It takes 27 days to form a habit. Remember when your mother used to ask you to make your bed every day? Then, after a while, you simply started making it on your own —without having to be reminded to do it. Making your bed every day had become a habit.
In my column, Laying the Groundwork, I discussed the importance of brainstorming expectations and procedures as part of laying the groundwork for building good habits. This time, I want to discuss in a little more detail the kinds of habits we want to build in our students — and how we can build them.
When thinking about the kinds of good habits you want students to develop, go back to that list of expectations and procedures you created. For me, for example, it’s important that students enter my classroom, check their mailboxes, and start working on their focus assignment before the first bell rings. It’s important that when I use the quiet signal, my students get quiet and focus on me. I expect my students to stay in a quiet straight line when I walk with them down the hall. It’s also important to me for students to be silent, with a clean area, before I dismiss them. Those types of habits, as well as others, also might be important to you. If you’re not really sure what you expect of your students, then take some time right now to brainstorm those actions and behaviors that you want to become habits for your students.
Okay, you have your list. You might be asking yourself, “Why is it important that I help build these habits?” The reason is to save yourself stress later on in the school year. Spring semester might seem like a long way away, but it will come around a lot faster than you think. Students who are not following good habits in the fall have a tendency to let spring fever get out of hand. Behavior can become more erratic then, and without good habits in place, students are more likely to get out of control. By setting the standards at the beginning of the year and turning good behaviors into good habits, you save yourself a lot of time and stress later.
But how can you build in students the good habits you expect? First, clearly explain your expectations to students. Next, make sure students practice the correct actions and behaviors daily. (It’s especially important to practice behaviors over and over again during the first couple of weeks of school.) Third, be consistent about requiring specific behaviors. If you see students not meeting your expectations, don’t be afraid to stop and take the time to practice the correct action or behavior right then and there.
For example, if I notice that many students are entering the classroom and “hanging out” without starting their work before the bell rings, I stop everything and practice my expectations. I have students file out of the classroom and re-enter correctly. If students are not following my quiet signal, we stop immediately and practice until they get it right. By doing that consistently, students begin to see that I will hold them accountable for their actions. After 27 days or more of doing the same actions over and over again, the behaviors become a habit for students. What you want to achieve is a classroom in which students know what to do and when to do it. That is a well-disciplined classroom.
You might find, of course, that as the year progresses, you need to stop and practice your expectations again. That is perfectly normal and can be thought of as “maintenance.”
Before you know it, however, your students will be entering the classroom and doing exactly what you expect of them — whether you are there to remind them or not. Good behavior has become — just like making your bed each day — a habit. In the end, that’s precisely what we strive to accomplish.
As you work toward that goal, remember the maxim “Good habits are hard to break” — and practice, practice, practice.
TEACH THE STORY OF MOVIES!
We’re classic movie buffs here at MiddleWeb, so when we saw several middle school teachers talking about this program on the Turner Classic Movies channel, we perked up! The Story of Movies is an interdisciplinary curriculum introducing middle school students to classic cinema and the cultural, historical and artistic significance of film. Created by The Film Foundation in partnership with IBM and TCM, the program offers three films for in-depth study: To Kill a Mockingbird, Mr. Smith Goes to Washington, and The Day the Earth Stood Still. The Foundation provides free DVDs, a Teacher’s Guide, and a Student Activities Booklet–plus online resources, including a professional development area for teachers. Teachers don’t have to be film experts. “Because of the interdisciplinary approach, much of the content will be familiar to educators–methods of characterization, the link between history and culture, the function of music, and principles of composition. The online teacher’s guides for each classic film provide overviews and background information to assist educators in facilitating discussions and presentations.” Visit the site, examine the resources, and find out how to engage your students in some higher-order thinking about the movies. Popcorn optional.
“You cannot depend on your eyes when your imagination is out of focus.”
Can your students use their imaginations? Do they have enough experience to imagine and visualize the content you teach? With an LCD projector and an Internet connection, multimedia lessons are just a click away. Follow the links below to sites that offer searchable databases full of educational video and connect with the visual learners in your classroom.
In “Seeing is Believing: Harnessing Online Video Clips to Enhance Learning” Brenda Dyck details the realm of possibilities and provides links to some great examples:
Annenberg Media offers a variety of multimedia resources– everything from professional development programs to videos you can use to build students’ background knowledge:
Looking for a way to bridge content and popular culture? Wing Clips offers a diverse selection of film clips, from the American “Bridges to Terabithia” to the Israeli “39 Pounds of Love.” A subscription to the site is free for educators:
Imagine taking your students across the country, virtually. Video clips from The American Field Guide explore animals, ecosystems, human history, space, plants and more:
Current events come alive when we help students build a historical context for them. The video gallery at History.com can help you do just that with an incredible range of material, and most clips are under five minutes in length. Categories include great speeches, history’s mysteries, and modern marvels:
Video is an effective component of staff development, and DVDs make it easy to bookmark and show short clips during staff meetings and other settings where time is limited. Most Stenhouse videos are now available in DVD format. Browse the selection (and view sample video clips) here: