appropriate behavior and students feel it is normal. moreI think the mixing of culture in the student population complicate the situation because each family has their own way of behaving and there is not much a teacher can do. We have to accept their culture.
Jul 25Hi Nile, Totally agreed! Impulsivity is very hard for students. i work in a High School and students just fight by impulsivity. After the fight is when they really realize that it was not necessary.
https://www.researchgate.net/profile/Kimberly-Kirkpatrick-2/publication/284442951/figure/fig1/AS
Jun 5Como estudiante tambien soy conciente de que nosotros constantemente tenemos la impulsividad de gritar o sugerir lo primero que se nos viene a la mente pero también sabemos apreciar a los docentes que se toman el tiempo para crear actividades o estrategias que nos inciten a razonar antes de decir algo y tambien identificamos a los maestros que generalmente solo se centran en impartir un tema pero no lo imparten con el motivo de hacer mover nuestro proceso cognoscitivo.
Aug 3I think posing problems and questioning students is the perfect way for teachers to reassure that they’re re students are learning. When they’re asked to show their evidence to prove their source is accurate, it shows that they’re not just answering questions to complete a task but that they’re critical thinkers as well.
Oct 22I like when a teacher asks why because the answer to why shows how much the student is understanding.
Aug 30Keeping the mind busy is important due to the negativity that can breed from a mind full of TV static and nothingness.
Sep 15Steven E Steven E : not every student would wanna think alike to others some would think differently and come up with something else.Sep 15Steven E Steven E : Im this type of person I like to come up with my own things sometimes coming up with ya own idea can be useful for other things.Sep 15Steven E Steven E : being your own critic is a good thing. its always good to know how to reflect to others.Sep 15Steven E Steven E : exactly, if you committed a mistake and you don't learn from it you're just gonna repeat everything over and over again til you learn.Sep 15Sep 15Steven E Steven E : especially with covid everyone should be trying to keep themselves safe and safely.Sep 15Steven E Steven E : The future is something you should be worried about thinking on how you going to maintain yourselfSep 15Sep 15Steven E Steven E : Students that always thinking right and doing what there supposed to would successed in ways.Sep 15Steven E Steven E : team work can be the best at times when everyone is focused on the same topic and not worried on what they shouldn't beParagraph 1, Sentence 1 0
Jan 24Here at NowComment, our Room 407 students have been engaging with Margaret Wheatley’s “Willing to Be Disturbed” pieces. I think that the Berry quote here brings us to this sort of disturbance/disruption of both routine. . .and perhaps policies. What is blocking our stream? And…is it a song or a dirge?
Aug 30I feel like all of us seniors can relate to this first line. After senior year, we will be making our own decisions almost completely for the most part. Until this point most of us rely on our parents for a whole lot. But now, it’s kind of up to us if we want to go to college, and where we would want to go if we decide to.
Aug 30I feel like as kids in High school we don’t really take the time to understand that our lives are actually about to start sooner than we think.
Jul 18I agree. Seniors dont really know that their adult life will start soon. These days they only think about brand names and having a good life without thinking that there time to be leaving for free is over.
Jul 18I agree after working with high school students this past school year they really aren’t prepared for what happens when they do not go back to their every year routine in September. A-lot of what I see is them coasting through senior year with a mindset that is kind of relaxed.
Sep 1I relate to this quote about the journey beginning when we don’t know which way to go because I have struggled in many decisions regarding college and I know that my life on my own will start soon, and that is the true journey.
Jul 8Kathleen E Kathleen E : I learned to think with a purpose and clarity. I also learned to communicate precisely with others on the Now Comment program.Paragraph 1, Sentence 2 0Aug 22I can relate to this line of the poem as I find myself perplexed at times in my own coursework. It is then that I take my own inventory. Is the confusion a result of my level of engagement? What strategies might I employ to remedy the confusion? Is there a hole somewhere in my understanding that I can patch? But, I know that my confusion has a source as much as might enlightenment and understanding will have a place. How do I get to that place? It cannot be by abandonment. That would mean simply being stuck in place.
—Wendell Berry
This chapter contains descriptions for 16 of the attributes that human beings display when they behave intelligently. In this book, we refer to them as Habits of Mind. They are the characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent.
It would be good to have an image as well attached to this description – instead of each Habit of Mind – I know this is a scholarly article – but this would also maybe appeal to students more with accompanying visuals
Throughout this article Costa and Kallick describe in depth how essential it is that teachers are developing the learning power of students of all ages. In the article we see that both authors give a lot of concrete examples of how these learning dispositions have made a difference. These 16 habits presented to us are teaching kids, whether it is from their parents or teachers, habits that are performed by them on a day to day basis. The meaning behind this book is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions. This is why we are trying to inform kids of these habits and consider what it means.
Finding some background information online, I noticed that their are four books in the ASCD ground-breaking Habits of Mind series. The volume we are discussing today presents a compelling case for why it’s more relevant than ever to align the missions of schools and classrooms to teaching students how to think and behave intelligently when they encounter problems and challenges in learning and in life. My thoughts behind the reading for the day is that all students of all ages should be learning and incorporating these 16 habits in their teachings.
There are certain habits of mind and ways of thinking that our society traditionally values and rewards. However, I’ve lately been thinking and learning about neurodivergence and understanding this not as a deficit but as a different way of thinking. I have not yet had time to really think through whether these 16 habits encompass that divergence, but it is something I am attuned to. And, in general, I become uncomfortable with attempts to definite “intelligence” in very specific ways that don’t account for different kinds of intelligence. I appreciate that the habits of mind are trying to focus on an approach to learning rather than narrow, discrete skills or content. But I also find myself uneasy.
I think this intro is very good at explaining what the habits of mind really entail.
I would not expect these types of reading to have an overview of what is going to be read. I think it is very beneficial to know what is going to be read. It gives the read a gist of what they are getting into.
Who gave them the name Habits of Mind and why are they named that? Could they have different names?
I agree with the questions Ava is asking why is it called Habits of Mind? Do we have an answer why?
habits of mind they are the character of the story.
This sentences is defining ‘the habits of minds’ as the tool people use which help them think before act or react.
I feel as though whether one is intelligent or not there can improvements on the way one reacts to a problem or situation. We all face problems in life. How we respond to those problems is what will closely define our character and the type of person we are. One does not have to be intelligent to respond in a respectful manner to an issue. It is very important although, for all people to understand and study these habits of mind. For we can all advance alongside one another and become more mindful and educated people.
These Habits of Mind seldom are performed in isolation; rather, clusters of behaviors are drawn forth and used in various situations. For example, when listening intently, we use the habits of thinking flexibly, thinking about our thinking (metacognition), thinking and communicating with clarity and precision, and perhaps even questioning and posing problems.
I love this quote- to me, it lets me and students know, they can do amazing things when they might feel they are lost, instead of feeling and despair, if we can train our minds to “roll with it” and see where we can take ourselves when we find ourselves not exactly where we expected to be, but also, teachers have to be willing to let students possibly end up with a different meaning of topics as well if they see students interpreting things differently than they imagined.
The meaning I took from this portion of the Wendell Berry quote was if you are not confused, your mind is not working hard enough. If you think things are simple you are missing the complexity of life and its content. I made a text-to-text connection to this portion of the quote. We recently did and assignment over Wheatley Essays. One article titled “Willing to be Disturbed” and the other titled “The Works: Your Source to Being Fully Alive, Summer 2000”. These articles explain how opening up your mind to other peoples opinions can make your opinion richer or possibly change your viewpoint. This potion of the quote summarizes those articles perfectly. Everything is worth exploring whether it be someone else opinion of the complexity you find within life. Don’t be satisfied with the opinions and thoughts you have now, go out and find a source to challenge those thoughts and make your brain wonder.
Habits of the mind are usually performed together in groups and almost never alone. Kind of like multitasking.
Several habits of mind occur at the same time without us even knowing. This simply goes to show just how powerful the mind truly is, even when we are not cognizant of it.
It is interesting that everything we do is an actual habit. I do not think anyone anyone ever thinks like that. It gives you something to think about.
I think the temptation is at times to take an itemized list and then work them separately. Quite possibilty assign or assess for them separately. These habits in synthesis allow for a little more room to talk about our employment/engagement of the Habit.
Diving into the habits of mind is interesting to learn about. The Habits of Mind would be beneficial for future speeches/public presentations
One characteristic of many (not all) autistic people is rigid thinking. But, they also tend to think and communicate with clarity and precision. Non-autistic people might respond to this clarity and precision by saying that they are not being flexible. So, in this scenario, these two habits of mind might be in contradiction. And it might be that an individual may possess one to a greater degree than, and possibly at the expense of, the other. Rather than looking at these as attributes every individual must possess, it might be helpful to see them as contributions individuals make to a greater whole.
Listening intently is the first step to more intelligent thinking. Before we can form our own thoughts and opinions, we must shape them through the concepts we listen to all around us.
As the introduction of Habits of Mind continues, the author begins to open up about the perhaps the comparison of listening intently vs not intently. As he quotes about what happens when we listen intently, I fully agree with Costa. I have noticed within my own life and experiences that if I say something to someone then they have a different response when listening intently or not. If we are listening intently we can open up to these habits of mind more and be able to respond in the most effect way. Listening intently is very important for effective communication.
Do not conclude, based on this list, that humans display intelligent behavior in only 16 ways. The list of the Habits of Mind is not complete. We want this list to initiate a collection of additional attributes. In fact, 12 attributes of "Intelligent Behavior" were first described in 1991 (Costa, 1991). Since then, through collaboration and interaction with many others, the list has been expanded. You, your colleagues, and your students will want to continue the search for additional Habits of Mind to add to this list of 16.
This is a simple comment, though one i feel justified making. It’s all too common now a days for people to claim their research to be absolute. This small sentence works nicely to show that we are still learning and that it’s okay, and even encouraged for research like this to change and evolve.
I like this paragraph because it reassures me that the habits of my mind do not have to fit into this list of 16. It leaves room for expansion and an even deeper understanding of our habits of mind.
To assume that there are only 16 habits of mind is something that I along with assumingly some of my classmates likely inferred based off of the list that was presented to us. However, when thinking of these 16 habits of mind it makes senses that one may find themselves not relating specifically to any one habit.
I feel that humans display intelligence in different ways depending on the person, and that there is no way that there are only 16 ways to display it. Some people may be good with “traditional” intelligence, but others may have more common sense.
There are many ways to display intelligence, yes. I feel that a lot of younger students struggle with this, as they think their intelligence is defined by test grades and report cards. This sometime dictates a student’s success until they find the right concepts to apply their intelligence to.
It is shocking to see the list of habits increase dramatically. It makes me wonder how habits are found and who decides that they are habits?
I don’t think the habits of minds list will every be complete because we all think differently and the way we think will continue to develop.
I feel like this sentence was a great addition to the intro as it says that we are always allowed to add and expand to the habits of mind.
As the Arthur L. Costa explains the initial data to this list began in 1991. At the time the list was minimal, at only 12 habits of mind. However, as a society we have grown and found new possibilities and expanded this list to 16. I feel as though the Habits of Mind list can be continued as we continue studying and abiding by the current terms on the list. We may be able to find truth in one habit of mind to lead to a new discovery. In order to keep advancing, we must be optimistic to new advances and new opportunity of growth for the future of Habits of Mind. I feel as though my class should come together with the common goal to present one, or possibly two, new Habits of Mind to add to the list.
The line about adding to the list of habits of mind interests me because there is so many out there. It would take a lot of time and thought to expand this list to its full potential. We can explore them in the classroom but it seems like our work would almost never be done.
Habits of Mind as Learning Outcomes
Thinking and communicating with clarity and precision.
In order to be able to teach our students how to behave when they don’t have the answer to something, how to get them produce a response based on prior knowledge, or helping them develop, process, learn, and imitate a critical response either on their own or from others view.
The habit of the mind focuses on finding cues to our responses when facing situations people do not have the answer to.
In my opinion, there are important factors we must deal with prior to confronting an awkward situation where we are at lost due to lack of knowledge.
Educational outcomes in traditional settings focus on how many answers a student knows. When we teach for the Habits of Mind, we are interested also in how students behave when they don't know an answer. The Habits of Mind are performed in response to questions and problems, the answers to which are not immediately known. We are interested in enhancing the ways students produce knowledge rather than how they merely reproduce it. We want students to learn how to develop a critical stance with their work: inquiring, editing, thinking flexibly, and learning from another person's perspective. The critical attribute of intelligent human beings is not only having information but also knowing how to act on it.
Traditional setting for learning is slowly but surely giving way to new modes of learning that incorporates different learning styles. This is not to say any negative of traditional setting I definitely see the need to enhance what previously obtained finding new ways to do reach similar . The previous year has shown this even clearly as virtual classroom took over every level of learning.
I agree, higher thinking involves several things happening at the same time!
OK, so what I am hearing is that the Habits of Mind are ways of behaving that help us create knowledge and thinking flexibly in response to questions and problems that don’t have immediate answers. This means being able to take a critical stance and look at our work from different perspectives; being able to ask questions, edit, and learn from other people. So basically, we’re not just trying to remember information but trying to use information to make decisions and act on it. It’s an important skill to have in order to become an intelligent, critical thinker.
In this sentence, it talks about a traditional setting in school. It is hard to imagine what this traditional setting would look like because we have gone so long now with seeing people through a screen or classrooms being empty. I would love to see a traditional setting again where everyone is together and not just through a screen but I do not know if this will happen before I graduate.
nostalgia: a sentimental longing or wistful affection for the past, typically for a period or place with happy personal associations.
When I think of “traditional school” I reminisce about better days. Ciara, I believe you are right, I don’t think traditional will ever be the same. At least before we are long gone.
I think I speak for everyone when I say I’m sick of it, but that doesn’t need to be said, we all know. I do believe though, that in some nonsensical roundabout way, that this will eventually help the educational system and its flaws. School never feels like learning, it feels like someone cramming a book down your throat and expecting you to understand its contents. I think Covid outlining kids use of cheating, not turning in assignments, not showing up to class really shows just how much the public school system has messed up. Recognizing these flaws we can eventually change our production line style education into something more productive.
I think the way you just worded this is perfect. Even though Covid has messed a lot of things up I think it has helped not only helped show how students act under pressure, but it also shows the schools and teachers what their students home life is like.
Why is it called a traditional setting? Is that just what we have done for the past so many years or what? Not everyone had access to education until a little bit ago.
It baffles me that in my journey to become an ELA teacher, we are constantly being preached to about how we need to change education from rote memorization into a way to develop critical thinkers and life-long learners, yet this is not typically reflected in how we, the educators, are assessed. I recently took the CST for ELA and was dumbfounded at the number of questions that relied upon whether I had read this author or that author. Everyone has specialty knowledge and also knowledge gaps, and I was stunned that one might be denied the opportunity to become an English teacher if they had not read Salman Rushdie or Dostoyevsky, even if they were extremely knowledgeable in other works. Yes, of course we need to work to fix this idolization of Jeopardy-style knowledge for our students, but can we fix the way we evaluate our teachers as well? Can we practice what we teach?
This not knowing is not celebrated but rather met with consequence (usually detrimental and/or dire). Cruz’s book focuses upon the origins of mistakes and how to claim/own/address/move.
When A person does not know an answer, they turn to a learning tactic they’re comfortable and familiar with in order to get the question answered. This tactic that they are familiar with is going to be the one they used the most. This is the building blocks for the HoM.
I think this is funny to think about. Getting flustered and looking all around the room and through all of your papers to try and find the answer and you can feel your face getting red and all of your classmates eyes on you.
This is important. I’ve often observed my students floundering and not knowing how to overcome a hurdles, rather expecting to have the answer ready-made and given to them. But that’s not how intellectual or practical challenges typically work.
I always thought it was interesting how students processed certain questions that they didn’t know the answer too, if you look around the room there will be several students doing something different to get their answer.
This is very good information to know so we can play to our Habits of Mind when tasked with something difficult.
Replicate to Create.
Inculcation to Innovation.
Rote to Rendered.
This sentence relates heavily to today’s schooling system as a whole. Many students succeed within school because they can simply remember a subject for a test, but then forget about it right after. This method for learning seems to be encouraged by the schooling system, but it provides no true benefits to its students.
Students need to be able to understand what is going in thier brain and grasp the meaning of it. Do not jut collect info and forget about it. Collect info and understand the meaning of it.
This line refers to producing knowledge as coming up with something on your own. It refers to reproducing knowledge as simply remembering something said to you or something you had to memorize. When testing for habits of mind, they test of knowledge students must come up with themselves (produce) instead of things they remember from recent assignments or tests (reproduce).
Habits of Mind is wanting to help students find a ‘critical stance’ within their work. While reading this, ‘flexibility’ caught my eye. Within this past year, our school has been forced to go online a number of times, so of course students are having to be flexible with their work, but this is not what I wanted to talk about. If teachers and the school would be more flexible with their work and not so much on turning things in on time, I would feel so much more obliged to do my work. But instead, I am on a time limit every single day balancing my school work, my job, and my mental health which overall has not been the best this past year. ‘Learning from another’s prospective’ caught my eye as well. Not everyone has a stable environment to be continuously sit at a desk and pump work out for a due date the following night. Again, this pulls into flexibility. If we were able to turn assignments in at our own pace and was more lenient with their students, I feel as that building a stance with my mind and work would be easier.
I love this quote because I agree with it 100%. Intelligence is great in itself, but we have to know how to apply it in our everyday lives. What good is it to have information and then not use it? If you learn something share it, form an opinion, and act accordingly.
this sentence presents the idea that studying and reviewing the habits of mind may teach some students different ways in which they can act on information that they have. It provides suggestions and options for those who may be confused.
I like this quote. It makes me think about the old saying “knowledge is power”, but that is only true if you know what to do with it.
Many people have great ideas and a lot of knowledge but not been taught how to act on it.
I think this is very important, being able to know how to use information obtained.
What behaviors indicate an efficient, effective thinker? What do human beings do when they behave intelligently? Vast research on effective thinking, successful people, and intelligent behavior by Ames (1997), Carnegie and Stynes (2006), Ennis (1991), Feuerstein, Rand, Hoffman, and Miller (1980), Freeley (as reported in Strugatch, 2004), Glatthorn and Baron (1991), Goleman (1995), Perkins (1991), Sternberg (1984), and Waugh (2005) suggests that effective thinkers and peak performers have identifiable characteristics. These characteristics have been identified in successful people in all walks of life: lawyers, mechanics, teachers, entrepreneurs, salespeople, physicians, athletes, entertainers, leaders, parents, scientists, artists, teachers, and mathematicians.
What do the others do to achieve or to settle into some degree of comfort with the challenges presented to us each and every day? Inside or outside of school?
The speaker submits to us that people with certain qualities are often attributed with being successful. But I’d like to point out the differences with what is a widely held standard of success, and what is small, but equally as impactful, personal success. There is no quantifying success. To do so only succeeds in alienating individuals and creating biased imagery of success.
It has been such a misconception for many years now that one must go to school and college in order to be intelligent and successful. As seen within this sentences to author makes a relation to intelligence to careers that require a college diploma. However, this reasoning has been found to be misconstrued, since many individuals have the ability to be intelligent in many aspects of life, rather than simple school subjects.
Horace Mann, a U.S. educator (1796–1859), once observed that "habit is a cable; we weave a thread of it each day, and at last we cannot break it." In Learning and Leading with Habits of Mind, we focus on 16 Habits of Mind that teachers and parents can teach, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions. When we experience dichotomies, are confused by dilemmas, or come face-to-face with uncertainties, our most effective response requires drawing forth certain patterns of intellectual behavior. When we draw upon these intellectual resources, the results are more powerful, of higher quality, and of greater significance than if we fail to employ such patterns of intellectual behavior.
To a degree, classrooms and the actual structure of classes need to revamped to help stop resisting against a new model of education. In having lessons and units focused around the concepts, principles, etc that are still unknown, it would be interesting how education could be giving more unknowns than known material and find connections and ways to bring an understanding to those topics that have been largely unknown. When I was in Mexico, the culture there allowed me to write, reflect, and ponder much more thoroughly because there was not an inherent push to rush as fast and accurately as possible. The culture of thinking critically was approached differently than in the U.S., and the same can be said of realizing the proper educational environment needs to allow for a huge shift of emphasis to achieve such a shift and change in the approach of the environment, students are learning in.
What is it about these characteristics make these successful people successful?
By encouraging students to determine which habits they can apply to themselves can help them to recognize the kind of work they do and are capable of. BY defining them to a specific habit they are able to concentrate to that habit ti helping them.
It kind of intimidates me at how fast someone can pick up a habit. If it’s a good and healthy habit, it’s a great thing. Although more often than not, I feel as though one can pick up on the unhealthy habits easier. It makes me thing of softball. I can accidently pick up a bad batting habit and when I go to lessons, my coach will call me out for it. We’d end up taking weeks just to try to lessen the affects of this new habit.
Horace Mann was a Massachusetts educator in the 1800s, who was an enthusiastic supporter of public education. Mann would serve as both Secretary of Education for Massachusetts, along with being a member of the U.S. House of Representatives.
When Horace Mann said the “habit is a cable,” i believe him. Habits are one of the hardest things to break and and it takes a strong minded person to break them. One of my habits is shaking my leg up and down when i am sitting. If i focus on it, I can stop it, otherwise it always happens.
Each situation in which our minds behave intelligently in order to work towards an answer builds upon one another. This allows us to utilize a vast majority of these situations to think critically when more evolved circumstances arise later in life.
This is a metaphor. This is a direct correlation to the point I made in my 200-300 word prompt with which I said my awe of the world leads to me making metaphors and using those metaphors as “spice” in most of my work.
The operative word here seems to be a pattern vs. a part of the set.
When these kinds of situations occur, we go back to our personal “habits of mind.” Although these are personal, most of us probably learned these ways of thinking from someone else. These behaviors were most likely a reflection of what we have seen others do in our lives.
A Habit of Mind is a composite of many skills, attitudes, cues, past experiences, and proclivities. It means that we value one pattern of intellectual behaviors over another; therefore, it implies making choices about which patterns we should use at a certain time. It includes sensitivity to the contextual cues that signal that a particular circumstance is a time when applying a certain pattern would be useful and appropriate. It requires a level of skillfulness to use, carry out, and sustain the behaviors effectively. It suggests that after each experience in which these behaviors are used, the effects of their use are reflected upon, evaluated, modified, and carried forth to future applications. Figure 2.1 summarizes some of these dimensions of the Habits of Mind, which are elaborated in Chapter 3. The following sections describe each of the 16 Habits of Mind.
How is it that we can use the Habits of Mind in our everyday life?
Each individual has a habit of mind that they personally can relate to. The behaviors and mode of actions we take indicate to the habits of mind that we each mind the most useful in our lives.
Recently, I read about the correct way to apply the CCL in the classroom and the skills needed for a student to applied and are very demanding. For example, in my 3-k program I let the children to use the blocks to crate what they please and I notice them getting angry when a tower they are constructing fall and the go back to erect the tower again, This is a sign of persisting in a task. I think that if the students knows some elements of the habits of mind, he/she would master the standard. Therefore, it will be a great deal if today teachers start using habits of mind to teach the children how have author control keeping in task and think clinically. The persisting in a task, thinking flexible, thinking about thinking, and striving for accuracy, and questioning and posing problem are skills a student must be able to use in solving mathematics problems.
I believe the answer to your first question is experience. This can work for productive or non productive habits of mind. For example a kid hitting another child to get a toy, it worked before so it should work again. A more mature example would be someone properly communicating their plans for a large project to a potential backer, if they explain their intentions clearly like they did with the last one they should get the same desired outcome.
The text basically states that by incorporating these Habits of Mind in your everyday life, many benefits will come from it.
If these intellectual behaviors are habits, then we really cannot choose when or not to use them. A habit is something that someone does without really realizing, because it is so common in their lives. Most of us cannot “choose” when to pursue these behaviors that we call habits.
We must skillfully apply these prior building blocks, or familiar situations, to help solve problems when they arise. Simply experiencing a similar situation at a previous occurrence is not enough, hence the reason it all depends on how we behave “intelligently.”
So much to say about the potential power and impact of reflection in the secondary classroom. Whole group. Individual. Teacher and student.
Our students are preparing to draft a larger paper in the next few days. I’ve included the Habits of Mind as an attachment to their work folder. We’ll be using these as a means of reflection into the paper and out of the product.
Figure 2.1. Dimensions of the Habits of Mind
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The Habits of Mind incorporate the following dimensions:
Aug 30
Many people struggle with finding their “why”, or finding what inclines them to produce good work. Many people are inclined to impress people, and overcoming this can help them produce more authentic work because it is more for YOU rather than for an audience.
Jul 17
Regina O
Regina O
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Value is the habit of mind we expect to teach every student to be when they grow to be an adult, a productive citizen. As a teacher, I have to work in modifying some of the less productive behavior.
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What do I do when the school values and the the family values differ?
Jun 4
Como esta escrito en el documento “Capacidad: Poseer las habilidades y capacidades para llevar a cabo las conductas” es de suma importancia que se cuente con las capacidades necesarias si es que quieres desenvolverte correctamente en el area que hayas escogido, ya que si no cuentas con las habilidades necesarias para hacerlo tendras muchas complicaciones, sin embargo esto se puede evitar experimentando hasta llegar a una actividad en la que te desenvuelvas bien y cumplas con los resultados estimados, en conclusión Las capacidades son fundamentales en a vida de un ser humano y nos serán de mucha ayuda si las sabemos aprovechar correctamente 
Jun 18
A Translator with Paul A's edits:
A Translator
Another Language .
. As stated in the document “Capacity: Possessing the abilities and capacities to carry out behaviors” it is of utmost importance to have the necessary capabilities if you want to develop correctly in the area you have chosen, since if you do not have the necessary skills to do so you will have many complications, however this can be avoided by experimenting until A activity in which you feel comfortable and fulfill the estimated results, in conclusion, capacities are essential in a human being’s life and they will be of great help if we know how to take advantage of them correctly.
Aug 30
commitment is a big thing in life. Where ever life takes you, you always have to be committed to the work. If you are just going to give up when things get hard you will be a nobody your whole life.
Jul 11
I think a lot of people struggle with reflection to improve their way of thinking. We see it now with people who we say are “stuck in their ways”. I feel that this would be the most challenging habit to create.
Jul 17
Regina O
Regina O
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Commitment is devoting to accomplish a specif goal and being prepared to face the challenges that appears in the path. A student commitment is to follow school rules, do the class and home assignments, while the teacher commitment is to be effective.
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Do these commitments are being followed by all school community members?
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Persisting
When I learn or consider tasks associated with learning, I belive persistance is key. It is important that one focuses primarily on the task at hand, rather than being preocupied by the tasks lingering on their to do list. While being persistent within our work, it allows us to put our best work forth since that is what the mind is focused on, and the completion of the task results in a positive outcome.
It’s means to go on resolutely or stubbornly in spite of opposition, importunity, or warning.
Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit.
It took me years to realize that it is never too late to pursue a career. I had to push myself out of the hole I was stuck in and work towards what I really want in life and that is to become an educator. No one but you can take the steps necessary to get to where you want. Here I am today continuing my education and so close to the end.
I totally agree and I can see myself in those sentences. I had a period of tie that I thought was not able to succeed, that I am a failure and I was able to quit. Taling to myself and thinking about mistakes that made me stronger I was able to fight that fear, and try and try again to achieve my goals. Today when I look back I see those mistakes, and action as a positive rewards that made me who I am today.
This is very true. You must take action before you ca be successful.You can not just sit around and do nothing and expect everything to be handed to you. You must work for want you want and it is never to late to start.
Success cannot always come easy. Without action, things would never get done. Being successful comes with responsibilities, like putting in the work. Working towards anything will make you better. For something to feel rewarding, the work must come first.
That’s related to me because success is having achieved popularity, and I still today care for my education and moving forward.
I agree and I think we can all agree how we make these mistakes our whole life but succeed by never quitting and keep going.
Efficacious people never give up. Unfortunately, students often give up in their class work. I often talk to them and put me as an example. I tell them that I have two jobs, three daughters and I am completing my Masters. I always try to tell them that there is nothing impossible in life.
We can’t even begin to move towards what we desire without putting some work in. Our actions are driven by our want to succeed.
In this line we see how successful people keep moving even after mistakes they never quit. In the Ted Talk by Diana Nyad she explains that even though the journey of swimming from Cuba to Florida had never been done she found a way and did it, after it taking 4 tries.
Conrad Hilton says keep moving. The first sentence says: Efficacious people stick to a task until it is complete.
During all of the years, I have achieved things but also I have fallen. I was blamed for not being able to do that or this, but I talked to myself that mistakes and experiences teach us how to do things next time the appropriate method. Mistakes make us face our fears. I never thought I was able to handle alone my life in another country far away from my family. I moved to the USA alone when I was 25 and through my hard work, mistakes, during my moments of crying and laughing I was able to succeed and to achieve my goal.
If people “keep moving,” and are persistent with their actions, they can accomplish success.
I actually used this HOM on my finite test this morning. There was one problem in particular that I kept getting stuck on, but instead of giving up I tried every possible equation I could think of to solve the problem until I got it.
A lot of people, myself included, struggle with persistence and trying to keep going when met with struggles and mistakes. With persistence, one will eventually find success.
Though I also struggled with persistence when finishing my degree 4years ago I am glad that I didn’t give up. I took a really long break and attempted a different career path and gained valuable skills and experiences that have better prepared me to be successful in the career that I was meant for.
—Conrad Hilton
Efficacious people stick to a task until it is completed. They don't give up easily. They are able to analyze a problem, and they develop a system, structure, or strategy to attack it. They have a repertoire of alternative strategies for problem solving, and they employ a whole range of these strategies. They collect evidence to indicate their problem-solving strategy is working, and if one strategy doesn't work, they know how to back up and try another. They recognize when a theory or an idea must be rejected and another employed. They have systematic methods for analyzing a problem, which include knowing how to begin, what steps must be performed, what data must be generated or c
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