Let’s be real. One of the hardest things to do is build a new habit. It’s difficult due to a change of focus in daily routine. Although the benefits of a mastering a new habit can influence learning, growth and success in the journey through life. In some children, habits may come naturally, something they don’t even think about, yet they just do it.
In contrast, for children with learning disabilities, habits often do not come easy. On top of learning deficits for students with disabilities, such as retaining information, processing, skill performance and executive functioning, building a new habit becomes a demanding task. A task requires a plan of action and support of teachers. When teachers infuse incremental approaches with children with learning disabilities in building habits, the more inclined academic performance, skills and confidence will shine.
This piece will discuss three strategies to building growth with a Habit of Mind for students with learning disabilities. Most importantly, the habit will be connected to the classroom where students need support, focus and a mindful path to success within a particular skill. Through “Small Wins,” you will discover the unique connections between skills and habits, most specifically their importance to success within learning.
Small Win #1: Persisting with Reading Closely
Issue: In a classroom setting many students with learning disabilities find it hard to read closely, a focus on significant details and a precise understanding of text meaning. Many times, this is due to a lack of focus, impulsive thinking, cognitive overload or just reading to get it over with. Basically, students are not comprehending what is actually written on the pages.
Small Win Process:
1. What is the goal?
Build the skill of Close Reading by increasing the habit of Persisting
2. How will this happen in “Small Wins?”
For a week, at the beginning of class, students will be given a minute to read anything they choose from their phones or iPads. Time is dedicated to fully focus on the screen and nothing else. At the end of a minute, each student will briefly summarise their reading. The next week, students will up the game of reading to two minutes and after each session summarise their reading. The week after, three minutes, then four and so on until students are building the habit of persisting more and more each day.
3. The trigger will be they can choose any source off the Internet on their phone or iPad: Twitter, CNN, CBS, etc. The idea of using their personal devices in the classroom and choosing any piece of reading they desire is an awesome motivator!
The long-term outcome is centred on eliciting mindfulness and maintaining focus during reading within the classroom, and most importantly, understanding meaning and details within a text.
Small Win #2: Organising & Planning with Metacogntion
Issue: The ability to keep organised and planned for students with a learning disability can be a challenging task. It is a task that can impede learning material, staying focused, maintaining consistent workflow and even overall success within the classroom.
The neurological process that lets us prioritise, organise, and analyse is connected to executive functioning. To build the executive functioning skill of staying Planned and Organised, students will focus on the habit of thinking about your thinking: Metacognition. In other words, students become a spectator of their own thinking.
Small Win Process:
1. What is the goal?
To increase the Executive Functioning skill of Planning and Organising through Metacognition.
2. How will this happen in “Small Wins?”
Each day students will be given a two-minute break between activities to take a mental rest, transition smoothly from one activity to the next, and to simply relax and let off some steam. The only caveat with this two-minute break is that students will take the action of planning and organising in a way best suited for them. It will start with students taking 15 seconds to organise or plan in some aspect. This can be as simple as writing down a reminder in their notebook, dating an assignment, organising their pencils or filing away a worksheet in their binder. After a week of engaging in this action, students will increase their time to 30 seconds. The week after 45 seconds, the next week 60 seconds, and so on, until it becomes a habit during break time.
3. The trigger for this process is announcing, “It is break time!” When students hear this statement they automatically know that it starts with organising, then they can blow off some steam.
As students continue with this process the hope is that after some time the skill of organising and planning becomes a gratifying feeling and one that elicits practicing Metacognition.
Small Win #3: Increasing Working Memory through Thinking and Communicating with Clarity and Precision
Issue: Quite often, when teachers end class early, students tend to congregate by the door, listen to music, or text with friends. This time could be used in a more effective way, such as increasing their Working Memory. Working memory is the ability to store information for a certain amount of time. For students with learning disabilities, working memory deficits are common and can negatively impact their ability to remember information.
Small Win Process:
1. What is the goal?
To increase Working Memory through developing Thinking and Communicating with Clarity and Precision.
2. How will this happen in “Small Wins?”
Every class will end four minutes early. For students, it will be seen as a gracious gesture of the teacher by letting them shut down shop early so they can relax and talk with friends. However, you are actually providing an opportunity for students to reflect on class and share their thoughts with a partner. During this time students will simply write down a clear and precise piece or pieces of information, comments or big ideas. This process will begin by taking 45 seconds of the four minutes to write it down and exchange with a partner. The goal is for each student to keep the idea or thought and share the next class. After two weeks, the time will go up to 75 seconds, the next two weeks will be 90
seconds and so on.
3. The trigger is that class ends 4 minutes early. Although some of this time is delegated for reflection and recording with a partner, there is still the opportunity to relax and socialise before the next class.
The ability to reflect on learning with a peer, share ideas and communicate clear and precise information can offer valuable experience for all students.
Let’s celebrate a victory!
There is something to be said about accomplishing a goal, even when it is a small goal. When success is achieved in any goal we set for ourselves, it does deserve a pat on the back, congrats or even a little celebration.
When they see we care and show recognition, that’s the biggest victory of all.