![]() Here’s the one indispensable “habit principle” I’d want my students to learn and practice: Create cue X, for action Y. Stable cues are the key to forming a positive habit After consistently practicing these habits, they become part of our identity. That’s good news for those of us who believe in the power of positive habits. Researchers are also beginning to discover that habits persist even when we don’t value the reward as much as we once did (or even when the reward is no longer available). ![]() Hearing the cheerfulness in her grandmother’s voice is the student’s positive reward. Here’s what the habit loop might look like for a positive habit: Every day when a student comes home from school, she calls her grandmother to find out how she is feeling. This process is fairly straightforward for everyday habits: For example, when a student comes home from school (cue), they might experience a spike in dopamine as they start looking for a snack (craving), and then indulge (response) in the salty, crunchy reward of a bag of Fritos. In short, we are still captives to our “lizard brain.” We remain creatures who crave instant gratification. Finally, the response delivers the reward (the desired thought or action that gives us relief from the craving). But they should.Įvery student should learn about the “ habit loop.” Whether it’s a good or bad habit, the mechanics of a habit are the same:Ĭues spark our habits, and our cravings are the motivating forces behind every habit. But I can’t seem to find any curriculum in the United States where eighth graders learn about the science of habit formation. Most students learn about Newton’s three laws of motion in eighth grade. James Clear, author of Atomic Habits, hit the mark when he suggested that the best way to change who you are is to change what you do. Only later in life did he learn the wisdom of practicing the character strength of carefulness. For example, for many years one of my children handed in assignments that were filled with errors because he had not yet developed the positive habit of checking his homework before handing it in. Our challenge as educators is to encourage students to understand that their habits shape who they are and the sort of person they want to become. Each of us has our morning habits, as well as our eating and bedtime habits. The research is clear: 40-50% of all our actions are done out of habit. It is difficult for me to imagine any student becoming their best possible self without developing a wide range of positive habits.Īs a starting point, here are five concepts to teach students about habits that will help them build productive skills and meaningful practices into their lives. Positive habits help students achieve the “character goals” they have set for themselves, such as being a person of integrity or someone who strives to be kind and helpful to others. As a researcher and president of, I want to make the case that every child and teen, before graduating from elementary school, middle school, or high school, should be able to demonstrate and explain how they have formed and consistently practice a positive habit-especially one they intrinsically want to develop.
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