Intentionality in the Classroom: Part 2

I will be the first to say that changing one's mindset can be a daunting task!  It is much easier said than done.  Unfortunately, and fortunately, many teachers have a way of holding themselves to very high standards- sometimes so high that they often feel as though they've failed more times than not.  This shouldn't be the case.  And if we can train our brains to think intentionally, we can better accept when things don't work out as planned or when we do actually fail.

​The first small step: Determining Purpose

All it takes is one small step at a time.  This week, that first step we'll discuss is "Determining Purpose".  This sounds like an obvious thing to do when you're practicing the art of intentionality.  But how often do we find ourselves thinking about the PURPOSE of each thing we do in the classroom- each activity, each conversation, each line up time, and the list goes on and on and on?  If educators can take this first small step in changing our mindset and transform into intentional THINKERS, the other steps will easily fall into place.

Here is what I propose to begin:

• Take just one simple part of your day- maybe even the easiest part (for me, this would most likely be lining up to walk in the hallway, or recess, or perhaps read aloud)
• Each and every day, for at least one week (two, if you're ambitious), before this piece of the day begins, think about these questions: 
  • What is my purpose behind this?  
  • What do I want the students to be able to do?
  • How do I want the students to feel?​

... and that's it!  You don't even have to take steps to ensure follow through!  (Say whaaaaaatttt???)  Remember, the whole purpose is to BEGIN adjusting your mindset to THINK intentionally.  Building this habit with small pieces of your day will inevitably filter into other, more meaningful, parts of your day.  

Here is an example of what my thoughts might go when determining purpose as students line up:

• What is my purpose behind this?  "My purpose for students lining up is to get them safely, calmly, and quickly to the next place/ activity."
• What do I want the students to be able to do?  "I want students to be able to line up efficiently and successfully so that we can get to ___ in a timely manner."
• How do I want the students to feel?​  "I want students to feel proud of themselves and confident that they can move from one place to another in a mature, calm way."

All of those thoughts came to mind in less than one minute, most likely because it's a very simple, seemingly meaningless part of the day (although we know that every moment counts!).

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So, what say you?!

Will you accept the challenge and train your brain to begin thinking intentionally?  No, it won't be easy to be a full-fledged intentional educator from the start.  But the smallest steps, like determining purpose, can lead you there!