From Educators

I used the Habits of Mind with my high school juniors as the basis for evaluation of the main character in Orson Scott Card's sci-fi novel Ender's Game. ...it was so amazing.... They used removable dots as they read to mark each example of an indicator in action.... They charted them...[and] picked five to use to argue the main character's qualifications to be given the highest post of office.... They did this in a formal paper, then in an interview format before five adults and a video camera.... They make "visuals" to use as precise points of the presentation of the indicators.... Bottom line, it was a magnificent multi-genre unit with lasting repercussions.... I got e-mails from three different ex-students who are now teachers themselves and asked for help to set up the unit in their classrooms now.... I've wanted to share this with you for years.... Orson Scott Card has the unit on his website for others using his book....

Students' awareness and horizons expanded. By participating intensely in this process, students feel in control of their choices and more consciously aware of what these choices entail and of recognizing the purpose behind the choices.... I could clearly sense the transformation. It was really like someone has lit a lamp in the students' minds. Makes me very happy.

"I immediately saw a direct connection between the Habits of Mind and Iditarod mushers, specifically Jeff King, the four time Iditarod champion. Jeff King has visited the Sidney schools many time because Cabela's, Jeff's main sponsors, is located in Sidney. In 2006, my fourth graders wrote a book for Jeff and how he uses the Habits of Mind. I had 17 kids so it worked out great. Each student wrote on one habit and how Jeff used it during the Iditarod race. The 17th student wrote the dedication page and did the art work for the cover. Last year, I began teaching Habits of Mind all year long. The students became very familiar with them and authored their own personal book on how they used the HOM throughout their life. Of course, I once again engaged the Iditarod mushers as people who incorporate these thinking strategies into their lives.

I am using Habits of Mind in journaling with adult learners. It is now starting to show that the students who conscientiously write to the habits each week are the ones who are succeeding in the course connections.

I continue to learn & teach with HOM and am constantly amazed at the way they are creeping into all parts of my work (and, increasingly, home life). The leadership of our recently held a session for us on work place bullying (as in how to avoid it, not create it!) and it occurred to me how much HOM can support an individual's & group's emotional well-being and how HOM would benefit an entire staff, if they all took it on sincerely. This line of thought led me to consider my students who I am helping to prepare for Secondary school (I teach the final year of primary school—Year 6). If I can establish ties with Yr 7 teachers, and persuade them of the values of HOM, we will create a common language of thinking/success. I believe this could be a valuable tool in assisting the students' transition from primary to secondary.

While working with my students on creating PowerPoint presentations that use HoM wordsplashes & symbols, we are going to run them 'kiosk' style for open days/parent nights. I asked them to include a picture that symbolized the Habit for them. While working on this, the Star Wars theme suddenly burst from a boy's laptop. I leapt (without looking!) into teacher-mode, ready to bring the full wrath of a righteous educator upon the head of this time waster, only to be put FIRMLY in my place by his explanation that he was looking for a picture of Darth Vader to represent Managing Impulsivity. I don't know if you are a Star Wars fan, but this was a very powerful (and pertinent) description/symbol of this character. Yet again, I am astounded at how much I am learning here!!!

I have successfully used The Habits of Mind with my fourth graders. We stress character education at Laurence, and I have found the Habits of Mind to be great character-developing tools. I have also integrated the Habits of Mind with literature. We study the Habits of Mind using Word Splashes and, once the students are familiar with the meanings of each Habit, I instruct them to link specific Habits of Mind to characters in the novels we are reading. They are asked to evaluate a main character's behavior throughout the novel and to choose two or three Habits of Mind they believe that character is using. They must provide passages of text that support their choice and describe in their own words exactly how that character is using a particular Habit of Mind.

The director of my school introduced the faculty and staff to the Habits of Mind three years ago and, since that time, I have used them successfully in my classroom. I am very much a fan of your series of books on the Habits of Mind. I find the 16 Habits to be extremely valuable and my students always enjoy learning about them.

Isn't it exciting about HOMs? Teachers and parents are starting to realize how important these are as foundation and scaffolding to the whole person. Especially as there seems to be a low tide with encouraging positive attitudes, morals and values in young minds. My class of 5-7 year-olds are at present studying Antarctica and looking at three explorers Shackleton, Amundsen and Scott. The intelligent behaviors and lack of stand out so well, to the point where my older ones realize that for example that lack of precision and accuracy can cost you your life. Learning has become more than just knowledge based. Great stuff.

I would like to share two anecdotal experiences concerning students that are focusing on using the habits of finding humor.

My first student is a boy called Stephen. He is the boy that teachers dread having in their class, he is a clown, argumentative and sassy. I think what teacher's really fear is his razor sharp wit. He has the uncanny ability to intelligently manipulate a situation and humiliate teachers and students by finding their weaknesses by using humor or sarcasm in a negative way. However, when Stephen is on a teacher's side he has an energy, passion for learning and perception that is a joy to experience in the classroom. I think he is, without a doubt, one of the most intelligent students I have ever taught, as he has this wonderful ability to think laterally, problem solve and create by using humor. His love of learning is cleverly disguised beneath his humor. Like so many teenagers today they think it is uncool to show the habit of wonderment and awe. I think habits have been a fantastic tool for harnessing Stephen's impetuous nature and humor. When introducing the habits Stephen was immediately drawn to the habit of finding humor. He recognized that he often used it inappropriately. Since using habits in the classroom he has made a conscious effort to be less sarcastic and demanding with his humor, particularly in his questioning and clarifying information with staff. I am seeing a huge improvement and maturing attitude that is making him a strong, positive role in the classroom. His peers have responded very positively to his change in behavior and have supported him by being more tolerant and accepting of his leadership, particularly in group.

I also teach another extremely intelligent student who is the complete opposite of Stephen. His name is John and he is one of the most humorless people I have ever met. Because of this he is extremely isolated from his peers and teachers. Students have found it very difficult to relate to his intense, insular personality. John immediately recognized finding humor as being a habit which he needed to work on. When I asked him why he wanted to work on this particular habit he said, "because I want to be able to join in, I think funny things but I'm too shy to share it." For John it was the risk taking that was so difficult to overcome, he had unfortunately never developed the skill of sharing personal information and as such the lack of disclosure gave him the impression of being arrogant and aloof. He didn't like the perception his peers and teachers had of him. It pained him that he was unable to participate in any friendly classroom banter or discussion. John has tried very hard with this habit and is gaining good results. He is beginning to become more vocal in class and to share his rather quirky style of humor. Students have warmed to him and I think it is assisting his social skills with his peers. He has so much to offer his peers and I am really pleased that he is beginning to relate to them a friendly and positive way. He also appears far more relaxed and open to group work. In my opinion it has made him more engaged and interested in his learning.

Therefore, I do think you can work at getting better at finding humor. In fact I think as teachers we owe it to the Stephen's and John's of this world to foster their ability to find humor, as we do with our support and nurture of the "whole child." I think the ability to find humor is one of the joys of life and I would hate my students to miss out on experiencing it. Humor is so infectious; surely there isn't a better way to learn? I know my ability to find humor certainly makes my classroom far more conducive to learning. I would encourage teachers to foster it as valuable life long skill for themselves and their students.

I have a great class this year. They have been one of my most empathetic groups of students I have ever had the pleasure of working with. It's been fun to see them grow into the Habits of Mind and start implementing them naturally in their thinking. Every week I send home a weekly calendar which highlights important events for the next week. I always include a special quote at the top of the calendar. Last week's quote was:

"An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't know."  —Anatole France

After discussing what this meant to us for a little bit, one of my girls raised her hand and said, "Mr. Horner, this quote sounds a lot like metacognition." It's little things (or big things!) like that we can really build upon now, because my kids have internalized them so much, they're starting to recognize the habits of minds in every setting of the day. Pretty cool!

We have a positive code of behaviour policy within the school (discipline policy) and we have found your HOM an excellent framework to compliment this code and extend it to include work habits and attitudes which are positive and supportive not only for the individual children but also for all the children in the school. We have found many parents overtly supporting the concepts at home. It is pleasing to hear parents use the language of HOM. The children certainly enjoy using the terms.

What wonderful gifts you have provided for educators in the HOM series. Palmer ISD, a relatively small school district (four campuses) south of Dallas has been studying HOM since last summer. Just last week their Board participated in a two-hour overview of HOM--we had fun. Administrators were also attending to provide support. HOM indications are present in this district in many ways. Signs are on the walls, discussions occur, book studies are in process. Even the community is involved. Chick-fil-A has issued "Congratulations on your Persistence at Palmer Elementary. Keep up the good Work!" gift certificate for one free 4-Piece Kid's Meal.

Even though educators are pulled in many different ways, HOM is becoming a clear strand in the work at Palmer. I wanted the authors to know and to hear my thanks.

From Parents

I would just like to share with you some of the success the Habits have brought me as a parent. I have a very bright child who has encountered difficulty achieving her social and academic potential during her early school years. After years of looking to her teachers to provide her with significant help, I discovered the Habits of Mind and decided to try them with her.

By using a system such as the Habits, it made my attempts less emotionally stressful and more neutral and concrete for both of us. We have discussed some Habits relevant to her and created what we call 'Head Talk' or things that she can say to herself when she finds herself in situations which have been troublesome in the past. Our discussions are calm and enjoyable and she feels and equal participant in crating this 'Head Talk.'

A recent parent/teacher interview has confirmed that this is working for us. The teacher (a first) praised her 'work and social habits' in many ways. She is more comfortable with her peers and is taking risks and achieving. She is happier.

I feel that the Habits of Mind gave us a platform from which she could begin to feel successful. As we know, success breeds success. I am sure this is the beginning for her. Thank you for your ideas and inspiration. You have started us on a much better path. Here's to the future.

From Students

Thinking is when you remember to sharpen your pencil and thinking is when Ms. Kitsuki don't have think for you. So think for yourself because Ms. Kitsuki don't want to think for you and the reason why she don't wan to think for you is because she wants to think for herself.

One of the most valuable pieces of information that I learned this year, that will help me in my life, is the Habits of Mind. The Habits of Mind are helpful for me, because they will help me with my thinking as I get older, even when I have a family to take care of. For example, one of the Habits of Mind is Persistence. It means not to give up. If I feel I am not good at something, I just keep on trying and let me give it my best shot. Another Habit of Mind is Listening with Understanding and Empathy. If I see someone is hurt physically or mentally, I have to understand how they feel and help that person the best way I can. My last example of the Habits of Mind is Managing Impulsivity. When I'm excited, scared, angry or lose my patience, calm down. The key to managing my impulsivity is to keep calm. Thanks so Mr. Horner for teaching us the Habits of Mind, which will be a life long lesson I will never forget.

When I think back on what I learned in 5th grade, I understand why this year was my best year in Elementary School. This year was my most successful one. The one thing I learned that will always stick with me out of all the things I've learned is The Habits of Mind. The Habits of Mind are basically just different ways to respond to different situations. Let's say you fell on your face in a crowd and were not injured. One of my favorite things to do is just remember the Habits of Mind. One is called finding Humor. It would be best in my opinion to just laugh it off. This way everyone knows that you don't take everything seriously. One Habit of Mind that I have really utilized this year is Thinking Interdependently, Unlike all my other years at Beebe, this year I have rally worked in groups with other people in my class. This really let me see other people's perspectives and I was now able to compare them with my own. I have really enjoyed learning about the Habits of Mind because it makes me see that there is much more to school than just reading and arithmetic. I saw that it was really possible to learn some great life lessons through all the Habits of Mind. I know I will never forget any of them.

The Habits of Mind actually helped me. This guy, the guy that created it, went around to all these famous and successful people and actually made up the habits of Mind and all that type of thing and its sort of great to that I... this stuff is made from successful people and if we do this we can be successful in the future as well.

From the Business Community

My dad is an industrial/organizational psychologist. He works with large companies and organizations on developing leadership skills. Some of his clients have included US Postal Service, Amtrak, National Institute of Health, etc. He is currently writing a book on "Action Learning" with a couple of colleagues. It is meant to be a "textbook" for managers in corporations. He actually asked for my input about the chapter. Guess what the chapter focuses on... "habits of learning!" Adaptability, a sense of wonder, reflection, critical reflection, and metacognition... sound familiar? Are we preparing our kids for the future or what?

I was invited to speak to the Australian Institute of Managements' Leadership Development Group. There were about 80 business leaders present for the session and the topic for the evening was "The Think Smart Leader." There were two other speakers present from the business community as well as myself, both of whom spoke to developing better thinking and intelligent behaviors in their organizations.

I spoke for about 10 minutes on the teaching of thinking and Habits of Mind specifically. At the end of the session each table was asked to comment on the presentations. Although they could have chosen to comment on the other speaker's topics nearly every table commented on how excited they were that schools were teaching these types of skills. They asked how long it would be before these students would filter through into the work force. They were commenting that these were exactly the types of skills they were trying to foster in their own organizations. Several people commented that they were going to take the list of Habits of Mind and discuss them with their employees. They seemed universally impressed with our efforts to teach thinking and intelligent behaviors.

I left the evening with a new confidence that we are on the right track. I can't describe to you how validating it was to have these business leaders instantly recognize the value of what we are doing and praise us for our efforts. We recognize them as valuable, our parents recognize them as valuable, and business leaders recognize them as valuable. Who do you think has got it right?

Within months of entering my first mainstream education placement three significant events occurred which set me on my current path of educational discovery and eventual utilization of the 16 Habits of Mind as defined by Arthur Costa. Firstly, the principal at Poonindie Community Learning Centre, Morna Shane, had created an environment of learning and leading for all, a style of leadership, which continued when Deb Hemming assumed the role of principal. Both Morna and Deb had demonstrated such qualities as Passion—being energized by their beliefs regarding the possibilities, a fundamental ingredient to enable others to join the process—and Vision—creating a shared vision of the possibilities. And through their Actions they were able to demonstrate a commitment to their beliefs by encouraging a climate of learning, risk taking, exploration, implementation and a commitment to improved learning outcomes. Each of these qualities are needed if a culture of educational change and development is to develop, one where I felt enabled to take on a role of leading the process of change and curriculum development, both in my class and at the site (Fletcher, 2004).

The second significant event to impact upon me was that of reading Maturing Outcomes, an article by Arthur Costa and Robert Garmston. I knew that I wanted to push my teaching practice forward from that of an activity, content and outcomes based enterprise to that which has learner dispositions: habits of mind, and states of mind as outcomes (a process that I am still working on three years down the track). It was after reading this article and visiting a school practicing Student Initiated Learning that I began with a goal in mind, as Arthur Costa says I was 'visioning', my understanding of what could be began to develop. And my vision began to be reflected in my practice as I began utilizing student-centered principles.

The third significant event to impact upon my teaching practice and the perception I had of myself as a professional came about after visiting a school engaged with Student Initiated Learning. I returned to my own site and implemented aspects of their program but a valuable lesson ensued, for I did not own that process of change. Whilst it is appropriate to learn from observing others, when it comes to implementing one's own actions, the last thing we need is to borrow someone else's 'how to list' or sequence of lesson plans. What each of us has to do is take our own first steps (Lundun, Paul & Paul, 2003). If we are to be professional about teaching and learning and to prevent emerging theory and initiatives such as Arthur Costa's 16 Habits of Mind being reduced to the status of fad and being discarded when the next 'new thing' comes along, then it is imperative that we develop our understanding of the theory underpinning to ensure a credible long lasting implementation based upon the varying needs of our particular learners.

I should mention that the reflections on my teaching practice and that which is described as occurring in my classroom did not happen all at once, and for the purposes of this paper I am not sequencing each development, what follows is a reflection on that which occurs in my classroom at present and how I believe the habits of mind are being developed. It is indeed representative of three years development and is still in a state of evolution, for if we are serious about educational change and development then there is no end point. There is no wiping of the brow and congratulating oneself for having done the habits of mind. It should also be noted that my class is a 5/6/7 class, and as such I have three years to develop the habits of mind with the students in my care.

"Experience tells us that it takes three to four years of well-defined instruction with qualified teachers and carefully constructed curriculum materials for the Habits of Mind to succeed. After three to four years in a school, we've started to observe significant and enduring changes in student's behavior."—Costa & Kallick, pg.3, 2000

Of course not too many of us have the opportunity to have the same students for three years and so it becomes imperative that the Habits of Mind be adopted across a whole site to ensure effective development throughout the formal educative years of our children. I also have the added bonus of the older students mentoring the appropriate use of the habits as they engage with their learning. According to the proponents of cognitive motivation, memories of learning behaviors of others that lead to success motivates like behaviors (Cagne, Yekovich & Yekovich, 1993).

Just as it is important for a group of educators and parents to develop a shared vision for the school, so it is that the students should construct their own vision as to what they feel they want to get out of their education. There are times when we should slow the learning process down and talk through what it is we are trying to achieve for when we have a shared understanding, the learning moves forward in leaps and bounds (Pace Marshall, 2003). After spending some time unpacking the habits of mind and relating them to the educational experiences the students encounter in the classroom and in their lives outside the school setting, we set about creating a class vision that was built around the 16 habits of mind. We have taken the habits of mind and put them in our own words and in a context relevant to our classroom; we set about personalizing our vision.

"A vision comes alive only when it is personalized by those who work in the vision."—Lundun, Paul & Paul, pg.92, 2003

Whilst the students with whom I work may not be able to recite all of the habits of mind and use the language as articulated by Arthur Costa, they are developing an idea as to where they fit in their vision for their schooling. An ongoing question of mine has been that of students being able to recite the habits of mind in a language which tends to be quite unnatural to the child learner, or whether I should continue as I have been doing and develop teaching and learning experiences and a classroom culture that have the habits of mind embedded within the educative process. This is not to say that the class is void of dialogue around the habits of mind, indeed dialogue around the habits occurs within the context of the learning, seizing the opportunities and the moments to reinforce appropriate examples.

Perhaps the centerpiece of my teaching and learning and that, which most obviously fosters the habits of mind, is a Student Initiated Learning program. Student Initiated Learning is an outcome as well as a process. The learner gains the skill of engaging in self-directed learning. It is a process in which individuals take the initiative with or without the help of others in diagnosing their learning needs, establishing prior knowledge, formulating learning goals, identifying human and material resources, choosing and implementing appropriate learning strategies and evaluating learning outcomes.

"The Habits of Mind are most evident when we ask students to manage their own learning. Consider all the different habits of mind involved when we ask students to choose the group they will join, the topic they will study, and the ways they will manage themselves to meet a deadline. Every occasion of self directed learning is a rich opportunity for students to practice the habits of mind."—Costa & Kalllick, pg.5, 2000

Increased student choice in terms of topics to be studied and goals that are set result in a more effort focused learning environment (Cagne, Yekovich & Yekovich, 1993). By allowing students choice in the topics they are wishing to study we as educators are encouraging relevance for the learning. Motivation through relevance for me is not working with topics that relate directly to the learners way of knowing. For example, favorite T.V. shows, skateboarding, or pop stars, and reproducing biographical / historical information (though such topics do provide an entry point for students new to the process), but relevance through engagement in authentic real life learning topics, topics relating to issues or dilemmas in the real world. I have found that as students with whom I work mature as learners so do the topics they are choosing to engage with, as does the depth of engagement (it is not unusual for a student in year seven to produce a 5000 word research project incorporating both primary and secondary sources of information and explore multiple points of view). They still may choose such topics as surfing, but they would begin to explore such things as popular culture through surfing. However, more often than not topics that are generally outside of their world of knowing are being selected for study, topics such as cloning, genetically modified products, deforestation, terrorism, exploring the relationship between science and the mysteries of the world, and exploring the idea of beauty. Topics are being chosen which indicate Responsible Risk Taking on the behalf of the learner as they venture into the world that they are unfamiliar with. Of course my role becomes that of facilitator, moderating the process, encouraging appropriate learning strategies, and encouraging students to utilize effective learning behaviors. More often than not such learning becomes a voyage of discovery for both the child learner and for myself.

Once a topic has been selected students are required to brain storm their prior knowledge regarding their chosen topic. During this phase the students are developing the habit of Applying Past Knowledge to New Situations. They are constructing their starting point for the learning that will follow. Using an example from one of my students, Jessie, in year 7, chose to tackle the topic of cloning. She really had little knowledge of the topic other than having heard about Dolly the sheep and a mule cloned in Idaho, that which had been reported in the mainstream media.

The next part of the process has the students constructing the questions they are planning to investigate—Questioning and Posing Problems. These questions need to be framed within the context of a past investigation, a present investigation and a futures investigation. As many questions as is practical are developed during this phase. Students also need to ensure they investigate different points of view regarding their chosen topic with the questions they are posing, with the habit of Listening to Others with Understanding and Empathy being emphasized. Jessie explored the following questions and investigations: What are the different types of cloning? Why Clone? The history of cloning. Animal Cloning—how is it done? Dolly the sheep. Mule cloned in Idaho. Should we clone extinct animals and how this could be done? Movie review—Jurassic Park—is it possible? Cloning humans—where are we at? Should we clone humans? What affects will cloning have on society? The potential health benefits to humans through cloning. George W. Bush's comments on cloning. Movie review—Gattaca—is it a realistic prospect? An exploration of her thoughts on the topic. Interviews with staff and family member. As one can imagine such investigations allow for some very stimulating discussion in class.

Students are then asked to identify where it is they will be gathering their information—the resources they will be using. As students have not begun their research at this stage they often are required to Think Flexibly and be open to new directions and the need to change as they get into their research. Students are also asked to use both primary and secondary sources of information. Jessie found the majority of her information on the Internet, in newspaper articles and by interviewing a parent and a teacher from another class, she was drawing them into her education. It should be noted that the students in my class have access to all of the resources available in the school and are encouraged to utilize both human and material resources in the wider community. This does have implications in so much as all staff need to be either teaching with a similar methodology or have understanding of the process as there is potential for some staff to be uncomfortable with students using resources such as the photocopier as required.

Students are then required to choose the means by which they are going to present their research. This has the students considering that which they are researching and how it is they will communicate their work most effectively. In essence they are utilizing the habit of Thinking and Communicating with Clarity and Precision. With students like Jessie generating such volumes of information, I am finding that they are frequently choosing to use a book format on the computer to present their work. Which is resulting in some very professional publications.

Students pursuing this program are then asked to identify the new learning that they will be pursuing. This of course builds upon that which they already know—their prior knowledge. I have found this process to be quite difficult for the students, but feel it is well worth persisting with. Students then decide that which they would like assessed. It is hoped that they would include any areas of their learning that they know they need to develop. Most students experience difficulty with this planning process but as students begin to be able to plan their learning in this way I believe they are well on the way to effectively utilizing the habits of mind. The planned learning episode is then negotiated with an adult to ensure appropriate level of challenge. During the negotiation phase the level of challenge is established just above the learner's current level of competence, scaffolding them from that which they know and have heard of, into the unknown. For Jessie this was a case of drawing her attention to potentially useful movies to explore the relationship between fiction in the movies and scientific and technological advancements, and helping to construct such investigations as the affects cloning will have on society.

As part of this process, students may choose whom it is they are going to work with and therefore the habit of Thinking Interdependently is being developed. As this work represents a significant challenge for the learners they are required to be Persistent to complete the investigations by the negotiated due date. Generally students have 1 term (10 weeks) to plan, complete the investigations, conduct their oral presentations and go through an assessment process. Students have approximately six hours each week to work on their investigations.

Once the planning phase has been completed the students then have their peers view their plans to receive critical constructive feedback. This also allows the students to gain experience in providing constructive feedback.

The assessment process is multi facetted; it incorporates both self-assessment and adult assessment. The students reflect on their learning using guiding questions based on the six-thinking hats. A process, which enables the students to begin Thinking about their Thinking. Both the students and my self will then assess their time management throughout the learning episode using a rubric as the assessment tool. By assessing the student's time management I am hoping to reinforce the habits of Persistence and Managing Impulsivity. Another facet of the assessment process has both the students and myself using another rubric to examine whether they have followed through with their plan. I have found that students do have a tendency to wonder off track with their research, or want to pick up on their neighbors topic as it seems so much more exciting than that which they are working on. Therefore in essence we are further developing the habits of Persistence and Managing Impulsivity. The final piece of assessment relates to that which the students indicated as wanting assessed during the planning stage. Throughout the research project the students are also Striving for Accuracy and Precision both with the information they have researched and in the written communication of their findings.

Students are then required to present a session to the rest of the class based on their chosen topic of study. They are encouraged to share written information, use a variety of visual aids, and involve the audience in some form of interactive activity. The students are assessed based on some basic public speaking principles by an adult. A student member of the audience provides critical feedback in terms of what was done well, what could have been improved, and what they would have done differently. Another member of the audience is required to develop a number of probing questions for the speaker. The presenter then reflects upon the whole process. Once the students become comfortable with the process some excellent presentations usually ensue. Again I reiterate the benefits of having a group of students for up to three years, I am able to gradually develop such skills without rushing the students into situations of extreme discomfort. As one can imagine almost all students are frightened of speaking formally in front of their peers for any length of time. Without highlighting all of the relevant habits of mind, a great many are being utilized and developed throughout this process.

Whilst student initiated learning represents a process approach to education rather than being content driven, I became aware that it had the possibility of becoming the educational equivalent to trivial pursuit. At the same time I began considering the concept of the worlds we know as discussed by Julia Aitkin (2001). With world 1 representing our innate self. World 2 being that of our direct experiences. World 3 representing the world that we have heard of. And world 4 representing the world unknown to the learner. My fear was that the students could potentially just oscillate between worlds one and two with an occasionally sojourn into world three with their choice of learning topics. So it was that weekly media studies and weekly discussion writing was introduced. As a result of these teaching and learning episodes topics of local and global significance were being examined on a weekly basis. The media studies had students examining newspaper articles using the following questions to guide their thinking: Who created the news? Where has the news happened? What are the facts and opinions reported? Why has the news been reported? What can we learn from the article? What other questions should have been asked and of whom? What are my thoughts on this topic at this point in time?

It was not long before I noticed the students becoming far more aware of what was happening in the world around them as the following were suggested for potential discussion writing topics: The Live Sheep Trade, Cloning Humans, AID for Developing Countries, Plastic Bags, North Korea, Year 12 Exams, The Future of the Tuna Industry, Water Restrictions, Insurance—Taking the Fun out of Playgrounds, Stem Cell Research, Forever Young—Our Obsession with Beauty, The Elderly and Driving Tests, Life on Mars—so what if there is?, and Iraq—was it worth it? I have also found that a number of students were picking up on similar topics of study for their research projects. These teaching and learning episodes also provide further opportunities to develop some of the habits of mind, with such habits as: Questioning and Posing Problems, Listening to others with Understanding and Empathy, Thinking about Thinking, Thinking Flexibly, Thinking and Communicating with Clarity and Precision, and Striving for Accuracy, being the most obvious. The pieces of writing generated during these teaching and learning episodes are then assessed using negotiated criteria in the form of a rubric.

As the student initiated learning program was being developed I began looking into optimism and how optimistic behaviors can be developed, which in turn prompted my interest in student's perceptions of themselves as learners and how this impacts upon their ability to engage in the learning process.

"Students thoughts about the causes of success and failures influence their motivation...if students think that failures are due to lack of effort, and if successes are due to effort, and if they see themselves as hard working, they will persist longer in achievement situations"—Cagne, Yekovich & Yekovich, pg.443, 1993

My dilemma then became that of a tool through which students could reflect upon their learning selves to modify their learning behaviors. It was at this point in time that my interest in the writings of Arthur Costa shifted from that of Maturing Outcomes to the 16 habits of mind of effective learners. Using the 16 habits of mind I constructed questions and indicators that assisted the learners to reflect on their learning, their attitudes to learning, to highlight the behaviors of effective learners and hence the learning behaviors expected of them, and then begin to modify their own learning behaviors. I use the term behavior at this point, for I believe that students first must make a conscious decision to engage in these learning behaviors and it is only through constant revisiting and acting with these behaviors that they will become a disposition or habitual. Through my interest in student's perception of the self as learner, I have essentially ended up with something akin to an action research model. The students engage with the learning, reflect on their outcomes and their learning habits or behaviors and then are able to observe that which they need to develop to experience further meaningful success. I am also able to utilize this information and begin to modify the teaching and learning processes in the classroom. I must admit that I am still developing this aspect of my teaching practice, but at this stage it is looking promising. Having taught Jessie for three years I was able to see her grow into a tremendously motivated learner, exhibiting nearly all of the habits of mind on a daily basis. As a teacher it is very uplifting to work with a group of learners who are aware of their learning behaviors and who truly engage with the learning process.

There are also many other aspects of the classroom work and culture that are less obvious for the development of such habits of mind as Finding Humor, Gathering Data through all of the Senses, and Responding with Wonderment and Awe, but are of equal importance: me the teacher being light hearted and allowing a natural light hearted atmosphere to pervade the learning environment and to play down many less harmful incidents in the classroom which may well otherwise be escalated, having a strong and respected student voice, using a shared decision making process, respect for each other and for ourselves, an emotionally safe environment conducive to risk taking, lots of group work, lots and lots of dialogue, authentic and constructive feedback, being aware of the stories we tell in the classroom as these stories become our reality, and being passionate about what we are doing. For passion is contagious and those around us will be more inclined to enter into an educational journey of Learning Continuously with us if they see that we truly believe in that which we are doing.
 

Atkin, J. (2001.) "Teaching for Effective Learning." Conference: Adelaide, South Australia. Learning to Learn.

Cagne, E. Yekovich, C. and Yekovich, F. (1993.) The Cognitive Psychology of School Learning. New York. Addison Wesley Longman.

Costa, A. and Kallick, B. (2000.) Activating and Engaging Habits of Mind. Alexandria, VA. Association for Supervision and Curriculum Development.

Dewey, J. in Thompson, M. (1960.) The History of Education. New York, USA. Barnes and Noble.

Fletcher, T. (2004.) "Heads Up 21." Conference: Victor Harbor, South Australia. South Australian Centre for Curriculum Leadership.

Lundun, S. Paul, C. and Paul, H. (2003.) Fish Sticks. Great Britain. Hodder and Stoughton.

Pace-Marshal, S. (2003.) "A New Story for Learning." Conference: Adelaide, South Australia. Learning to Learn.
 
 

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Page last revised January 20, 2008.