ABSTRACT
Throughout the book teachers are invited to address classroom dilemmas by both engaging their habits of mind and frame shifting the domains of teaching in which their persistent dilemmas are positioned. In this chapter, readers practice developing and engaging the habits of mind as first discussed in Chapter 2. The first is the Habit of Personal Attribution which addresses teacher efficacy and their positioning of the dilemma as proximal, or within their realm of control. The second is the Habit of Asset Identification which helps teachers shift from deficit thinking about students, families, and communities to asset-based thinking. The last habit is the Habit of Deliberate Interpretation which helps teachers break down the process of diagnosing the source of their dilemma in order to allow for new framing to occur. Three extended examples are presented (one in the chapter and two in the online Study Guide) and the gradual release of responsibility model is used as the reader is taken step by step through engaging all three habits of mind using the first example and is then given increased responsibility for walking through the steps themselves using the second and third examples.
