Wellbeing and Self Management for Senior Students: Goal Setting Part 2

Goal Setting Part 2

Using the bigger picture goals you developed last week fill out the table below. Identify what short and long term goals you need to set to start heading towards your bigger picture.

Intention	Specific	Measurable	Achievable	Relevant	Timely
What is it that you want to achieve?	Who? What? When? Why? Where?	How much? How often? How many?	Is it attainable and realistic?	Is it important to you what you want to achieve?	When?

Congratulations! You have made the first step towards achieving your goals. Keep this timetable up near your study table, near your bathroom mirror or on the fridge so you don’t forget about those big time goals that we know you will achieve.

Sources:
http://professional.opcd.wfu.edu/files/2012/09/Smart-Goal-Setting.pdf
http://www.relaxfocusenjoy.com/7-benefits-of-goal-setting/

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)

The Melbourne declaration served as a catalyst for schools to embrace wellbeing as fundamental to students schooling lives and futures (MCEETYA, 2008). Through this catalyst several programs and models have been developed, one such is CASELs approach to SEL (Social and Emotional Learning) that highlights self-management as part of the holistic wellbeing model.

Today’s youth are part of an age of technology, and as such it is important to provide information and resources that are relevant to them (Barnes, Marateo, & Ferris, 2007). In recognition of this, a blog has been developed that will inform, educate and develop students self-management skills and through this improve their wellbeing. The resource is designed to be implemented once weekly over a 10 – 20 min lesson (pastoral care/home room) over the course of a term. By minimising the amount of time required students are more likely to engage with the resource and also less likely to be negatively impacted by an increase workload. It then becomes standard routine practice for students to participate in and further enhances their opportunities for improved wellbeing (DET, 2012).

Students are learning valuable lifelong skills they can use to manage stress and improve their wellbeing during year 12 and after(Morris, 2013). The resources are student focused and this strategy enables them to interact with the resource but also take control of the learning that is taking place. Providing these opportunities to maximise student participation is critical in developing children and young people’s sense of belonging, wellbeing, self-worth and self-awareness.

References

Barnes, K., Marateo, R. C., & Ferris, S. P. (2007). Teaching and learning with the net generation. Innovate: Journal of Online Education, 3(4), 1.

DET. (2012). Learning and Wellbeing Framework. Retrieved from http://deta.qld.gov.au/initiatives/learningandwellbeing/resources/learning-and-wellbeing-framework.pdf.

MCEETYA. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://files.eric.ed.gov/fulltext/ED534449.pdf.Morris, I. (2013). A Place for Well-Being in the Classroom? Research, applications, and interventions for children and adolescents (pp. 185-198): Springer.