The Reflection Of Managing Impulsivity In The Classroom

“Often students blurt the first answer that comes to mind. Sometimes they shout out an answer, start to work without fully understanding the directions, lack an organized plan or strategy for approaching a problem or make immediate value judgments about an idea---criticizing or praising it---before fully understanding it” (Costa & Kallick, 2000, p. 3). For this reason, I decided to focus on managing impulsivity. Also, listening with understanding and empathy was another focus area implemented in my classroom. Once a student is able to manage their impulsivity, learning can take place in the classroom. Furthermore, students can learn to listen with understanding and empathy by actually listening to others without cutting each other off mid-sentence. Prior to implementing these two habits of mind, I printed off the posters for managing impulsivity and listening with understanding and empathy. Not only did they have pictures, the posters also used kid-friendly language. Costa and Kallick confirmed that “students may recall the habits by thinking of the posters” (Costa & kellick, 2009, p.20). Once I read what each habit of mind meant, I proceeded to ask the students what they thought the two habits meant. Additionally, students were asked what are some things they have seen within our classroom that shows students not managing impulsivity or listening to others with understanding and empathy. When it came to teaching the students about managing their impulsivity, I read the