Habits of Mind
Students reference their teacher’s guidance in organization, study habits, character traits and values (like persistence, striving for accuracy, etc.). They have internalized these traits beyond just talking about them which has led to personal growth on the part of the student.
Introduction
The Habits of Mind underpin my classroom instruction. My approach to content delivery is mediated through them, and I use multiple Habits to push my students to mastering high level Algebra II content. The Habits of Mind reinforce critical thinking skills and prepare students for challenges and setbacks. My explicit teaching of the skills marks an inflection point in the approach my students take to learning math. My classroom is structured around exploring and refining students’ thinking in a broad sense, but in a math context especially. The Habits of Mind have been instrumental in this goal.
Coming into the second semester, my class has become more and more academically demanding. The first semester focused heavily on thinking mathematically, and now students are applying those skills in a more typical math context. In January, I focused on solidifying the creative thought process students already have by explicitly teaching the Habits of Mind in a math context. I was able to demonstrate to students that they already have many of the skills necessary to be excellent math students, but they needed to refine and practice them. I chose to focus on two of the sixteen Habits of Mind that connect strongly to my schools numeracy and literacy goals. Questioning and Posing Problems and Applying Past Knowledge are closely linked and help me close the achievement gap at my school.
Follow the links below to learn more about how I incorporate the Habits of Mind in my classroom.
Conclusion
My students intentionally engage with the learning process as we tackle challenging math concepts and use cognitive skills and mindsets to not just learn, but master, challenging content. The expectations I have for my students are rooted in the Habits of Mind. The academic demands of my class do not stop at content mastery; how students understand and interpret math is central to the progress I have as a teacher. Applying Past Knowledge along with Questioning and Posing Problems have changed the approach have students have taken to learning and opened the door to incredible amounts of growth. Students who decided they would never be good at math are now making connections at a high level. The Habits of Mind have been internalized by my students, and my classroom culture has been better for it.