11/13/2023 0 Comments Managing impulsivity habits of mind![]() We can also recognise that reader identity is shaped over time. There is always more story to be told, and we find our own challenge in recognising the power of all narratives and the importance of the work that authors do. In practice, this ‘jump' may sound like: ‘This is not the right book for me' or ‘I know all of that story already', or it may even be ‘I'm just not a reader'. Rather than take the standard classroom approach to managing impulsivity as a behaviour concern, we see the potential in this Habit of Mind for resisting the urge to jump to simplistic conclusions. As teachers, we can normalise progress by discussing our own experiences of persistence and by being transparent about the ways we have learned and grown. After all, no writer was born forming perfect letters and plots. Our classrooms are spaces of encouragement and revision as we improve our reading, writing, and speaking. Finding the right tools to do that work, through reading and using words and pictures, is a powerful echo to the idea of persisting. The following discussion addresses each of the 16 habits and ways that we can use these with students as they learn about literacy and language.Ī key ingredient in the literacy classroom is a commitment to telling one's story. ![]() One of us has already written about the Habits of Mind in a variety of ways, including in language learning (Mason, 2019), but here we turn our attention as a united effort to the field of literacy. By applying them in the areas of English and literacy, we invite our students to become fully engaged in their learning in a way they may have never imagined. The Habits of Mind, developed by Arthur L Costa and Bena Kallick, focus on 16 habits or dispositions that help with life's challenges and education (Costa & Kallick, 2008 Costa & Kallick, 2009). Building a classroom where reading, writing and speaking are valued, and where stories are shared, is hardly simple work.
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