Explicitly Teaching Learning Habits and Academic Behaviors

I know this truth from years in the classroom: students don’t just need to learn what to do — they also need to learn how to be learners. We spend so much time planning standards-based lessons, checking off benchmarks, prepping materials… but sometimes the real game‐changer is what we do at the start of the year (and then revisit all year) around learning habits and academic behaviors.

Let’s dig in and read a little more about it! Do a little reflecting about where you are TODAY with your students–and where you would like to be.

Why I Make Time for “Learning Habits” Lessons (Even When the Curriculum Is Packed)

Think of it this way: you can have the best content in the world, but if students don’t know how to get started, persist when it’s hard, ask good questions, or self-monitor their own work, the learning slows down.

Research backs this up: one study found that proactive learning behaviors (things like asking questions, participating, self‐direction) are positively associated with academic performance.

So yes — it is worth carving out time early in the year to be explicit about what these habits look and sound like in your classroom.

What do I mean by “academic learning habits”?

In my room, I spent HOURS talking about things like:

• Asking good questions

• Helping others and being kind in group situations

• Using self-control (in terms of voice, focus, behavior)

• Putting forth 100% effort even when the work is challenging

• Persevering and never giving up

• Being proud of one’s work and doing it accurately

These aren’t “behavior rules” in the sense of “don’t talk, don’t move, don’t …” but instead are habits of successful learners. And the key is: students aren’t born knowing them. They need modeling, reminders, rehearsal, feedback. I think we forget that part.

Some students seem to do them naturally, but MANY do not.  It isn’t fair to get frustrated with students who aren’t demonstrating behaviors that we haven’t explained or modeled for them, is it?

Why this explicit work matters

Here are the reasons I always returned to this year after year:

• It builds a ‘culture of learning’. When kids know what we expect in terms of effort, focus, questions, collaboration, then the classroom tone shifts. You spend less time running around trying to get kids to “behave” and more time teaching.  Your room will feel calmer.  YOU will feel calmer!

• It supports students when the work gets tougher. As you move into more complex tasks, multi‐step problems, independent work, students who have those habits already in place manage much more of the work themselves.  After all, we WANT to spend more time doing this type of work, right?

• It helps shifting classroom dynamics (especially now). With all the changes in recent years, many students arrive with less experience in strong self-directed habits or independent work. Setting those learner expectations early is a smart move.

• It connects to academic success—not just “behaving”. It’s not just about “sit down, be quiet” … it’s about “Persist when it’s hard,” “Ask questions when you don’t understand,” “Work accurately and revise when needed.” These habits matter for genuine learning.  And let’s be honest.  These are just super important life skills.

How I do it

Here’s my approach (feel free to adapt):

1. Launch at the start of the year with a mini-lesson: I introduce the list of learning behaviors (like the ones above), we talk about why they matter, and I ask: “What does this look like in our room?”

2. Create visuals and reminders. I post posters around the room (“Ask good questions,” “Offer help to others,” etc.). I refer to them often — during transitions, when I see the behavior happening, when I see it missing.

3. Model and practice. I show what “helping others” looks like, what “working accurately” means, what “persevere” really sounds like. Sometimes it means role-playing. Sometimes it means pausing mid-work to talk about habit, not just content.

4. Reflect with students. At the end of a week or after a big task I ask: “Which learning behavior did you use today? Which one do you want to get better at?” I sometimes have students choose one habit to focus on, especially if they are struggling.   (Note:  Using great literature to showcase characters who demonstrate these things is also FANTASTIC!)

5. Revisit often—even when the topic is math, reading, science. These habits aren’t “one and done”. I drop into any lesson: “Which learning behavior is going to help you right now?”

A little bit of research to reassure us

I did a little digging to make sure that my gut feelings were on target and so I could put a little data behind my words.  Need some evidence?  Here you go.

• A 2023 study found that students with more proactive learning behaviors (participation, asking questions, initiative) had stronger academic performance.

• Another review of classroom behavior found that the explicit teaching of behavior (not just managing behavior) is central to effective classroom systems.

• Finally, when teachers create environments that support strong learning habits, issues like procrastination, off-task behavior, and student disengagement are reduced.

It all adds up: teaching habits = better learning conditions = more student self-control. And if you want a little MORE math?

More student self-control + more efficient class time = less stressed teachers

(I just love teaching math!)

So what’s next for you?

If you’re ready to make the shift this year (or revisit your approach), here are three easy next-steps:

• Choose 3–5 key learning habits that matter most in your classroom and create discussion around them.

• Make a visual reminder (poster, slide, chart) and refer to it often—especially during transitions or when students are working independently.

• Build in a weekly reflection: give students a moment to think about which habit helped them succeed (or caused a bump) and set a personal goal for the habit they’ll focus on next.

Want some Learning Habits Help?

When you’re ready to go deeper and have a whole set of visual supports (print + digital) that you can post, project, and reflect with—check out my full poster pack of Academic Behaviors & Learning Habits, designed especially for classrooms like yours.

Here’s to creating a classroom where students don’t just learn content—they learn how to learn well.

Want to check out another post about how we can build “Accountable Talk” and great behavior in math class? Check this math talk post out and learn more!