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Progress Toward Self-set Goals

Progress Toward Self-set Goals. Florida 4-H Awards & Recognition Model. Introduction to Goal Setting. Key Concepts Volunteers are teachers, facilitators, encouragers. Barriers and builders to communicating with youth. Youth-determined goals. Ages and stages of youth development.

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Progress Toward Self-set Goals

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  1. Progress Toward Self-set Goals Florida 4-H Awards & Recognition Model

  2. Introduction to Goal Setting Key Concepts • Volunteers are teachers, facilitators, encouragers. • Barriers and builders to communicating with youth. • Youth-determined goals. • Ages and stages of youth development. • Intrinsic and extrinsic recognition. • Steps to evaluate progress toward goals

  3. Barriers Assuming Rescuing/ explaining Directing Expecting Knowing Builders Checking Exploring Encouraging/ inviting Celebrating Respecting Barriers and Builders

  4. Assuming is thinking you know what others think, what they will do, or how they will respond. This response is often used out of expediency. However, it deprives a young person of one of their most beautiful characteristics-the ability to learn and change from day to day. Checking is asking the 4-H'er what they think about the progress they made. When we take time to check, we indicate to the young person, "I believe you are capable of making good decisions.“ Checking on how the other person thinks or feels, or what they know, rather than assuming that you know, encourages the other person to continue to think for themselves. Barriers and Builders

  5. Rescuing/explaining is stepping in to prevent a child from making a mistake or explaining something rather than helping the young person discover the information for themselves. We generally believe that good parents or volunteers explain things to young people. Truly effective adults help young people discover information themselves. Exploring is asking "What? Where? When? How?" questions to check how the young person perceives the situation. Our patience in exploring ideas communicates to the young person that we believe they are capable. Using this builder helps them develop the ability to make good decisions. Barriers and Builders

  6. Directing is giving very specific instructions so they can only do it your way. This is another response that is made because it is quicker and ensures that it will be done-or will it? We are basically independent creatures who expect respect from others. When we are directed, we often resent it and feel unwanted or unworthy. It is an enormous barrier that is used often. Encouraging/inviting sees the special uniqueness of each person and encourages the person to do things in her or his own way. Young people are encouraged when we see their ideas, skills, and abilities as worth­while. True, they need information, new skills, and experience, but when they are encouraged to do things, they learn more quickly. Barriers and Builders

  7. Expecting is setting high standards for a 4-H'er, and then pointing out the 4-H'er's failure to achieve your standards. Yes, we should have high standards for young people. We need to recognize that they will achieve these standards one small step at a time. Too often we give a positive response and then add a "but. . . ." Celebrating is recognizing progress and encouraging any progress made. Young people are amazing; when we celebrate small results, we see even more results. We need to celebrate success, and later we can help them see the next step in their learning. Barriers and Builders

  8. Knowing is wanting a young person to read our minds or to know what we would have done. One of the most destructive things we can do is to expect young people to act like adults-when they haven't been adults or haven't done what we have done. Respecting is seeking information on what a person thinks, understands, or feels about something and then accepting them and their beliefs. When we use the "What? Where? When? How?" questions we show that we respect the uniqueness of each person. Barriers and Builders

  9. Identify Progress towards Goals • Seven steps • What is your goal(s) and why did you decide on it? • What have you done to achieve your goal(s)? • What did you learn? • How do you feel about this experience? Why?

  10. Identify Progress towards Goals • Seven steps • What would you do differently? • How can you use this experience in the future? • What’s next? Modify goal(s) Continue working on current goal(s) Set new goal(s)

  11. Goal Setting for All Ages Ages and Stages Helping a 9-year-old set goals is very different than helping a 13-year-old or even a 1-year-old.

  12. Choosing Recognition • Intrinsic: recognition is the inner sense of accomplishment that a person feels after accomplishing a goal. • Extrinsic: recognition is given by a significant person in the life of the young person.

  13. Goal Setting • Setting personal goals is appropriate for youth of all ages and for all types of activities. • Goals should be SMART S pecific M easurable A ttainable R ealistic T imely • Goals and plans of action should be determined by young people with advice from 4-H leaders/volunteers, parents, etc.

  14. Goal Setting • Evaluation of progress should be made by the 4-H'er and interested adults. • Remember, they are the 4-H'er's goals.

  15. Key Principles of Recognition of Progress towards Goals • Never hold a contest or activity to recognize progress toward self-set goals. • The amount of progress will vary with the individual. the. goal. the topic. Remember, we are looking at progress, not the quantity and/or quality of the work. • The unique growth of a young person is measured against each young person's own plan. • Give this type of recognition privately. • Give recognition after the young person has made progress. Do not hold it out as "something to get" if you realize your goal.

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