CONTRAST Two ideas don’t go “He is healthy BUT he
together. doesn’t exercise.”
CAUSALITY One event causes “Peter went home
another. BECAUSE his work
was finished.”
SEQUENCE One event happens “He went home, THEN
before, during, or he went to the library.”
after another event.
Te a c h i n g s t u d e n t s t o b e a l e r t t o t h e c o g n i t i v e p r o c e s s e m b e d d e d i n
written and spoken language can help them become aware of their own
language and thought. This instruction also can help them decode the
syntactic, semantic, and rhetorical signals found in all languages, and
learn to integrate the complex interaction of language, thought, and
action (Marzano & Hutchins, 1985).
In Summary
Language is a tool for enhancing others’ development. Speaking mindful
language simply means that we consciously use communication to help
students develop the Habits of Mind. We speak mindful language for a
variety of reasons:
•Using a variety of terms, phrases, and slogans that are synonymous
with the Habits of Mind builds conceptual fluency.
•Using specific cognitive terminology provides a good model for
thinking and communicating with clarity and precision.
•Posing questions that cause children to examine their own behav-
ior, search for the consequences of that behavior, and choose more appro-
priate actions serves as a rich model for questioning and posing problems
as well as problem solving.
•Giving data, divulging information about ourselves, or sending “I”
messages so that students must process the information themselves helps
them develop self-control, flexible thinking, and the habit of listening
with understanding and empathy.
132 Learning and Leading with Habits of Mind