One thing I have done is to have taken the courses I have helped with (Teaching Assistant, Course Assistant, Research Assistant, Instructor) very seriously. A summary of my approach to TAing and office hours (your "go-to weapon") can be found in an earlier MESE post here.
Of the approaches mentioned there, one that I would like to re-emphasize here is the importance of asking that students who would like assistance:
Give their questions due consideration before asking them, and
Indicate how they are thinking about their questions as a part of the asking process.
Some of the so-called bad habits that you cite can be addressed to a reasonable extent by ensuring that students are not viewing you, their teacher or even their peer, as a crutch, but rather as someone to help them in their struggle (ideally a productive struggle, cf. MESE 2) to learn the material.
Here is an actual email excerpt from a graduate student in mathematics education (previously a kindergarten teacher!) who decided to take a course in Topology for which I was the TA. (For the sake of clarity, I added in the TeX below.)
Question: Are basis elements in $\mathbb{R}_d \times \mathbb{R}$ of the form $(a \times b, a \times d)$?
Here is why I'm guessing basis elements in $\mathbb{R}_d \times \mathbb{R}$ are $(a \times b, a \times d)$:
•$\mathbb{R}_d$ is the discrete topology. The discrete topology is the collection of all subsets of $X$, which means all subsets are open, which means $\{p\}$ is open for all $p \in \mathbb{R}$.
•For $\mathbb{R}$ we have the standard topology, which means open intervals $(a,b)$.
•So the basis of $\mathbb{R}_d \times \mathbb{R}$ is $\{p\} \times (a,b)$ or, written another way, $(a \times b, a \times d)$.
Is this correct? Is this completely wrong? I'm doing #9 p. 92 [in Munkres' Topology 2e] and if the above is correct, then the dictionary ordered topology on $\mathbb{R} \times \mathbb{R}$ and product topology on $\mathbb{R}_d \times \mathbb{R}$ have the same basis elements.
I include the above excerpt not for the specifics, but rather because this student initially overwhelmed me with questions. Eventually I asked her to include her thoughts - even if wrong - whenever emailing me. In the above example, note that she includes a guess and her reasoning. In this case, they are pretty correct; moreover, from around this time, the volume of emails dwindled substantially as the student was able to gain a fuller sense of agency.
(The question of whether Topology should be taught in Mathematics Education programs is one I leave to another thread...)