If a student uses unusual terminology, expresses a confused concept
or idea, or asks a question that the teacher does not understand, the
teacher will want to clarify both the content of that idea and possibly the
process by which that idea was derived. The teacher may express a lack
of understanding of the student’s idea and seek further explanation; invite
the student to be more specific by requesting that the student elaborate on
or rephrase the idea; or seek to discover the thinking processes underly-
ing the production of that idea.
Clarifying is often stated as an interrogative, but it also could be a
statement inviting further illumination. Here are examples:
- “Could you explain to us what you mean by charisma?”
•“So you’re saying that you’d rather work by yourself than in a group.
Is that correct?”
•“Go over that one more time, Shelley. I’m not sure I understand you.”
•“You say you are studying the situation. Tell us just exactly what
you do when you ‘study’ something.”
•“Explain to us the steps you took to arrive at that answer.”
By clarifying, teachers show students that their ideas are worthy of
exploration and consideration. Clarifying demonstrates that the teacher is
interested in, values, and wants to pursue students’ thinking. When a
teacher responds to students’ comments by encouraging them to elaborate
further, students become more purposeful in their thinking and behaving.
Providing information and feedback.Feedback in an environment
of trust can contribute to students’ development of the Habits of Mind
over time. Students need feedback on their use of the habits, and a sense
of trust in how that feedback is delivered stimulates motivation and self-
directed learning—both of which support further development of the
habits. Carol Sanford (1995) writes, “The ability to be self-correcting or
self-governing is dependent on the capability to be self-reflecting [and] to
see one’s own processes as they play out.” To support this aim, students
must be involved in creating the criteria and processes for gathering and
reporting the feedback (see Chapter 11). Sanford adds that feedback
should be done based only on a previous agreement that specifies the
principles and areas to be covered.
112 Learning and Leading with Habits of Mind