2. Introduction and purpose:  The 21 st century needs learners to BE critical, to BE creative, and to BE strategic. The 21 st century world demands citizens to DO their own thinking, rather than rely on someone else to think for them. The 21 st century world expects leaders to HAVE the endurance, fortitude, and courage to be brave each new challenge with confidence and competence. ( page 3)  To BE, to DO and to HAVE are central to helping students become life long learners.  Maiers’ book presents seven habitudes (habit and attitude) which are daily decisions that successful learners choose to make and a specific attitude that demonstrates a new mindset and a way of thinking. These seven habitudes represent essential behaviors for improving students’ performance in school and in the world beyond.  These dispositions enable STUDENTS to think critically, make informed decisions, share knowledge and assume responsibility. ( KES Mission Statement)  The 21 st century needs learners to BE critical, to BE creative, and to BE strategic. The 21 st century world demands citizens to DO their own thinking, rather than rely on someone else to think for them. The 21 st century world expects leaders to HAVE the endurance, fortitude, and courage to be brave each new challenge with confidence and competence. ( page 3)  To BE, to DO and to HAVE are central to helping students become life long learners.  Maiers’ book presents seven habitudes (habit and attitude) which are daily decisions that successful learners choose to make and a specific attitude that demonstrates a new mindset and a way of thinking. These seven habitudes represent essential behaviors for improving students’ performance in school and in the world beyond.  These dispositions enable STUDENTS to think critically, make informed decisions, share knowledge and assume responsibility. ( KES Mission Statement)

3. The only thing that interferes with my learning is my education. Albert Einstein

4. Group Dialogue:  1. What impediments to learning do you think your children encounter?  2. To what extend do you think education interferes with learning for today’s students?  3. Do you think that today’s students are more in need of the habitudes than in years past?  4. How do you see the habitudes connecting to KES’s mission?  1. What impediments to learning do you think your children encounter?  2. To what extend do you think education interferes with learning for today’s students?  3. Do you think that today’s students are more in need of the habitudes than in years past?  4. How do you see the habitudes connecting to KES’s mission?

5.  At KES, implementation of Habitudes will take on a framework which consists of three parts:  Name It ( label and describe)  Claim It (relate and connect attributes to specific individuals or behaviors)  Sustain It (explicitly taught)  At KES, implementation of Habitudes will take on a framework which consists of three parts:  Name It ( label and describe)  Claim It (relate and connect attributes to specific individuals or behaviors)  Sustain It (explicitly taught)

6. Name It and Claim It

7. Sustain It  Through instruction and extended practice, awareness of the habitudes will move from something you do with students to something you seek them to become.

8. Example of Habitude : Self Awareness  Name It --The Pitch– Why do we need to be self aware? We want to be Champion Learners!  Claim It-- Conversation Starter and profile  Sustain It- Heart Mapping activity  Name It --The Pitch– Why do we need to be self aware? We want to be Champion Learners!  Claim It-- Conversation Starter and profile  Sustain It- Heart Mapping activity

9. Reflections  Reflections on Self Awareness  Confidence comes from within. It is a byproduct of self-awareness, as result of knowing our strengths and weaknesses. Successful learning is not about getting things done, but rather knowing how you got it done, so that you can do it again later and later. Students should ask themselves EVERYDAY-- What did I learn about myself as a READER, WRITER, and a LEARNER? What did I learn that I can do again and again and again?  Reflections on Self Awareness  Confidence comes from within. It is a byproduct of self-awareness, as result of knowing our strengths and weaknesses. Successful learning is not about getting things done, but rather knowing how you got it done, so that you can do it again later and later. Students should ask themselves EVERYDAY-- What did I learn about myself as a READER, WRITER, and a LEARNER? What did I learn that I can do again and again and again?

10. Take Aways for KES  School Wide Emphasis:  Sept- All Habitudes --Name It, Claim It, and Sustain It  Oct.- Self Awareness  Nov.- Courage  Dec.- Passion  Jan.- Perseverance  Feb.- Curiosity  March- Adaptability  April- Imagination  School Wide Emphasis:  Sept- All Habitudes --Name It, Claim It, and Sustain It  Oct.- Self Awareness  Nov.- Courage  Dec.- Passion  Jan.- Perseverance  Feb.- Curiosity  March- Adaptability  April- Imagination

11. Where will you see and hear about Habitudes at KES?  Teachers integrated into classroom lessons and class community  Monthly guidance lessons incorporating Habitudes  Incorporate Habitudes into weekly Classroom Meetings  Habitude Champion– bulletin board outside of café.  Mrs. Hyman has documented literature connections from KES resources  Grade level Habitude Bulletin Board  Morning Announcements ( Each Monday emphasis from gr. level teams)  Measure of Success - when we see students use the language on their own and integrate practices that support the habitudes into their learning.  Teachers integrated into classroom lessons and class community  Monthly guidance lessons incorporating Habitudes  Incorporate Habitudes into weekly Classroom Meetings  Habitude Champion– bulletin board outside of café.  Mrs. Hyman has documented literature connections from KES resources  Grade level Habitude Bulletin Board  Morning Announcements ( Each Monday emphasis from gr. level teams)  Measure of Success - when we see students use the language on their own and integrate practices that support the habitudes into their learning.