Those are general statements. So let’s “unpack” these ideas more fully
to describe some indicators that the Habits of Mind truly are becoming
invested, embedded, and infused into a mindful school:
All inhabitants of the school (staff, students, and parents) are
increasingly...
•Spontaneously employing the language of the Habits of Mind.
•Aware of and recognizing the Habits of Mind in themselves and
others.
•Valuing the Habits of Mind as a skillful internal compass to guide
actions, thoughts, and decisions.
•Applying the Habits of Mind in an ever-expanding range and vari-
ety of settings.
•Becoming more skillful and capable in performing the Habits of
Mind when confronting problems in a variety of settings.
•Committed to monitoring, reflecting on, evaluating, and improving
the Habits of Mind.
•Unprompted in their habitual use of the Habits of Mind.
•Becoming influenced by the Habits of Mind in their daily behav-
iors, interactions, and learning.
Classroom Instruction
•Instruction focuses on alerting, experiencing, illuminating, practic-
ing, valuing, reflecting upon, and evaluating the use of the Habits of Mind.
•The Habits of Mind are mindfully and meaningfully heard in the
vocabulary of both students and teachers in their classroom interaction,
in the cafeteria, on the playground, and at home.
•Lessons are planned to make the Habits of Mind explicit, as well as
to create classroom conditions forthe habits of mind and to teach about
the habits of Mind.
•Instructional strategies are designed to directly teach, engage, mon-
itor, and reflect on the Habits of Mind.
Curriculum Design
•Habits of Mind are woven through other curriculum initiatives and
state-mandated programs.
Appendix C: When Have Habits of Mind Become Infused? 391