Metacognition: Thinking About Thinking

Most students are taught what to think, but few are shown how they think. Metacognition is the art of reflecting on one’s own mind. In a JVDT classroom, it is not a distant theory but a daily habit. We do not only ask, “What’s the answer?” but also, “How did you find that answer?”

When learners pause to notice their own thinking, something powerful happens. They move from being passengers in the learning process to becoming drivers of it.

At first, metacognition can feel strange. When asked to reflect after a group activity — “What strategy did you use?” or “Would you try a different one next time?” — students might hesitate. Yet, as reflection becomes routine, awareness grows. One might realize, “I remember better when I draw a diagram,” or “I get stuck in writing because I skip the outline.” These discoveries turn struggling learners into strategic learners.

We encourage this habit with simple, practical prompts. After a quiz, we ask, “Which question was hardest and why? What could help you next time?” During a project, we pause and say, “Explain to your partner how you are approaching this task.” In that moment, Analysis happens as learners break their approach into steps. Root understanding appears as they identify the principle behind their choices. Through Association, they connect new learning to something that worked before. Context expands self-awareness by asking how their learning style shows up in teamwork, at home, or in daily life.

Metacognition becomes visible in everyday classroom activities. We might use short personality surveys, learning style reflections, or discussions about story characters. A simple question such as, “Do you see yourself in this character?” often leads to a meaningful exchange. Students start to recognize their own traits in others, which builds empathy along with self-knowledge.

A turning point comes when awareness leads to action. A student might say, “I get distracted easily, so I’ll sit at the front today.” That small choice shows ownership, not obedience. It marks the moment a learner begins to steer their own journey.

In our classroom, self-awareness is always framed in a positive light. We avoid labels such as “lazy” or “bad at math.” Instead, we focus on noticing and naming: “I tend to…” or “I prefer…” A weakness becomes a challenge to improve, not a flaw. A strength becomes a foundation to build on, not a limit to stay within.

Love, Respect, and Happiness guide us through this process.

We show love by accepting every learner as they are, with their strengths and struggles.

We show respect by giving honest feedback and by modeling self-awareness ourselves, saying things like, “I spoke too quickly today, I’ll slow down next time.”

Happiness grows as the classroom becomes a place where everyone feels safe to be genuine. There is relief in being able to say, “I found this hard,” and realizing that admitting difficulty is the first step toward overcoming it.

Through metacognition, students gain an inner compass. They begin to see themselves not as fixed types but as learners who can grow, adapt, and change. Understanding how they think helps them learn how to learn.

That simple truth — “I can understand and improve myself” — is education at its most powerful. It is the beginning of wisdom, and it continues far beyond the classroom walls.