Bena Kallick
  • Female
  • Westport CT
  • United States
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Bena Kallick's Colleagues

  • Sue Todd
  • Michael Adam Tromblee
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  • John Griffiths
  • Lisa DiGangi
  • Alex Catallo
  • J. Scott Rafetto
  • Brian Graham
  • Richard F. Dunlap Jr. (Rick)
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At 8:34am on November 22, 2010, Michael Adam Tromblee said…
Thank you for your suggestions. I will keep you updated.
At 6:44am on November 10, 2010, Michael Adam Tromblee said…
I apoligize for the vauge question, my main area of concern is focused on infusing emerging technologies with the habits in an effective manner. Not just using technology to use technology. It seems to me that if technology is used improperly it may actually be a barrier to the students opportunities to embrace and engage in applying certian habits. For example, I could forsee that improper use of instructional technology could interfere with managing impulsivity and thinking about one's thinking; however many instructional tech. applications blend well with other habits (creating/innovating, striving for accuracy). Just looking for insight. Thank you for your time.
At 4:39pm on November 9, 2010, Michael Adam Tromblee said…
It is great to see how the HOM site has evolved. Do you have any advice for an educator who is just getting the "hang" of being an effective teacher? You were such an effective trainer I would love to tap your brain. Thank you again.
At 8:58pm on September 9, 2010, Lisa DiGangi said…
Hi Dr. Kallick,
Thank you for your comment and suggestion. The website is very useful and I have used it in the past. My colleague and I presented 2 HOM workshops for our staff as part of our administrative internship. Both workshops focused on meaningful ways to integrate the HOM into classroom expectations and daily lessons and using a common language to identify effective thinking and learning. In my own classroom, the students are introduced to the HOM in the beginning of the year in lieu of classroom rules. The students then reflect on their effort at check points using a HOM reflection rubric. The scale ranges from "All of the time" to "Never" and the students provide concrete examples of when they have modeled that particular HOM. Please stop by our classroom blog to read a post about the HOM and see our class HOM handout (embedded) at our blog:
Thank you again.
At 7:18pm on April 28, 2010, J. Scott Rafetto said…
Bena - I just wanted to check in with you. Since Rick Dunlap did a courageous sharing with the school community (by grade level) about exactly what occurred leading up to his son's death, every day has been like a full moon. His honesty and plea for kids to tell folks when they need help has facilitated a great sharing and outpouring of the "stuff" that kids carry around. Some of the trauma that these kids have endured is damn near unspeakable. I finally exhaled last week when the last most difficult pair of rape victims who were experiencing PTSD symptoms convinced their parents and themselves that they needed to walk toward their fear and enter into treatment. I have heard stories that would make your head spin. Interestingly all of these guys were cutting, shooting up drugs, or prostituting rather than deal with the underlying issues in their life. They also had very good grades. If you were to walk through these halls you would think you were in a fine upstanding middle-class community. State tests don't seem so important right now! I believe Rick's sharing saved some lives for sure. His honesty and courage was powerful, heartfelt, and authentic. A side note of interest. These new kids have very different brains. They also can't draw! They demonstrate a powerful display of inadequacy when asked to draw. They have spent years texting but not doodling or drawing. My students showed extreme frustration, cursing, throwing paper, and yelling in frustration when asked to draw a simple silhouette of an "ideal" male or female shape.
I'm wondering what else is being lost with the new habits and corresponding brains that these kids are developing. They certainly do not know how to play well, negotiate, or express emotion face to face. If you have any time for reading check out The Brain That Changes Itself by Doidge. It has some very cool stories and some powerful implications in regard to learning. Best Regards - Scott
At 4:38pm on March 6, 2010, Janet Hale said…
Thank you for your kind words, Bena:-). I hope you are enjoying a beautiful weekend!
At 3:27pm on September 27, 2009, J. Scott Rafetto said…
Hello - It seems like you pop into my life at just the correct time to positively affect my planning. Your advice is perfect for where my classes are going over the next few weeks. I will plan more effectively with your direction. It seems you are my "critical friend" providing feedback that helps me focus my instruction and to grow professionally. I will develope I can statements to model for students how advice from peers (Thinking interdependently!) may help us to grow. Our written exchange will be one of my examples. I will read Daniel Goleman's new book. I am concerned with the presence of our students and children who often are not physically and emotionally present in the classroom, athletic field, or dinner table. Thanks for the lead. I hope you know that even though you are not physically present in my lab, I am your student and hundreds of facilitators and classrooms within the educational community are your lab. You're just smart enough that you don't have to grade hundreds of assessments. Best regards Scott
At 12:49pm on September 26, 2009, J. Scott Rafetto said…
Hello Bena - I agree that it is difficult to find the time with the current demands in education to evolve with all the emerging technologies. Unfortunately our firewall at school blocks all social networks so I need to access from home on family time. I suspect many of us will just browse now and then. I am however very grateful to be able to capture wisdom from those with enlarged perspectives and significant experience. Your words "a reminder of what indicators serve to tell them if they are using the habits" serve as a powerful reminder that most adolescents do not seen to natuarally have such cues in place. I am very concerned that the distraction with all the text messaging and other electronics is preventing many from being mindful of themselves. I think I'll try to get them to take a snapshot of their thoughts and identify them as task orienting or task interfering cognitions. I would love to see some data about whether or not such practice would result in more effective or more anxious students. I suspect both are true. Best regards, Scott
At 8:52pm on September 16, 2009, J. Scott Rafetto said…
Bena - I have had some exchanges with Brian Graham. The "I Can" statements that his group created will be useful for me to model affirmations for my students. In my class students are required to make affirmations for health-related goals and to describe how several Habits of Mind will help them to accomplish what they want. I suspect the "I Can" statements will help the students take ownership of the Habits and to make them less abstract. I'm grateful for a new piece to facilitate and reinforce student learning. I'm not so impressed with my metacognition because I teach and model affirmations and the Habits of Mind and the use of "I statements" in assertive relationships but I never put the I statements into the HOM's. I clearly still need your guidance and wisdom. I will send you student work soon. Thank you. Scott R.
At 5:29pm on September 10, 2009, Johnathan Chase said…
Thank you very much Bena, we all learned from the creative process and also enjoyed viewing the finished projects.

They are great models for my new students and are certainly meant to be viewed by other students and teachers. Please do share.


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