CASEL* (2023) defines Social and Emotional Learning (SEL) as:

The process through which all young people and adults acquire and apply the knowledge, skills, and attitude to:

• develop healthy identities,

• manage emotions and achieve personal and collective goals,

• feel and show empathy for others,

• establish and maintain supportive relationships,

• Make responsible and caring decisions.

*Schlinger, M. (2021, October 11). Social and emotional learning fundamentals: SEL 101 with Casel. YouTube. https://youtu.be/jgKNn-JcYPE  

My Growth With the Habits of Mind

When I completed the three-part Individual Practitioner Course at the Institute for Habits of Mind, I spent some time reflecting on that journey. Most notably, the courses profoundly impacted my personal growth and development as a graduate student and writer.

My self-awareness was heightened as I spent more time reflexively considering how I listen, think, and communicate. The Habits of Mind courses encouraged that awareness by prompting me to reflect on my thinking patterns, behaviours and responses. I gained insights into my strengths and, perhaps more importantly, areas where I can improve. By recognizing my thinking habits, I can intentionally cultivate positive interpersonal skills. This is a key part of communicating compassionately and tactfully at a graduate level, where the Habits promote collaboration and effective connections. The depth of engagement in group discussions, shared insights, and learning with peers has been enhanced. These skills are valuable in any context, whether conversing with colleagues, family members, or community groups.

The Habits of Mind framework has improved my critical thinking and problem-solving abilities because these skills are emphasized in the program. I have learned to approach challenges with curiosity, analyze situations, and consider multiple perspectives in a more methodical way. As an educator, I would have benefited by applying the skills to lesson planning, classroom management, and student interactions. More importantly, I would have taught my students how they could have used these life-changing skills.

I have always considered myself a persistent person. As a survivor of adverse childhood experiences (ACEs), my resilience has lent me the courage to move forward with a positive hope for the future. Habits of Mind courses reminded me of the critical nature of fostering persistence in myself and others. We all face obstacles and setbacks. Understanding the root of how we persevere will help me to share that knowelege. Resilience extends beyond academics. I am more likely to be open about how I approach life's challenges with a growth mindset, viewing setbacks as opportunities for learning and growth. 

As I think about my thinking and learning strategies, I have developed a metacognitive awareness; an understanding of how I learn and adapt. These courses have facilitated my ability to assess my personal progress to ensure that I continue to use and develop these critical skills. 

I am a model of lifelong learning and adaptability. The Habits of Mind courses have encouraged a flourishing of ideas and methodologies. I approach learning as a journey and seek continuous development to remain relevant and give back. Last week, my grandson told me that I had taught him to leave places better than the way I have found them, and indeed, I try to do that very thing!

Passing On the Habits of Mind Growth Mindset

As a student, scholar, educator, friend, partner, parent, grandparent, and through all of the other-selves I portray, my commitment to the Habits of Mind framework directly impacts those my life touches. By incorporating the Habits into my own life, I both model and inculcate people through my actions and my direct instruction. I want to empower all of us to develop critical thinking, persistence, and self-awareness. It is my way of encouraging others to adopt similar approaches in their own life journey.

I hope to surround myself with a Habits microcosm that, like throwing a pebble in a pond, spreads thoughtfulness and inclusion to help those around me thrive in a culture of expanding kindness. I purposely foster an environment that values inclusiveness, understanding, curiosity, creativity, reflection, and collaboration to shape attitudes toward learning and problem-solving.

These are transferrable skills. The Habits of Mind extend far beyond mere academic settings just as they transcend age and life stages. We can carry these skills into our personal lives, future careers, and relationships. Whether we face challenges at school, work, or daily interactions, these skills are a treasure-trove of ideals to be drawn from.  The Habits have the ability to provide a wealth of responses in unpredictable times. 

Perhaps the most important aspect of the Habits of Mind is their ability to expand as one develops comprehension of them. The more one learns about the Habits, the more one finds that there is yet to learn. This amplification of the Habit's usefulness can create an impact that could shape the collective future of thoughtful, adaptable, and resilient individuals.