include students, colleagues, parents, and perhaps even other community
members. The habits should be described in terms of the content being
taught, and they should be explained within the context of a particular
classroom’s characteristics. Although the habits need to be considered
within these parameters, we suggest using the general indicators presented
in the following sections as starting points to decide what to look for when
using the feedback and assessment strategies described in Chapter 11.
Persisting
Be like a postage stamp: Stick to one thing until you get there.
—Margaret CartyPersistent students have systematic methods for analyzing a problem.
They know how to begin, what steps must be performed, and what data
need to be generated and collected. They also know when they must
reject their theory or idea so they can try another.
Students demonstrate growth in persistence when they increase their
use of alternative problem-solving strategies. We see them collect evi-
dence to indicate that a problem-solving strategy is working. If the strat-
egy isn’t working, they back up and try another (see Figure 5.1).
Students who have developed this Habit of Mind know how to draw
upon a variety of resources. They ask others to clarify and to provide data.
They consult books, dictionaries, databases, and online resources. Some-
times they go back to clarify a task or to analyze the directions.
Students who persist draw on previous experiences and apply that
knowledge to solve the current problem. Thus, these students also demon-
strate another Habit of Mind often linked to persistence: applying past
knowledge to new situations. Many teachers find that several Habits of
Mind naturally cluster together like this. As you consider indicators for a
particular habit, you may also want to consider other habits linked to it.
Notice how the indicators that we have described here might fit into
a checklist such as this:
•Demonstrates systematic methods of analyzing problems.
•Distinguishes between ideas that work and those that do not.178 Learning and Leading with Habits of Mind