Could Have a HOM Box in Class Students Could Nominate Students When They See Them Using

HABITS OF MIND IDEAS FOR IMPLEMENTATION Persisting Managing impulsivity Listening with understanding Thinking flexibly  Picture books – Arthur  Stop think do strategies & empathy  SHIP strategies e.g. Thinkers  Sports day – try new skills  Y chart link to Stop (red)Think  Social stories, what if? Keys  Everyone try to be “spotted” by (yellow) Act (green)  Role plays, what would you do?  Discuss or get students to share a Habit Spotter over the week  Writing it down  In class meetings and other different ways they have to do  Research famous people and  Sharing in smaller groups times having clear expectations things / solve problems recognise their persistence in  Having group roles or using of no put-downs –only positive  Do “What if” exercises (thinkers achieving great things different protocols comments keys)  Tables clock (getting personal  Behaviour management – hands  Restorative justice scripts, using  Introduce “ best time) on head, sit in the corner and them with children Wheel of choice”  Trial and error problem solving recite a nursery rhyme  Think / Pair / Share  Child protection curriculum strategy  Counting to ten – giving children  Share other students musical scenarios / role plays nd  Editing work, 2 drafts, time to answer, respond, explain interests  Giving children options- the task corrections before publishing  Have to wait 10 seconds before  Learn to at least appreciate is… what are some ways you  PE fitness – have a go, keep putting their hand up different music styles even if you could do this? prying  Discuss marshmallow don’t like it  Ensuring you have a range of  Celebrate successes experiment with class – findings  Y chart resources to encourage children  Forums – keep trying to get in about the future success  Asking children to reflect back to be flexible each year  Have a go what has been said e.g. you  Problem solving  Toni Thurnam  Discussions, oral presentation feel….. Because…..  Different perspective as, points  Link this with taking responsible feedback  Listening comprehension of view risks  Counting to 10 activities  Asking what about?  Allowing time / space for  Taking turns  Note taking when others are  Introduce new ways to attack children to finish a challenging  Hands up sharing problems task  Count to 10 before you say  Question time  Problem solving  Reading a story about something implement this in  Comprehension tests  Science persistence and having a habit whole class  Rewards for listening  Forums spotter in the class group to  Stop-think-do strategies  Getting students to relay others  Putting in practice other students point out areas of persistence  Setting up roles within groups, opinions – why they said what suggestions when doing end of within the story only do you role they said activity reflection session  Reinforce the idea of keep  Speakers in schools / school  Technology tasks trying when learning melodies visitors  Presenting work in different ways etc. on tuned percussion  Story time – questions in a group  Making up rules for a new game  Focus on the more difficult “how do you think the other child  Making up rules for a new game phrases in songs, choir, band, might be feeling?”  Design and technology music etc.  Many songs have this theme, curriculum- looking at things  Link to program achieve sing and discuss differently alternatives  Use Y chart – what does  Role reversal i.e. teacher /  When facing a problem or idea persisting look like/sound like/ student students have for the class, look feel like  Give time for students to respond at how can we do this? First  Photo charts – showing children  Listening then questions during instead of It is not possible demonstrating persisting – with show and tell because… explanations  Circle time sessions  Problem solving / thinking  Books / one child – slide show activities (reading block)  Helen Keller- great person to  Continual dodge ball look up to  Open-ended questions with  Songs that talk about sorrow of multiple answers other people harassing them  Analysing stories of success “Don’t Laugh At me” great song, which have resulted from lots of discussion persistence   Posing difficult problems and rewards once finished  Refer to inspiring people’s stories, quotes which model persistence – name this in class when observing it in others  Sports lessons e.g. high jump  Class working e.g. writing genres  Toni Thurman folder  Homework  Maths – knowing and remembering times tables  Drills for remembering  Toni Thurman – achievement through persistence  Guest speakers or YouTube videos showing documentary about different iconic public figures and how they have achieved a goal e.g. – sports players, Para Olympic athletes  Some great stories that highlight this HOM  Model it  As a teacher don’t accept any “acceptance” work, scaffold ideas to the child to improve or solve problems  Finding all the resource they need when they first start school  Sand timer  In maths keep track of weekly scores try to beat last weeks score – offer same maths problems each week, eventually should have learnt them all Thinking about your Striving for accuracy Questioning & problem Applying past knowledge to thinking (Metacognition  Students participate in creating posing new situations  Modelled writing rubrics as part of assessment  Use question matrix  Emphasise prior knowledge- how  Verbalising thought processes  In presentations of RBL finished  What if scenarios – exploring important it is that we explore when solving a maths problem products options and likely or possible and understand what is known or drawing a landscape)  Focus on rhythmic accuracy consequences before going further into new  Verbalising how you reached an  Importance of symbols in music  Class meeting agenda items – areas answer not just a series of notes in the encouraging all students to add  Look at aspects of rock music  Students thinking about their right order to the agenda at some stage and how these features relate to research or certain topics and  Discuss when is striving for  Maths big book- Asking good other music styles how they came to the particular accuracy important? questions on chance and data  Identifying a skill / knowledge answer they came to  Feedback and opportunity to re-  Talk and listen time- focus on you have and how this can be  Link to types of smart – self do etc questioning asking questions applied to their settings. I know / smart- understanding self  Ruling up your book that begin with why, how etc can….. So I know/ can…  Brain activities – model of brain,  Showing working out with maths  Question matrix  Prior knowledge activities. brain busters, mind games, problems  Debating / arguments  Build up existing activities understanding their preferred  Practice  Different t points of view  Linking curriculum learning style and what they  Sports day  Questioning / comments when  Computer lessons need to work on  SAPSASA events giving feedback both verbal and  Homework  Learning journals  Lessons / class work written.  Daily / weekly whole class  Make different thinking models /  NAPLAN tests  Debating problem solving activity strategies explicit, frameworks,  Wakakirri / performing Arts  Deconstruction  Giving weekly challenges to get students to share and use constant practise to learn  Mandy’s questioning sheet for support previous knowledge varied frameworks routines / steps / beat / rhythm deeper questioning and thinking  Writing a story  “Brain” work etc- rehearsals – cheeking and following show and share  Ask students to share “things I  TRC finding ways to improve use of sessions have learnt from old people” we  Behaviour management video – let them watch  Debate – structures of had this as a sharing topic, it was strategies – own thoughts and themselves questions / problems very funny and had lots of then effects on others  emphasizing checking/ editing of  Forums e.g. special events discussion about how History  Child protection curriculum work  5y’s creates questions from can help our future  Health / anger management  Talking about your personal best, problems  Getting along / displaying highlighting students  Daily problem solving co-operative games that do this. “Good, better, best,  Explicit teaching of questioning  Asking children to tell / never let it rest till your good is skills show other students how better and your better is your  Picture tasks – barrier games best” they worked something out  Drawing pictures to work through  Verbalising how you worked  Editing process problem solving something out  Using a calculator to check work  Making a model in Science  Learning journals  Asking others to check work  5 y’s  Learning journal  Checking facts / information on  Daily quiz, wheel of fortune, On  Multiple intelligence tasks internet , encyclopaedias (kids identify) how they  Ask students how they think they this day, I spy, S.A. trivia, learn could improve on their work  Asking children to share (brain storm) then implement with the class how did you  Editing a story come up with that answer?  Editing a story  Instead of asking what is  Don’t allow acceptable work as the answer share ways you finished work say “that’s good” worked out the answer but how can you make it better  Editing process  Spelling test scores from week to week- try to improve each week  Editing skills  Letting students re-submit work for a better result

Thinking & communicating Gather data through all Creating, imagining & Responding with with clarity & precision senses innovating wonderment & awe  Listening skills, games  Y charts – looks like, sounds like,  Design technology tasks  Using living creatures- observe  Barrier games feels like  Dewitt Jones DVD changes / life cycles, behaviours,  Describing an object and  Get outside more!  Use the BAR method (bigger / appearance etc. partner has to draw tri from  Get the benefit of our lovely add/ replace)  Simply listening to music and your instructions natural environment  Allow for and encourage choice respond in words, movement etc  Morning talks or speeches  Using language that includes all in presentation of learning  Modelling this every day. Today I  Focus on oral communication the senses when questioning  RBL – deciding as a group how am really excited about…. as a skill, model it and seeking responses to present research – poster,  Sharing personal stories and  Using barrier games  Providing different opportunities slideshow, written work etc stories from the newspaper and  When presenting RBL topics for students to gather data  Use well known pieces of music TV. Did you know…? back to the class students using through different sources – using an change the – time signature,  Asking children to share exciting clarity and precision in their different senses – computers, mood (dynamics), temp, news presentations books, some students prefer to variation (e.g. change some  Science experiments  Giving children opportunities to work with computer programs notes)  Cooking explain familiar task, to the and are more stimulated  Technology tasks, thinking tasks  Active listening skills class group. Children ask the  Outdoor education  Class meetings – try new things  Taking time, being flexible when presenter questions to clarify  Peer teaching  Design and technology classes events occur which result in the task  Blindfolds – example of how /  Story writing wonderment and awe e.g. hailing  Speeches (time limits) halving why  Current inventions – how to outside speech  Give students opportunities to make them new  Regularly show awe inspiring  Research projects with use specific senses for activities  Designing power points and emails and presentations to gather data / information e.g.  Art, technology etc activities videos of unique / inspiring  Presentations of work blindfold  Design a house that uses phenomenon and inspiring  Assemblies  Using cooking to learn about environmentally friendly energy people’s stories – discuss  Everyday instruction and foods – colour, taste, smell, sources e.g. solar, compost  Give opportunities for class listening skills touch, sound  Imagine a day without electricity members / student to share  Class meetings / intranet  Poetry writing – how could you achieve the these  News  Don’t always plan in-class same tasks  Power points  Reports – related to individual activities when the opportunity  Variety of art activities using  Science / experiments etc research arises get them outside learning different mediums  Science experiments we’re doing  Know hat you want to say g with their other senses  Science / Technology activities on Micro-organisms – the beauty before you say it!  Cooking  Set a task and see how many in the patterning, the mystery of  Explaining a procedure  Cooking different ways we can achieve what’s happening – able to  Oral presentations  Allowing various mediums within that goal. Technology is really document, draw, use audio to  Set topics each week and the class that are accessible to good for this. How many ways see film age of such feedback specific Public students can you…..?  “exciting encounters” each week Speaking skills to group  Nature seeking trails  Visual art focus on something unusual or  ABC of particular topic  Design and technology amazing e.g. new inventions,  Sing, dance, move, make crazy  Stories historic buildings, inspirational connections that make the  Dress-ups in creative activity people learning memorable  Dress –ups in creative activity  Sharing funny stories that have   Allow students to share their happened to me personally ideas before you present yours  Bringing newspaper clippings  Dress ups that highlight this (or photos)  Art  Get kids to share great things they have encountered  Design and technology  Science experiments with “wow”  Technology based lessons – factor open ended task to achieve / construct  Negotiating topics / themes of  Play box activities dram and interest dance  Hatching Monarch butterflies  Box construction  Let kids get excited about things  Students coming up with group  Stop the class when something names with wonderment happens, change your program, be flexible, if a water pipe bursts in the yard, use it as a starting point for literacy or Technology

Taking responsible risks Finding humour Thinking interdependently Remaining open to  Awards recognition for having a  Use cartoons e.g. Hagar, Snoopy  Strategic team games e.g. “Steal continuous learning go – raise the profile of the  Daily joke (clean) the stick”  Link this with persistence and process of risk taking – don’t  Share funny and quirky emails  Allowing students to work in taking responsible risks just celebrate the end result with students groups and teaching group skills  Modelling myself as remaining  Research famous people and  When reading stories finding  RBL – working as a group when open to continuous learning their risk taking and what it humour in a story and sharing doing research  Telling the story of Thomas allowed them to achieve the humour in a story as a class  Team work in relation to complex Edison who made many  Setting up situations which  Have a go and have a sense of music works mistakes before he finally encourages this e.g. through humour if you can’t quite get it  Particularly relevant to work in invented the electric light globe PE programmes / maths – right concert band  Remaining open to learning from chance and data activities  We start each day with the  Science groups (roles) different sources e.g. books,  Students may choose to reach “attendance officers” taking the  Group presentations internet, using computer any area they are not strong at roll and sharing a joke a laugh a  Group tasks programs etc. e.g. mapping skills. This would day.  Community learning  Whole year projects provide them with the  Starting and finishing the day  Greater emphasis on group skills  Speakers in schools program opportunity to take responsible with a joke – science primary connections  Discussions – life long learners. risks  Jokes, humorous topics, finding  Games / competitions in groups Highlighting new learning  Encourage all students to “have humour in what has happened to  Forums  Setting goals a go” at new things e.g. playing us – personal stories  Student leaders  The newspaper or media often drums, keyboard etc even if it’s  Telling / sharing a joke  Group tasks in library has examples of people still new to them  Laughing at yourself / sharing  Partner learning, use them. 90 year old  Encourage solo’s within a group when you make a mistake  Group work does bungy jumping musical work  Weekly jokes, interesting  Share and give positives to  Using a risk meter. What's the unusual facts others in your group at the end best or worst thing that could  Joke of the week activity with of a task i.e. I think that…. happen if you…… rewards (in some small incident) was… in our group  Class monitors  Identifying positive as opposed  Have a balance of individual  Giving children different entry to negative humour tasks as well as group tasks points which require coming out  Silly sentences  Encourage scaffolding between of their comfort zone, but at  Funny poems more capable students and less their won pace  Skits capable students  Art / design- doing something  Start by being able to laugh at  Group tasks to complete a task different yourself together  Sports days  Plays and telling jokes  Group discussion sessions  Having high expectations of all  Plays and telling jokes  Team activities students and making most  Knock – knock  Teams things achievable by all  Joke books  Rotating responsibilities students who put the effort in  Teachers laughing at self  Working in teams for a  Teachers dressing up presentation, a ‘show and tell”  etc  Partner news (weekend)  Working in groups – rotate responsibilities  Students deciding which method would best suit everyone to choose sports day teams

 Make a set of strength cars, for each HOM. Give 2 out each day to different children. Discuss why these students have these strengths – what evidence.  Could have a HOM box in class – students could nominate students when they see them using a habit – draw them out regularly