The Three Habits of Highly Effective Teachers

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The Three Habits of Highly Effective Teachers

• Rodney H. Clarken
• School of Education
• Northern Michigan University
• Presented at the 18th Annual National
  Youth-At-Risk Conference, Savannah, GA
• March 4-7, 2007

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What is a habit?

• habit (n) 1. something done all the time an
  action or behavior pattern that is regular,
  repetitive, and often unconscious.

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What is effective?

• effective (adj) causing a result, especially
  the desired or intended result

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What is a teacher?

• teacher (n) 1. somebody who teaches.
• teech (v) 1. impart knowledge or skill.
• (all from Encarta Dictionary)

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In other words, this program will describe three
things which if regularly done by somebody who
imparts knowledge and skills will be more likely
to cause the desired result developing our
students potential.

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How can we know what is effective?

• 5 ways of knowing/determining truth
• Senses and experience
• Reason, logic and empiricism
• Tradition and tested wisdom
• Inspiration, intuition
• God tells us
• Others?

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All these ways are fallible.

1. Senses (illusions, mirages) and experience
   (biased)
2. Reason, logic and empiricism (scientist and
   scholars disagree, new findings replace old)
3. Tradition and tested wisdom (varies)
4. Inspiration, intuition (differs)
5. God (may be infallible, but our understandings
   and interpretations are not)

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The best we can do is to

• use as many of the ways of knowing truth as
  possible. The more ways we can verify truth, the
  more we can rely on it.
• openly and independently investigate truth, freed
  from bias, superstition and limitation.

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In this presentation,

• I have tried to combine ideas from 1) experience,
  2) scholarship, 3) traditional wisdom, 4)
  intuition, and 5) sacred scriptures to identify
  and synthesize the principles that I feel are the
  most fundamental in being an effective teacher.

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1. My senses and experience

• As all experience is biased, it is only fair you
  know some of mine
• Grew up poor on an Iowa tenant farm
• Attended six different colleges in five states
  and have five degrees in liberal arts, education,
  psychology and administration
• Traveled to 60 countries and lived in Africa,
  Asia, Caribbean, Europe and several US states
• 30 plus years in education at elementary,
  secondary and post secondary levels in rural,
  urban, reservation and international areas

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2. Scholarship

• Effective teaching has an extensive literature in
  education, psychology and management.
• For example, an emerging field of psychology,
  Positive Psychology, draws on science, philosophy
  and religion to identify positive emotions, six
  core virtues, twenty-four signature strengths and
  ways of using the signature strengths in relation
  to work, love, and parenting. (www.authentichappin
  ess.org)

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Stephen Coveys 7 Habits of Highly Effective
People

• Dependence
• Habit 1 Be Proactive Principles of Personal
  Vision
• Habit 2 Begin with the End in Mind Principles of
  Personal Leadership
• Habit 3 Put First Things First Principles of
  Personal Management
• Independence

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• Habit 4 Think Win/Win Principles of
  Interpersonal Leadership
• Habit 5 Seek First to Understand, Then to be
  Understood Principles of Empathic Communication
• Habit 6 Synergize Principles of Creative
  Cooperation and Communication
• Interdependence
• Habit 7 Sharpen the Saw Principles of Balanced
  Self-Renewal
• The 8th Habit (2004) is to "Find your voice and
  inspire others to find theirs".

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3. Traditional wisdom

• virtue and happiness were intimately related
  for Socrates and Plato with wisdom a necessary
  and sufficient condition for behaving well and
  being happy." (Parducci 10)
• Aristotle the full realization of human
  potential results from two kinds of habits
• mental activity, such as knowledge, which lead to
  the highest human activity, contemplation
• practical action (moral virtues conforming to the
  golden mean) and emotion, such as courage.
  (Nicomachean Ethics)

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Anishinaabe Seven Grandfathers

1. Bravery
2. Honesty
3. Truth
4. Respect
5. Wisdom
6. Love
7. Humility

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4. Inspiration/Intuition

• Combining what I have learned from other sources
  and meditating on what was the best way to serve
  teachers so that they might better be able to
  serve their students, I developed the model that
  I will share with you in this presentation. It
  has come over many years in bit and pieces, in
  part through inspiration and intuition, the
  result of much deliberate effort.

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5. Sacred scriptures

• As part of my orientation as a Baha'i, I believe
  in the sacred nature of all the revealed
  religions. Therefore, I have read extensively
  from the holy books of the worlds religions to
  find and understand the truths that are contained
  therein. I have looked for similarities and
  commonalities in teachings.

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The Golden Rule From Bahai, Buddhist Christian,
Hindu, Islamic, Jewish Zoroastrian Scriptures

• Hurt not others in ways that you yourself would
  find hurtful.
• Do unto others as you would have them do unto
  you.
• Blessed is he who preferreth his brother before
  himself.
• Do not to others what ye do not wish done to
  yourself and wish for others too what ye desire
  and long for yourself.
• Love thy neighbor as thyself.

• What is hateful to you, do not to your fellow
  man.
• Only that nature is good when it shall not do
  unto another whatever is not good for its own
  self
• No one of you is a believer until he desires for
  his brother that which he desires for himself.
• Choose thou for thy neighbor that which thou
  choosest for thyself.

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What then are the three habits of highly
effective teachers?
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(No Transcript)
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They combine the highest virtues of each of the
three essential aspects of a human being mind,
heart and body

1. Truth-mind
2. Love-heart
3. Justice-body

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Habits of the mind Truth

• trooth n.  
• Conformity to fact or actuality.
• A statement proven to be or accepted as true.
• Sincerity integrity.
• Fidelity to an original or standard.
• Reality actuality.
• often Truth That which is considered to be the
  supreme reality and to have the ultimate meaning
  and value of existence.
• American Heritage Dictionary

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Truth Scholarship and Scripture

• The scientific method is a powerful tool for
  ascertaining truth and advancing civilization.
• "Veracity (adherence to the truth) is the heart
  of morality" (Thomas H. Huxley).
• Truthfulness is the foundation of all human
  virtues (Abdul-Baha).
• "I am the way, and the truth" (John 146).
  (Comparable statements can be found in other
  scriptures)

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Truth and knowing

• What we know and believe to be true can be
  weighed against our experience, traditions and
  intuition. In addition, scientific and religious
  truths should be considered religion to check
  materialistic scientism and science to check
  religious superstitions, dogmas and fanaticism.

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Developing the habit of truth

• Judge using the five ways of knowing truth.
• Be truthful to ourselves, which enables us to
  know thyself and to thine ownself be true.
• Practice understanding and communicating reality
  as it really is, rather than as how we imagine or
  fancy it to be.
• Investigate truth with an open mind and consult
  with others.
• Insist on truth in your community and
  institutions.

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Habits of the heart Love

• luv (v)
• an intense feeling of deep affection (Oxford)
• Acting intentionally, in sympathetic response to
  others (including God), to promote overall
  well-being. (Thomas Jay Oord).

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Love Scholarship and Scripture

• "Love conquers all" (Virgil).
• Love is patient, love is kind. It does not envy,
  it does not boast, it is not proud. It is not
  rude, it is not self-seeking, it is not easily
  angered, it keeps no record of wrongs. Love does
  not delight in evil but rejoices with the truth.
  It always protects, always trusts, always hopes,
  always perseveres. Love never fails. (1
  Corinthians 134-8)

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Love and emotion

• Emotions are expressions of our loving capacity,
  and affect motivation. We feel
• Happy when loved things are near, well-treated,
  pleased.
• Sad when loved things removed, hurt, grieved.
• Angry when loved things mistreated, threatened,
  wronged.
• Fearful when loved things insecure, at-risk.
• Disgusted when loved things violated, offended,
  made repulsive.
• Understanding these forces of love can help us to
  regulate and direct their influence in ways that
  are beneficial to ourselves and others.

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Developing the habit of love.

• We should first love ourselves, which give us the
  love needed to love others.
• Considered the most fundamental element in all of
  the worlds religions.
• Love gives us energy, directs our actions and
  leads to unity.
• On the highest level, love is the attraction to
  good, beauty and truth.

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Habits of body Justice

• justice (n)
• fairness or reasonableness, especially in the way
  people are treated or decisions are made
  (Encarta)
• the quality of being just righteousness,
  equitableness, or moral rightness (Dictionary.com)

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Justice Scholarship and Scripture

• "Justice is the first virtue of social
  institutions, as truth is of systems of thought
  (John Rawls).
• It is always better to be just than unjust
  (summary of Plato's Republic)
• Be fair to yourselves and to others
  (Bahaullah).

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Developing the habit of justice

• Be just to yourself.
• Combine love and truth with justice.
• Practice in small ways using justice in your
  classroom.
• Demand justice in all your affairs.
• Justice requires bravery and courage.
• Day by day, little by little, one step at a time.

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Consult with your neighbor

• On how you can use or develop the habits of
  truth, love and justice in your lives and your
  classrooms?
• Take one student or one case that you are
  concerned about and share. Apply the habits to
  the case. How would it look. Would it work?

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In dealing with your situation ask yourself the
following 3 questions

1. Is it or am I being truthful?
2. Is it or am I being loving?
3. Is it or am I being just or fair?

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Part 2

• If we have time and you are still interested.

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How can we learn more about truth, love and
justice?

• Read the worlds great philosophical and
  spiritual traditions for more insights and
  principles.
• Study the sciences to better understand their
  social, psychological, physiological and
  neurological connections and effects.
• Apply these habits in your life and use the
  complementary ways of knowing as checks and
  balances.
• Consult with others in an open manner using the
  Seven Grandfathers.

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Education is a process

• of the development of our capacities for truth,
  love and justice.
• Developing these capacities is a lifelong
  endeavor the more we have of them the more we
  want them, as they bring increased happiness and
  fulfillment.

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The 3 habits from different angles
Truth Love Justice Think Feel Act Head
Heart Hand Mind Heart Body Logic/Epistem
ology Ethics/Aesthetics Metaphysics Truth Beau
ty Good Cognitive Affective
Conative Reason Compassion Courage
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Truth, love and justice together

• When all three habits work positively in harmony,
  the individual and society grow, develop and
  advance.
• When a positive habit is matched with a negative
  habit, trouble results.
• For example, those who love ()
  untruth/dishonesty (-), hate (-) truth/honesty
  (), or do not know (-) how to love (), or do
  not love to know, a problem of growth is
  created.

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TLJ the formula version

• T x L x J V Truth (T) times Love (L) times
  Justice (J) equals Value (V)
• T x L x J V
• -T x L x J -V
• -T x L x J V
• A zero in any capacity zero value
• 3T x 2L x 0(J) 0
• Mathematical properties
• Increased quantity in any variableincreased value

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TLJ are contextual and developmental

• Partly depends on environment, culture,
  interrelationships and level of development.
• Are influenced by our paradigms, emotional
  states, beliefs, interests, goals and established
  habits of mind, heart and body.
• The more we exert and practice TLJ, the more we
  will develop them.

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Learning TLJ

• is key to promoting human happiness and
  well-being.
• is part of developing our higher nature, which
  must overcome our lower natures.
• will enable us to develop our individual
  potential.
• takes effort.

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Setting Goals for TLJ

• The more we are attracted to, understand and are
  able and willing to work for TLJ, the more likely
  we are to achieve them.
• Educators can assist learners develop TLJ through
  developing high resolve, sense of purpose,
  self-esteem, sense of personal capability and an
  internal locus of control.
• TLJ give meaning to life. They direct energy
  towards healthy values.

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Help students

• develop their own TLJ in more complex, expanded
  and unique situations.
• use consultation, reasoning, independent
  investigation of truth, meditation, parables,
  stories, metaphors, prayer and reflection to help
  develop TLJ.
• unite body (hand), mind (head) and heart to work
  together.

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• TLJ involve the knowing, wanting and creating
  conditions within the self and in interaction
  with the environment.
• The educators' modeling and use of TLJ affect the
  classroom environment and learning.
• Change in each capacity changes the context and
  effects the learning and becoming process.

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Motivation

• Extrinsic motivators, though needed and useful,
  are limited, and can actually hinder motivation,
  especially if one is intrinsically motivated.
• Encourage autonomy and authenticity in TLJ.
• Self-actualization occurs when all three
  capacities are fully and actively engaged.

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Social influences

• It is primarily in social groups that TLJ are
  exercised and developed.
• Positive relationships are
• Loving courteous, caring, compassionate,
  creative,
• Truthful consultative, open-minded
• Just complementary, chaste, constructive,
  collaborative and cooperative.
• Positive social environments are
• safe, secure, service-oriented, fair, united,
  peaceful, joyous, respectful and refined.

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Individual differences.

• Each person has unique strategies, endowments,
  powers, responsibilities, talents, interests and
  capabilities based on innate, inherited and
  acquired characteristics for which they are
  ultimately responsible to develop.
• Help students know, love and actualize their
  their unique capacities using TLJ.
• We have all been created noble. Do not abase
  anyone, let others abase anyone or let them abase
  themselves.

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• Educators are responsible to diagnose and
  prescribe what is needed for each student unique
  endowments, experiences and heredity to encourage
  optimal development as best they can.
• Each person is a mine filled with precious gems
  and minerals. Education can help each each person
  find his/her unique value and contribution to the
  world.
• Unity in diversity is vital in all aspects of
  education.

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Standards and assessment.

• Justice and equity are key in standards and
  assessment. The evaluation of all things depends
  upon them.
• Students show the results of their learning
  through their lives, deeds and actions.
• Encourage all to achieve excellence in all
  things, to become the most they can.
• The most important qualities, such as TLJ, are
  the hardest to validly and reliably assess.

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Conclusion Education is a right and a necessity
onnecessity and a right

• Education is the foundation of human excellence,
  prosperity, joy and glory. Its acquisition is
  incumbent upon everyone.
• Knowledge is as wings to life and a ladder for
  our ascent.
• The root of wrongdoing is ignorance.
• To be effective, education must address our
  knowing, loving and creating capacities.

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Extra slides for further explanation
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Many levels of TLJ

• Each level includes and builds upon the lower,
  but each higher level transcends quantifiably in
  its capacity for TLJ.
• Physical/Material/Concrete
• Mental/Abstract/Conceptual
• Spiritual/Moral/Ethereal

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• Science

mind
thinking
body doing
heart feeling
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The habits of TLJ as processes of mind, heart and
body
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Faculties of mind, heart and body to develop
habits of TLJ

• Mind To Know, Think about, Understand TRUTH
• Heart To Feel Love for Unity and BEAUTY
• Body To Will and Do Justice for GOOD

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Some correlates of TLJ
Truth Love Justice
Consultation/ Investigation Compassion/ Caring Creation/ Construction
Think Feel Do
Authenticity Altruism Autonomy
Truth Beauty Good
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Understanding Unity Justice
Head Heart Hand
Cognitive Affective Conative
Mind Heart Body
Reason Compassion Courage
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Logic/ Epistemology Aesthetics/ Axiology Ethics/ Ontology
Objective (It) Subjective (I) Intersubjective (We)
Science Arts Morals
Agency-preservation Eros-transcendence Communion-adaptation
Differentiate Integrate Transcend
Pure Reason Aesthetic Judgment Practical Reason
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• Know truth

• self

• True Self

• Feel love

• Do justice

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Paradigms and paradigm shifts

• Paradigms are the mental maps that we use to
  describe the world around us. They are the lens
  that each of us uses to understand everything and
  every thing. The key of a paradigm isn't as much
  in the true nature of a thing as much as our
  perception of the thing. (http//en.wikibooks.org/
  wiki/Seven_Habits_Study_Guide/Paradigms_and_princi
  ples)

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Individual capacity differs.

• Everybodys capacity for truth is different. What
  we know and how we know is different.
• Everybodys capacity for love is different.
  What we love and how we love is different.
• Everybodys capacity for justice is different.
  What we do and how we act is different.
• What, when, why, how and how much we use these
  three habits in relationship to one another also
  differs.

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Teachers

• need knowledge, skills and dispositions related
  to a host of areas, such as content knowledge,
  pedagogy, assessment and professionalism, but for
  these teachers to be highly effective they must
  teach with the habits of truth, love and justice.

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Individual and Collective Expressions of TLJ