{"id":3133,"date":"2020-09-30T14:00:12","date_gmt":"2020-09-30T18:00:12","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=3133"},"modified":"2020-09-30T14:00:12","modified_gmt":"2020-09-30T18:00:12","slug":"atomic-habits-in-the-science-classroom","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2020\/09\/atomic-habits-in-the-science-classroom\/","title":{"rendered":"Atomic Habits in the Science Classroom"},"content":{"rendered":"\n
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What are “Atomic Habits”?<\/h2>\n\n\n\n

Atomic habits are the small scale wins that people consistently engage in, through a life-long process or on a journey. This journey is NOT constructed for someone to eventually<\/em> become who they want to be, but it is about actively being<\/em> that type of person through tiny, incremental, and do-able changes. These tiny changes compound over time, delivering self-improvement via a process-oriented mindset. <\/p>\n\n\n\n

How can teachers use atomic habits to inform & transform their teaching?<\/h2>\n\n\n\n
  1. With ourselves<\/strong> – It is normal for new teachers to get bogged down when navigating the planning processes for a whole semester, year, or course. It can be an intimidating process for many teachers, especially first-timers. We can use Clear’s advice by taking action instead of spending too<\/em> much time in the motion (planning, brainstorming) phase. It is important to not let preparations for our class to turn into procrastinating. We need to come to terms with the fact that our first year will not be perfect, and that is okay. <\/li><\/ol>\n\n\n\n
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    2. With our students<\/strong> – We can have discussions and have our students reflect on the process, meaning, and outcomes of k-12 school. Why are we here? Why are we learning these things? Are we here for grades? Or are we here to engage in the process of life-long learning? With this new knowledge of atomic habits, we can work to transform how students view school and their own learning processes. <\/p>\n\n\n\n

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    3. With our colleagues<\/strong> – Say a fellow teacher-friend comes to you, asking for advice on how to get more student motivation with engaging in the content. We could talk and have a fellow discussion with our co-worker about maybe seeing if students feel bored (tasks may not be challenging or engaging enough), or if they feel like they are set up for failure because they don’t understand the content fully or what is being asked of them. Balance is key. <\/p>\n\n\n\n

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    A post shared by Lou Lomas Author (@lou_lomas_author)<\/a><\/p><\/div><\/blockquote>