![]() ![]() Finally, the student who focused on "enhancing wonderment and awe" summed up his efforts by writing that he tried to be "open to any surprises I get during the week and enjoy all of them. Some wrote about managing their impulsivity and striving for accuracy, noting the gains they made in these areas by consciously trying to improve. Others brought greater intentionality to being persistent, empathetic, innovative, flexible, and open. By focusing on the habit of "questioning and posing problems" as a way to "dive deeper" into her learning, this student realized greater understanding. One way to encourage this habit is by modeling self-control and showing empathy toward others. The ability to stop and think before acting can help prevent mistakes and regretful situations. Another wrote about how she usually "doesn't take risks in her work … doesn't do more or extra," but was motivated to go the extra mile as part of this assignment. Managing impulsivity is a skill that is beneficial in both academic and social settings. One student wrote about his efforts to "think more interdependently," offering specific examples of times when he considered other people's opinions and even changed his mind. Students learn how to plan so become better at managing impulsivity.The students' feedback highlighted their appreciation of how the habits of mind influenced their thinking and actions. This includes the structure of an essay, a recipe, a computer program, the process for developing a budget just to name a few. It can be applied to any task that has structure, order or priority of some sort. The concept is simply, but very very powerful. Then I started leaving pieces out and asking students to work out which steps were missing. My 20 step science prac first got cut into 5 pieces, then 8, then 10. What I discovered was that, using scissors, I could cut up instructions into manageable chunks. We either believe they can’t do it, or that other learning outcomes (that might not be met if we asked students to plan) are more important. There are too many steps, and too many decisions to be made. The problem with asking student to plan for them selves is that often they aren’t very good at it. In my science classes I provided students with step by step instructions to carefully follow – before I learned to use scissors to manage impulsivity. There has to be a way to do both: teach the content AND develop the Habit of Mind. This is great for helping to learn the content, but not so great at helping them improve their management of impulsivity. Looking for ways to reach your goal when stuck. The 16 Habits of Mind identified by Costa and Kallick include: Persisting Thinking and communicating with clarity and precision Managing impulsivity. We provide “recipes” for projects that tell students to do this, and then do that. Stick to it Persevering in task through to completion remaining focused. Unfortunately it is often the teacher who does most of this planning for the students. To sequence and work out all the steps needed to complete a task. The culminating activity for the students. ![]() Following the reading we had a class discussion about what David had done in the book that was impulsive and what he should have done differently. ![]() Managing Impulsivity includes being planned. I used the picture book David Goes to School by David Shannon to begin exposure to the Habit of Mind of Managing Impulsivity. And no, I’m not talking about not running with scissors, or being careful not to cut yourself – although they are both important things to learn! '.goal directed self-imposed delay of gratification is perhaps the essence of emotional self-regulation: the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing. Scissors are a great way to help students to better manage their impulsivity. Take your time Thinking before acting remaining calm, thoughtful, and deliberate. ![]()
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