Ask parents what they hope their children will learn at school, and they will list characteristics associated with personal well-being and success—the ability to analyze information, to formulate arguments, to care about others and the world, to take a stand and make a difference, and to find happiness within themselves and joy in their learning. Ask teachers why they choose to teach, and they will probably cite the ideals of inspiring children on the journey into adulthood, encouraging children to articulate and pursue their dreams, helping children build on their strengths, and supporting children as they develop essential academic and life skills.
Are we actually teaching our children what we say we want them to learn? Our goals suggest a comprehensive approach to instruction that incorporates academic, emotional, and social learning. Does our teaching reflect that? What would our students say if we asked them to describe the focus of their education? What do they think is the goal of their years in school?
Discovering Students' Goals
Curious about what my students would say and committed to being transparent about the learning I am hoping to inspire, I asked my students to describe the goals of their schooling.
Consider some of the responses:
- "Learning how to connect ideas, to form opinions and arguments, and to support them."
- "Interacting with others well."
- "Taking the risk of being wrong."
- "Getting outside our comfort zone."
- "Finding the fun of learning."
- "Feeling the wow" as we discover our world.
We discussed ways to cultivate a growth mindset and to give and receive feedback that spurs engagement and advances possibilities. Then we looked at the sixteen "Habits of Mind" that noted educators Arthur L. Costa and Bena Kallick identified as some of the essential characteristics we should cultivate in our children. While we hope that these attributes occur organically through the learning experiences we foster in the classroom, it is helpful to explicitly discuss them with our students and to make them aware of how these habits can affect their lives. As my students examined the list, they each selected a "habit" they felt was important that also represented an area for personal growth. They focused on building that habit and shared their reflections at the end of the week.
The students' feedback highlighted their appreciation of how the habits of mind influenced their thinking and actions. 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. 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. By focusing on the habit of "questioning and posing problems" as a way to "dive deeper" into her learning, this student realized greater understanding. Others brought greater intentionality to being persistent, empathetic, innovative, flexible, and open. Some wrote about managing their impulsivity and striving for accuracy, noting the gains they made in these areas by consciously trying to improve. 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."
As a class, we discussed the value of these habits of mind and the importance of cultivating them within ourselves. We began speaking the same language, referencing "thinking flexibly" when discussing exploring new approaches, noting that we were "taking responsible risks" when we assumed roles beyond our traditional comfort zones, and speaking of "gathering data from all our senses" as we examined our world closely.
Defining Our Imperative
In addition to explicitly reinforcing the skills and habits we hope to encourage in our students, we can be intentional in creating learning structures and activities that support students in becoming imaginative innovators, productive collaborators, effective communicators, empathetic peers, and responsible citizens. Key to this effort is to offer children meaningful, authentic opportunities to lead, contribute, and change the world now, not simply to prepare them for future action and engagement once they are adults.
We must be clear about the skills we want to develop and give students the chance to articulate their own goals and strategies. As students set goals and pursue their learning interests, let us encourage them to define who they are, what they care about, and what drives their actions. Dreams can guide us to what will inspire and drive us well into our adult years. Our children must have opportunities to imagine, define, and reflect on their dreams. If we don't provide that, they may see their dreams as fleeting fantasies that must give way to adult priorities. The ability to identify those dreams; to contemplate the power of passion; and to develop the habits, routines, and skills that support growth are essential for meaningful, joyful, purposeful, and successful lives—now and later.