https://padlet.com/anisha_malik/dsb7y2s413pw How does it to the Ontario Health and Physical Education curriculum as well as teacher practice? en-us 2017-04-02 13:37:29 UTC 2025-05-11 19:55:16 UTC hello@padlet.com anisha_malik https://padlet.com/anisha_malik/dsb7y2s413pw/wish/165569916 Burgess, J. (2012). The impact of teaching thinking skills as habits of mind to young children with challenging behaviours. Emotional and Behavioural Difficulties, 17(1), 47-63. 

Ritchhart, R., and D.N. Perkins. 2000. Life in the mindful classroom: Nurturing the disposition of mindfulness. Journal of Social Issues 56, no. 1: 27–47.

Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167-173. 

Ontario Ministry of Education (2015) Ontario Health  and Physical Education Curriculum. Queen's Printer for Ontario. Toronto, ON.]]> 2017-04-09 19:11:21 UTC https://padlet.com/anisha_malik/dsb7y2s413pw/wish/165569916 anisha_malik https://padlet.com/anisha_malik/dsb7y2s413pw/wish/165570583 Burgess (2012): This article found that implementing  eight of the sixteen Habits of Mind over 8 weeks lead to a reduction in challenging student behavior (i.e. behaviours ranging from disruptive to violent). HoM included: persisting, managing impulsivity, listening with empathy and understanding, thinking flexibly, thinking and communicating with clarity and precision, striving for accuracy, applying past knowledge to new situations, and taking responsible risks. In addition to a reduction of challenging behaviours, students were surveyed to have greater feeling of self-efficacy, esteem, feelings of belonging and school engagement.
     They used the Intelligent Behaviours Scale (self managing questionnaire, relating to the 8 HoM described above) and the Connors Teacher Rating Scale-Revised measures changes in behaviours. From the IBS they found that there were prominent changes in all categories except for taking responsible risks which perhaps suggest that this is a particularly difficult mindset trait to encourage. What was interesting about this study was that the students identified themselves as having changed more than identified by parents and teachers. This is significant as this shows the greater feeling of self-efficacy, esteem, feelings of belonging and school engagement facilitated by HoM. 

Roeser et al (2012): This article views Habits of Mind as a necessary professional disposition for effective teacher practice as they underlie the qualities of self-awareness, empathy and mental flexibility. However, these essential HoM are limited by the mentally demanding nature of the teaching profession. The authors contend that the stress-reducing practice of mindfulness therapy can enhance HoM, as it requires the ability to concentrate attention intentionally, a calm temperament to perceive the present, withholding judgement and reactions to experience each moment in reality. This has additional value in fostering supportive teacher-student relationships and safe classroom climates. This leads to greater engagement and on-task behavior. They recommend systematically introducing MT (i.e. the district trains teachers who then train students) 

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