Seaford School District educators and students recently put critical thinking, resilience and reflection into practice, when the district hosted a Habits of Mind conference at Seaford High School along with programs throughout the district.
The keynote event featured presentations from Bena Kallick, a co-founder of Habits of Mind, and Habits Co-director Allison Zmuda. They gave district educators a firsthand look at how the program is being integrated into district classrooms.
The Habits of Mind model centers on 16 thinking “dispositions,” which include persistence, flexibility, empathy and problem-solving, all designed to help students become more thoughtful and adaptable learners. Kallick said the concept grew out of a desire to move beyond “rote” learning.
“No matter how much you know, you have to give it meaning,” she said. “Collecting facts is great, but then giving it meaning and giving it a reason for being — that’s really where your understanding comes.” Zmuda added that the habits are meant to shape not just academic success, but how people interact and think in everyday life.
“They’re how we think, how we work, how we problem-solve,” she said. “It’s as appropriate for young learners as it is for adults.”
District officials said that bringing the conference to Seaford reflects a broader commitment to developing the “whole child.”
“Our district is deeply committed to preparing students to become the best version of themselves,” Sheena Jacob, assistant superintendent for human resources and instructional support, said. “We wanted to provide educators with meaningful, research-based strategies that emphasize critical thinking, problem-solving and resilience.”
Those ideas were brought to life across the district through student activities, classroom demonstrations and discussions that connected the habits to real-world learning. At Seaford Harbor Elementary School, students discussed the Seaford Scholar trait of being humorous, while a fourth-grade class used a Mood Meter to identify and reflect on their emotions.
At Seaford Manor Elementary School, third-graders worked together in a hands-on activity using strings and rubber bands to stack cups, reinforcing communication and resilience. In another classroom, fourth-graders reflected on Earth Day by writing personal commitments tied to environmental responsibility.
For educators like Habor Elementary Principal Jennifer Bisulca, the Habits of Mind framework has long been a foundation of the district’s approach.
“When I came to Seaford in 2017, it was the foundation of our belief system,” Bisulca recalled. “It informed our instruction, our curriculum choices and the way we interact with students and their families.” She added that the habits give students a shared language to understand their behavior and growth.
“If a student is struggling, we talk about flexibility,” Bisulca said. “If they’re challenging themselves, we talk about persisting. They start to use that language themselves and identify how they’re growing.”
Jacob said that integration happens across all grade levels, from guided discussions in elementary school to deeper analysis and self-reflection at the high school level. That can help students navigate a range of challenges, from sharing toys at recess for younger levels to pushing themselves academically as they get older.
“In practice, students are encouraged to reflect on their thinking, ask deeper questions and persist through challenges,” Jacob said.
District leaders said the benefits extend beyond academics. “Students become more independent learners and stronger problem-solvers,” Jacob said. “They also develop confidence, resilience and empathy.”
Kallick emphasized that all 16 habits, or dispositions in the Habits of Mind program are equally important, noting that skills like managing impulsivity are just as valuable as finding humor or approaching the world with curiosity.
“We’re trying to help people become more thoughtful,” she said. “Not just full of thought, but thoughtful in how they care for others.”
Educators emphasized that the conference represented more than a single day of learning. It created a shared language that reinforces a districtwide culture centered on growth, reflection and collaboration both in and outside of the classroom.
