Mod 7: Setting and Achieving Long-term Goals

The study of character and human potential is as old as literature itself. Early philosophers such as Plato and Aristotle have pondered the meaning of life, moral virtue, and the capacity of humans to influence their communities and society in positive ways. In recent years, character education — the intentional development of core ethical values such as respect, responsibility, fairness, and compassion — has re-emerged as an important component of public-school education. Character is developed through observation of positive role models, repeated practice, and reflection—the basic elements of Social Learning Theory (Bandura, 1976, 1985). By understanding positive character traits and identifying individuals who embody them, students are more likely to want to acquire these traits themselves. Acting in good character often leads to positive results and serves as natural reinforcement for continuing to act this way in the future.

Identifying one’s current character strengths (Lesson 7.1), the key traits that define one’s attributes and behavior, is a good place to start. In getting recognition for their character strengths, students gain a new appreciation for their positive attributes, an increased desire to display and “live up to” these strengths, and a boost to their self-esteem. Many teachers testify that this lesson positively affected classroom climate.

Lessons 7.2-7.4 give students opportunities to explore, discuss, and apply their character strengths and personal interests toward identifying long-term aspirations. True happiness has to do with tapping our human potential—i.e., being productive, experiencing growth, developing meaningful relationships— and having a deep sense of satisfaction in various aspects of our lives. Unlike a fleeting high, true happiness is longer lasting and more meaningful, providing us with sustenance in the face of adversity. Students are encouraged to develop the Four C’s of happiness: choice in making decisions that affect them, connection to others, competence in what they do, and contribution to family, friends, community, and society.

What do you want to be when you grow up? This is a fun question in elementary school, but becomes more pressing when students enter high school. Suddenly their grades, extracurricular activities, and academic standing become part of a permanent record that will ultimately determine their future options. When students have at least a general idea of what they want to do in life, they are more likely to see their high school education as relevant, and worthy of their effort and diligence. Lesson 7.4 begins the career exploration process followed by Lesson 7.5 that guides students through identifying the educational milestones they will need to achieve within high school to prepare for college, the military, and/or a trade school. As students see the benefits of graduating from high school and pursuing a college degree or a technical certification, they are more motivated to take advantage of academic opportunities and supports (e.g., tutoring, special prep courses) that would help them succeed in high school and beyond.

Lessons 7.6-7.9 lead students through a five-part process for turning long-term goals into measurable, attainable short-term goals. Students start by projecting themselves into the future and picture their personal life (family and friends), their work (vocation) and a personal interest (avocation), and then reverse-engineer a 10-year-plan for reaching those milestones. In so doing, students map out 1-year, 1-semester, and 1-month goals necessary to stay on track while also planning for potential obstacles and setbacks. While people have long been exhorted to avoid negative thinking in order to achieve a goal, research suggests that predicting and targeting obstacles and temptations actually helps in overcoming them (Oettingen, 2014). By making their steps specific and habitual, they will be less likely to be pulled off course.

The culmination of these lessons is creating a Mission Map which illustrates the stepping stones to their life goal, along with inspiring quotes and character strengths they will need along the way. After sharing these in class and with their family, students are encouraged to hang the map in their room. Research shows that these types of visual cues and planning help people to persevere towards their goals (Halvorson, 2010).