# data[].attributes.body
After reading the list, I didn't realize I use several of these habits in my classes. I definitely would like to print this list and put it in my classroom. The habits that I use the most is taking responsible risks, questioning and posing problems, and applying past knowledge to new situations. I love to see my students take risks when solving a math problem. It's great to see what they are thinking. Math is constantly building from past knowledge. Many times the students tell me that they don't remember how to solve a certain problem that they have learned before but once we start going through the examples, its like it clicks and they can tell me every step. One thing I want my students to hold onto is persistence. I don't want them to just give up because the problem looks hard or they think they can't solve it.

# data[].attributes.body
The 16 habits of mind fits well with science exploration in general. I believe that the scientific method is a condensed version of 16 Habits of Mind. I will expose all students to this way of thinking to help organize their problem solving skills.

# data[].attributes.body
I appreciate the 16 Habits of Mind and would like to print and post these as a visual representation of expectations in the classroom. We currently pursue many of these habits, but I like the idea of putting more emphasis on "Gathering Data through the Senses"-Possibly do a more tactile approach with students. Create an environment where students are continuously required to describe figuratively what they are experiencing. I also like the idea of "Thinking Flexibly". I enjoy encouraging students to change their perspective on controversial topics that will help them broaden their views on various topics brought up in the classroom. Having them examine alternatives or other options/solutions to a problem will facilitate  a problem-solving mindset which will help them throughout their lives.

# data[].attributes.body
16 Habits of the Mind

The critical part of the article for me is not only having information/knowledge but knowing how to act on it. All of these habits can be employed in a social studies classroom at one time or another to further the acquisition and use of knowledge. Some are more useful in a history/civics setting than others. Probably the most important one from my standpoint is “listening with understanding and empathy”. If you can get students to enthusiastically listen then the door is open to a great learning experience using all of the 16 habits of the mind.

# data[].attributes.body
Applying past knowledge to new situations is used in my classroom all the time. For example, when reading a historical fiction, I make sure to build a strong foundation of knowledge about the time period the novel come from so that students can use this habit of the mind. Also Questioning and posing problems is used with the QAR strategy. I have students come up with their own questions about literature using the Question Answer Relationships (Right there, Think and Search, Author and Me, etc).

# data[].attributes.body
While reading through the 16 Habits of Mind, I kept thinking, "Yes! We do that! I need to show my students that!" They fit so well with the math content. For instance: Persisting. Math is hard. Some problems seem unsolvable, but persisting by making sense of the problem, seeking out more information (questioning or posing problems), or trying the problem again go along way toward finally finding a solution.

Striving for Accuracy is another great one: if my students aren't careful about rounding solutions correctly or making room for several decimal places to provide more accurate answers.

# data[].attributes.body
When teaching Fractions I use rule #15 because students need to use their previous understanding of decimal notation and place understanding to help guide them through the new concept of fraction place value and operations. I also teach Rule #13 Questioning and posing problems when we are reviewing for test.

# data[].attributes.body
The 16 habits of mind are used throughout the classroom when I am teaching ELA. For example Rule #2 Thinking and communicating with Clarity and Precision. I use this rule when we are practicing constructed responses within the classroom with our reading standards. Students have to communicate effectively by explaining with clarity how they got the answer. Rule #13 Questioning and Posing Problems, I use this when we are reading our novel and trying to understand what the characters problems are and how it leads to the development of the plot.

# data[].attributes.body
When reading through the article, I found this quote interesting...“The critical attribute of intelligent human beings is not only having information, but also knowing how to act on it.” I have had to deal with a parent who blames her child’s unacceptable behavior on the typical “she is bored and that is why she gets into trouble” answer. The student was given an IQ test from someone outside of our system and the parent told me that the doctor’s say that her child should be in all gifted classes. She doesn’t misbehave because she gets finished quickly or is bored. She seems to misbehave before during and after lessons. She simply doesn't know how to use her knowledge or how to act when she doesn't know the answers.

In my classroom: 5. Thinking About Our Thinking (Metacognition)

I have incorporated this habit in my lessons before. I have my students write all that they know about a certain topic, say economics. Then, I give them a lego that represents every item. I teach an economics lesson and then tell them to add to their knowledge gained and get more legos. They realize just how much they really do learn from one lesson.

# data[].attributes.body
I have seen the 16 Habits before and believe it is a decent list of strategies. I especially like encouraging students to think about how they think. This is important the more difficult the content gets. I feel like I use over half of these, maybe not daily, but frequently. Anyone who knows me knows I am going to put humor into everything because that's my personality but it also gets them engaged. I always tell my kids to explain things to me as if I am a complete idiot and I have never seen this before in my life. One of my co-workers does "How To..." speeches at the beginning of the semester and reads them aloud and acts out literally exactly what is written and it is pretty hilarious. This just shows them they have to be clear and concise in their explanations. Other ideas I like/use are applying past knowledge (a MUST in math), working together, time management, risk taking, being creative, questioning, and accuracy. I think the ones that are the most difficult are teaching persistence (they give up easy), thinking flexibly (it's their way or no way and everything to them is "unfair", understanding others (many of them think they are the only one with struggles, etc.), and remaining continuous learners (somewhere along the way they develop the idea that things are supposed to get easier???).

# data[].attributes.body
I like the 16 habits of the mind and use many of them daily without calling them by this title. We probably focus on a few main ones. The one I do use ALL the time is thinking about thinking. I want the kids to tell me what they think about when they read problems. So I guess this would incorporate the thinking precisely one as well. Mostly I want them to use common sense in checking for the solution. Does my answer make sense relative to the question being asked? I also use the imaging one in drawing pictures to solve word problems but also just to "see" what going on in the problem.

# data[].attributes.body
Throughout the year, I have actually incorporated many of the strategies in the 16 habits of the mind. I really use the number 16 , Remaining  Open to Continuous Learning. This is evident when connections are made across curriculum and when students have those "Ah Ha" moments that a connection and  further stretching of the dendrites in those brains has been claimed.
Number 11 has been very important as well.Creating, imagining, and innovating is very important to all assignments. A curriculum unit would not be complete without innovating ideas and creative products. I am making a poster of the 16 habits of the mind so that I will begin the next school year incorporating as many as possible in my lesson plans. The images that go with the habits are profound in aiding students to reach for a higher order depth of knowledge...They will become automatic as a natural way of thinking..a very positive habit (s)....This will produce learners of a different mindset....Awesome. Incorporating these habits should increase knowledge in any give unit or subject matter. They increase the proficiency and quality.

# data[].attributes.body
Throughout the year, I have actually incorporated many of the strategies in the 16 habits of the mind. I really use the number 16 , Remaining  Open to Continuous Learning. This is evident when connections are made across curriculum and when students have those "Ah Ha" moments that a connection and  further stretching of the dendrites in those brains has been claimed.
Number 11 has been very important as well.Creating, imagining, and innovating is very important to all assignments. A curriculum unit would not be complete without innovating ideas and creative products. I am making a poster of the 16 habits of the mind so that I will begin the next school year incorporating as many as possible in my lesson plans. The images that go with the habits are profound in aiding students to reach for a higher order depth of knowledge...They will become automatic as a natural way of thinking..a very positive habit (s)....This will produce learners of a different mindset....Awesome. Incorporating these habits should increase knowledge in any give unit or subject matter. They increase the proficiency and quality.

# data[].attributes.body
After reading the 16 habits of the mind, I realize that we incorporate these skills many times in our lessons without realizing it. Thinking and communicating with clarity and precision is something I do almost daily with my students by asking ẅhy when they give an answer and then have others restate it clearly if they do not explain it well.  As I begin working on my curriculum unit, I will be keeping these closely in mind and having the students figure out why they need to know the surface area or volume of a shape  and how to know when to use each when presented with a problem.  I hopefully will lead them into creating their own real life problems which will involve finding surface area and volume which will encompass the creating, imagining, innovating habit listed on the 16 habits of the mind.

# data[].attributes.body
When looking over the 16 Habits of Mind, the use of STEM in the classroom immediately came to mind. When doing STEM the proper way in the classroom, students use many of the 16 habits of mind. Also, persisting is one of the 16 habits that is used daily in my classroom. Thinking and communicating with clarity and precision is another habit of mind that is used in my classroom regularly, specifically in Math.

# data[].attributes.body
At our school we use the 7 Habits from Leader in Me. These 16 habits mesh well with the 7 habits I already use in my classroom.  The listen with understanding and empathy parallels with Listen first and then talk. Taking responsible risks, remaining open to learning, etc. roll into the Leader in Me habit of "take care of yourself." So I already feel like I use/incorporate these habits in my everyday classroom.

# data[].attributes.body
There are many opportunities to use Habits of Mind in my upcoming unit on The Giver. The students will look at emotional and thought provoking pictures to help them gain understanding and empathy. They will really have to think about their thinking as they answer certain questions and make connections to the big idea. They will read about many different communities that will cause them to question and come up with problems for each. My students have grown so much this year, and I cannot wait to see how they respond to this unit.

# data[].attributes.body
When looking over the 16 Habits of Mind, there are many of the skills that we already implement in our daily lessons. As we continue our unit on geometry students are asked to apply past knowledge to new situations and take responsible risks. They are also asked to strive for accuracy as they remain open to continuous learning habits.

# data[].attributes.body
Since learning of the habits of mind, I have started to incorporate in my lessons . In the lesson on pollution, we will question, apply past knowledge based on experiences, hopefully listening with empathy for the situation , gathering data with our senses ( seeing pictures of pollution, perhaps smelling it) . At the end of the unit, they will try to come up with creative innovations to solve the vast problem of pollution in Georgia. I really try to push my kids to find passion in their learning- this comes from interesting activities , real world experiences and my passion coming through. I also strive everyday, to allow humor and fun in the classroom- without it, what a dull affair it would be.

# data[].attributes.body
We can incorporate several habits of mind in our upcoming animal unit. We can use questioning and problem posing as we begin our learning because students love learning about animals. We will apply past knowledge of what they already know and pose new questions that the students want answered. Also, we will try to incorporate many hands on activities with both live and stuffed animals which will incorporate responding with wonderment and awe. I have multiple birds' nests, bee hives, hornet's nests, snake skins, snake sheds, snake fangs and rattlers, alligator head, feathers, and other cool things for the students to examine. :)

# data[].attributes.headline
Ryan Sherman                                                                     With reading in Eng 9, I like to read aloud so that as a group we can stop and discuss different observations and practice Habits of Mindfulness  like: listening, responding with wonderment, applying past knowledge, finding humor, and remaining open to learning. With writing, I really try to push them beyond the middle school levels and encourage them to take risks and dig deeper, think about their thinking and observing and apply it with their writing and analysis, striving for accuracy with revising, thinking independently as they respond to reading and research, focus on communication with precision and clarity so that everyone can follow their trains of thought.  

# data[].attributes.subject
Ryan Sherman                                                                     With reading in Eng 9, I like to read aloud so that as a group we can stop and discuss different observations and practice Habits of Mindfulness  like: listening, responding with wonderment, applying past knowledge, finding humor, and remaining open to learning. With writing, I really try to push them beyond the middle school levels and encourage them to take risks and dig deeper, think about their thinking and observing and apply it with their writing and analysis, striving for accuracy with revising, thinking independently as they respond to reading and research, focus on communication with precision and clarity so that everyone can follow their trains of thought.  

# data[].attributes.body
I think I incorporate the habits of mind in my teaching through the many STEM projects my fifth graders are a part of.  They have to be persistent in their thinking and engineering.  They also need to be creative, imaginative, and innovative to come up with new designs in order to be successful in with the task.

# data[].attributes.headline
Veronica Braswell  Listening with understanding and empathy-We will use this strategy as we continue our book study on Blueish. Students are actively listening during socratic seminars and providing thoughtful feedback.

# data[].attributes.subject
Veronica Braswell  Listening with understanding and empathy-We will use this strategy as we continue our book study on Blueish. Students are actively listening during socratic seminars and providing thoughtful feedback.

# data[].attributes.body
For using the 16 Habits of Mind in a 5th grade classroom, I really try to incorporate persisting and thinking and communicating with clarity and person in my math lessons. One way I try to incorporate these strategies into my classroom is by doing one constructive response question every day. At the beginning of the year I start my modeling both of these strategies. I even use metacogintion to explain my thinking to my students as we walk through the problem and I model persistence when my thinking does not get me the immediate result and I have to try a new approach. Later, students work in groups to work on these problems so they can begin practicing these strategies. We then move to partners and eventually they move to working out the problems independently and writing explanation of how they solved the problem. Another way to incorporate these strategies would also be a quick exercise in the morning. Last year, I observed a gifted teacher and she focused on one skill every week and when the students came to her room she gave them a quick exercise that helped students understand and practice each skill and she differentiated for each grade so all of her gifted students from K- 5th were using the 16 Habits of Mind. I think next year I could so these exercises for morning work and go over their thoughts once class begins.

# data[].attributes.body
We will use the strategy of listening to other students as we discuss the main ideas/themes of our books. We will also apply prior knowledge of social issues such as discrimination discussed in S.S.

# data[].attributes.body
We are moving from 2 digit addition and subtraction to 3 digit with regrouping.  We can apply past knowledge of 2 digit to help 3 digit.I will have them play a game with regrouping in a group making them strive for accuracy.