Habits and Mindsets
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.
Within my classroom, I dedicate my instruction and practice to creating an environment that fosters learning and positive interactions between students and teachers. The habits and mindsets that you can see throughout my teaching practice are continuously learning and managing impulsivity. The actions that I take as a teacher in setting up my instruction and my classroom can lead to more productive learning and influences in regards to these habits and mindsets over time. Being intentional is critical in the success of my students understanding and implementing strategies throughout the year. As you make your way through this section, you will see how I use two different habits and mindsets to enhance the learning of my students.
How do we develop habits and mindsets in our classroom?
Based on our reference and tool guide from Johns Hopkins, we are looking at how students mirror what they see and learn through their teachers' actions. My goal is to be a positive and organized role model for my students. Although I will always have room to improve, it it critical that students feel they are welcomed into an environment that strives for a clutter free and organized learning space. I am working to develop habits and mindsets inside the classroom through norms and systems that we have put in place to create the organized classroom.
Classroom Norms
Each day, we start by greeting each other at the door. In the middle of the year, I began to have another student stand with me and help me greet all of the other students. It is important for me to see each and every student before they come into the room, as it gives me a chance to do a quick check on their emotions and prepare them for the day.
Inside the classroom, we spend a lot of time in small groups, diving into different strategies and math functions. It is imperative that the students understand different strategies to use and expectations that they should have for themselves during centers. To support this, the social contract is posted right above the table where they pick up their center work everyday and the "GROUPS" anchor chart is on the wall next to the table. When students are working on their own, the CUBES prompt is posted on their center boxes to remind them of the strategies available to use for word problems. Although this is also a strategy we use in whole group, this allows them to guide their work more independently. All of our class norms are posted throughout the room and reinforced by using the Capturing Kids' Hearts strategies as well as Class Dojo. Students can earn points for following class norms and these add up for end of the month incentives. This also allows students to take charge and be responsible for themselves. |
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Classroom Environment
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There are resources and reference charts posted around the room to support them as they incorporate the lessons learned in whole group. This allows them to support their learning when working independently or in small group. The room is also organized for ?both? whole group, small group and independent work.
Each day, students complete five station rotations, one being my teaching group. Each station has a box with all of the materials they will need to complete the task. It is important that they are not wasting time looking for materials or gathering what they need. If, for some reason, students need additional materials, all manipulatives and math based materials are labeled and placed on shelves that are accessible to them. Students know that their center groups are based on the color coded system that is posted on the front board. They also know that during centers, they are allowed to move themselves to a table and work independently as long as they produce the work and have it checked at the end of the rotation. Having an environment that allows for consistency and building routines allows for them to focus on their learning instead of being distracted by a cluttered and disorganized room. The organization of their environment is something that they cannot necessarily control. Having the classroom organized for them is just another way that I can support them in their learning. |
Conclusion
Providing an environment that is organized and clean is imperative for the success of everyone in the class, myself included. While my students contribute to the building of the environment by effectively using anchor charts, completing their work and their individual personalities, learning is enhanced in a clutter free space. This allows us to focus on building positive habits and mindsets for the year while working on our math, science and social skills. There are many different habits and mindsets that can impact the learning and the success of my students. Making sure that I am cognizant of my actions, choices and words can impact the support my students are receiving in regards to managing their impulses and how they view continuously learning.
References (cited throughout this section)
Describing 16 habits of mind. (n.d.). Retrieved February 23, 2019, from https://habitsofmind.org/sites/default/files/16HOM2.pdf
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than I. Q. New York: Bantam Books.
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than I. Q. New York: Bantam Books.
The images used throughout this section are either my own or are in a public domain.