How can we start this new school year with a lift of positivity and hope? We suggest that developing dispositions such as persisting, thinking interdependently, striving for accuracy, thinking flexibly and remaining open to continuous learning are a great way to start. These dispositions are also known as Habits of Mind and our research indicates that they are teachable, observable, and can help us confront problems the answers to which are not immediately apparent. (Costa & Kallick, 2008). The term "dispositions" is useful because it indicates that it's not only ability that counts, but also the perception and inclination to make good use of that ability in appropriate situations. When we become more disposed to using these facets of practical intelligence we are developing all students to reach their innate potential for high levels of thinking and intellectual performance for self-actualization and personal contribution (Jackson,2011) We create an inclusive, equity conscious environment critical to success for ALL of us whether in school or in our lives.

We suggest, therefore, that dispositions be included as explicit outcomes when making decisions about what students should know or be able to do as they engage with learning experiences that will prepare them for the complex problems and ambiguities they will face in school and in life.

Herein lies the dilemma - if they are patterns or clusters of behavior, how can we isolate any one and consider that we have an adequate assessment? Can we teach these dispositions directly? How will we know if students are getting any better at demonstrating an attitude of intellectual open-mindedness or curiosity, for example?

We question the paradigm of our present system of assessments that focuses on the acquisition of information rather than focusing on how information is applied and assessed through performances. We make significant judgments based on scores on a reading test without including observations of when and what students voluntarily choose to read? Passing a test on historical facts is valued more than expressing fascination, wonderment and a desire to learn more about an historical event? Bubbling in the correct answer to a complex math problem on an answer sheet does not represent how persisting over time on a problem that demands insight, creative approaches results in the joy of an "a-ha" moment?

When communities are asked what the profile of a graduate from their schools would look like, they name attributes such as "critical and creative thinkers who can be contributing global and local citizens". In other words, they would like to see mindful human beings who can learn from an early age how to draw upon one or more of these dispositions. They learn to meta-cognitively ask themselves such as, "What is the most thought-full action I can take right now?" What do I already know about this problem? What resources do I have available or need to generate? What questions do I need to ask? Who else can work with me on this problem?

Each of these actions involves and reflects the processing of information in our brains. They are robust, firm, sturdy and strong. They are even more challenging than such "cognitive skills" as recalling and understanding information because they require self-awareness, inhibition of impulse, management of internal thought processes, alertness to situational cues, and gathering feedback about  results. As parents and teachers, we must also work to embody those behaviors. Our children imitate the adults they most respect, so as parents and teachers we must work to embody those behaviors. As we all grow and strengthen these dispositions, we will be creating a more thoughtful world.

We hope that you will join Yvette and Bena at the 2020 GlobalMindED conference where you can engage further with these ideas.

References:  Costa, A. and Kallick, B. (2014) Dispositions reframing teaching and learning. Thousand Oaks CA: Corwin Press

Costa, A. and Kallick, B. (2008) Learning and leading with habits of mind: 16 characteristics for success . Alexandria VA: ASCD

Jackson, Yvette (2011) Pedagogy of Confidence. Teachers College Press, Columbia University, New York and London