2.0
Module 2 Recognizing
Progress Toward Self-Set Goals Table of Contents 2.0 Overview 2.1
Frequently Asked Questions
2.2
Examples of Recognizing Progress Toward Goals
2.3
Teaching Outline 2.31 2.32 2.33 2.34
2.4
Teaching Teaching Teaching Teaching
Activity Activity Activity Activity
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PowerPoint Presentations
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals Table of Contents, Page 1 of 1
2.0
Recognition for
Progress Toward Self-Set Goals Overview It is important to help youth learn to set goals, and work toward their goals. The second type of recognition is recognizing young people for the progress they are making toward meeting their goals. Youth should feel good about the progress they make and be encouraged to continue working toward their goals. Goal setting is an individual and personal matter. However, many youth are not experienced in setting their own goals and may need help. Goals should be S.M.A.R.T: Specific, Measurable, Attainable, Realistic and Timely. Remember, these are the young person’s goals, not the goals of volunteers or parents, nor the goals the program expects them to have. Goals are motivators only when the person setting the goal owns that goal. When a goal is truly owned by a youth, it will be important to the 4-H’er. When we review a youth’s progress toward a goal, we should do four things. Simply telling 4-H’ers they have done a good job is not enough. Together we need to:
•review the goals with each child •identify what they have accomplished so far •help them determine their next steps •help them feel good about their accomplishments
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals Overview, Page 1 of 2
2.0
We should recognize progress toward goals no matter how large or small the accomplishment. Age, ability, background and previous experiences are factors that affect what 4-H’ers plan and complete. Younger members will need to be challenged to think about “what they want to do.” Older, more experienced youth should be able to set and reach goals that are more challenging than the goals of younger or less experienced youth. Recognizing progress toward goals emphasizes individual growth and learning-by-doing. Feeling good about having accomplished something that one has set out to do is a strong intrinsic motivator. Extrinsic awards however, are a tangible way to recognize reaching a goal. Some Examples of extrinsic awards include positive comments, chevrons, 4-H memorabilia, certificates, and stickers. Extrinsic awards can be given in private or in front of other youth or parents. Be sure to be sensitive about how the youth feels about being publicly recognized; some young people prefer recognition to be given privately. Therefore, intrinsic recognition may be sufficient for 4-Hers who make progress toward their goals. Also, the downside of public recognition is that youth may begin comparing themselves and their accomplishments to others’ – rather than to the standard of reaching self-set goals.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals Overview, Page 2 of 2
2.1 Frequently Asked Questions What is Progress Toward Goals? A 4-H member is expected to “learn by doing” in the 4-H program. Members should have a plan for what they want to do or learn in the 4-H program and work towards the accomplishment of that plan through step-by-step goals. Why are Goals a Part of 4-H? Goals help youth learn how to: (1) make a plan; (2) devise ways to achieve that plan; and (3) evaluate their progress toward that plan. Who Helps with the Setting of Goals? Many people can help youth set their goals. Goal setting should involve parent or guardian participation. 4-H volunteer leaders, project leaders, and older teens can also help by giving guidance. However, goals should not be imposed upon a member, but should reflect a youth’s own ideas. Where Do Goals Come From? Goals: (1) come from the wants and wishes of the 4-H member and what they want to accomplish; (2) are based on options from the 4-H project manual; and (3) are reflected in activities listed and described in project books. How Many Goals Should a Member Set? This depends upon the age and experience of the member. Fewer steps toward a goal are needed for younger ages. Older children and teens can incorporate several smaller goals and steps toward each goal within a project. When set goals are reached, youth should set additional goals. Tracking their own progress helps youth to see how the step-by-step, task-by-task process turns into an end product, such as a completed project. What Should A 4-H Goal Look Like? A goal should simply state what the member wants to do in that project area. All goals should be realistic and reachable in a set time period. It is also important to know who can or will help the member work towards that goal. Who Receives The Recognition For Progress Towards Goals? Every 4-H member who strives toward their goals should receive recognition. In the event a goal is not reached in the expected time, progress may have been rewarded and a valuable learning experience has occurred due to unforeseen challenges. Who Awards The Members For Progress Toward Goals? Parents/guardians and 4-H leaders recognize members through feedback and counseling. Feedback provides motivation towards continued work on a member’s goals. The 4-H volunteer may also obtain Certificates and Seals of Progress from the local Extension Office to present to members working towards their goals. How Often Should Recognition be Experienced? Recognition should occur as often as possible, but always at the end of each event, experience, or project completion. The Certificate and Seals of Progress may be awarded at the end of the 4-H year. Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Towards Goals
Frequently Asked Questions, Page 1 of 1
2.2
What Type Of Recognition May Be Provided For Progress Towards Goals?
4-H Members Cloverleaf (5-7) Junior (8-10) Intermediate (11-12) Senior 1 (13-15) Senior 2(16-18)
4-H Volunteers
4-H Clubs
4-H Groups in alternative delivery modes
• • • • • • • • •
Positive feedback from volunteers, parents, and guardians (notes in record or project book) Picnics by families or volunteers for completion of goals Public reception at school, library, or community center Introduce members by proudest achievement Post members names in newspaper articles, on bulletin board Send letter of commendation to parents Select members to assist new members Plan a special party Certificates and Seals
• • • • • •
A” Congratulations” card from club members or co-volunteers Newsletter articles about volunteer plans and goals Photo of volunteer in newspaper about achieving a goal Invitation to Strategic Planning/Goal-setting Workshop for volunteers Positive Feedback from other volunteers, Extension agents, parents Encouragement to apply for state Outstanding Volunteer Competition
• • • • •
Club celebration Schedule a Show and Tell night for the club or community Present skit to outside group with members celebrating their achievement of goals Progress towards goals award Certificate and Seals
• • • • • • • • •
Positive feedback from volunteers, parents, and guardians Picnics by families or volunteers for completion of goals Public reception at school, library, or community center Introduce members by proudest achievement Post members names in newspaper articles, on bulletin board Send letter of commendation to parents Select members to assist new members Plan a special party Certificate and Seals
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Towards Goals
Examples of Recognition, Page 1 of 1
2.3
Recognition for
Progress Toward Self-Set Goals Teaching Outline Intro to Goals – 3 minutes Barriers and Builders – Present 5 common barriers and builders – 10 minutes Handout: Barriers and Builders Helping 4-H’ers Identify Progress towards their Goals – Practice Session Examples to identify progress towards goals – 10 minutes Facilitating Goal Setting For All Ages – appropriate goals for age groups activity - 10 minutes Handout: Ages and Stages of Youth Choosing Recognition For Progress Towards Goals – What do we do? And In the future worksheets – 10 minutes Review Goal Setting Principles – 2 minutes
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Towards Goals Teaching Outline, Page 1 of 1
2.31
Avoid Barriers, Use Builders Instead
Barriers
Builders
• Assuming is thinking you know what others think, what they will do, or how they will respond.
• Checking is asking the 4-H'er what they think about the progress they made.
• 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.
• Exploring is asking "What? Where? When? How?" questions to check how the young person perceives the situation.
• Directing is giving very specific instructions so they can only do it your way.
• Encouraging/inviting sees the special uniqueness of each person and encourages the person to do things in her or his own way.
• Expecting is setting high standards for a 4-H'er, and then pointing out the 4-H'er's failure to achieve your standards.
• Celebrating is recognizing progress and encouraging any progress made.
• Knowing is wanting a young person to read our minds or to know what we would have done.
• Respecting is seeking information on what a person thinks, understands, or feels about something and then accepting them and their beliefs.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
Teaching Activity Number 1, Page 1 of 1
2.32
Helping 4-H’ers Identify Progress towards their Goals
Find a partner. One of you will play the role of the youth. The other will play the role of the volunteer. Practice asking the questions for the first scenario and then switch roles and do the same for the second scenario. 1. 2. 3. 4. 5. 6. 7.
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? 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) Always end with some positive comments about their learning experience. Maria Maria is a 10-year-old who is interested in being outdoors. She and her mother have talked about having a garden. They are both interested, but Maria's mother is employed outside the home and hasn't much time to spend with Maria and her garden. Maria decides she should start small. Her family likes tomatoes. She thinks peppers sound interesting, too. Her goal this year is to raise enough tomatoes for her family table. She wants to have six pepper plants for fun. It's fall, and the first hard frost is overdue. As her volunteer, you've decided now is a good time to check again on her progress toward her goals. Bill Bill is an energetic 12-year-old who lives with his father. His interest is in doing things with his hands. He loves cookies, but his family is so busy that they don't have time to bake homemade cookies very often. He thinks baking might be fun then he can eat what he wants. His goal is to learn to make two kinds of cookies and share them with his grandmother. Bill has shared his cookies with you. One kind was excellent. The other was not too good. You sense Bill has mixed feelings about his goal. This seems like a good time to talk about his progress.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Towards Goals
Teaching Activity Number 2, Page 1 of 1
2.33
Ages and Stages of Youth
Youth Characteristics
Volunteers help youth by… 7-9 Year Olds
Learn how to use their bodies by mastering physical skills, ranging from small muscle to large muscle skills.
Providing opportunities to practice skills they are learning
Learn to sort things into categories.
Encouraging them to collect things.
May not be ready to set own standards.
Helping them learn about and set standards.
Need help in understanding and making sense Having regular sessions to talk about their progress of failures. toward their goals.
10-11 Year Olds Active, full of energy, and anything but quiet.
Encouraging learning experiences that are active and include physical involvement. May change interests often, jumping from one Dividing activities into small pieces or steps. thing to another. Are fairly concrete thinkers, tend to be more Designing opportunities for hands-on learning. attentive if they are seeing and doing, rather than just listening. Begin to think logically and symbolically and Remembering that as they consider a new idea, they understand abstract ideas. are apt to think it is either right or wrong, fun or boring (very little middle ground). Look for adult approval and have a strong need Offering lots of encouragement and recognition-to feel accepted and worthwhile. even for small successes. Prefer individual evaluation over group Helping them discover how much they have competition. Are easily embarrassed about improved and how they can do better next time. doing either better or worse than their friends. Don't compare them with others. Begin to gain satisfaction from doing an Providing positive feedback on their progress activity. Not as apt to do something just to toward their goals. please a parent or other adult.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
Teaching Activity Number 3, Page 1 of 4
2.33
Ages and Stages of Youth (continued)
Youth Characteristics
Volunteers help youth by… 12-13 Year Olds
May have rapid spurts of growth. Girls mature faster than boys. Some may be uncomfortable with their changing body images. Begin a roller coaster ride of hormones and emotions as puberty approaches. Present a major challenge to their self-concept. Face so many changes they hardly know who they are. Begin to test values and identities. Desire a sense of independence from parents. Are concerned about being liked by friends. Value opinions of peers more than opinions of parents and other adults in the areas of dress, music, and activities. Move from concrete to more abstract thinking. Ready-made solutions from adults are often rejected in favor of their own solutions. Want to be part of something important that provides an opportunity to develop responsibility. Believe justice and equality are important issues.
Being sensitive to their feelings, accepting and willing to listen and talk about their feelings. Accepting these changes and providing positive reinforcement. Being willing to talk about beliefs, values, and morals, when the young person is ready. Providing opportunities to be more independent but at the same time providing guidance, when needed.
Designing opportunities for them to discuss and test ideas with minimal adult guidance. lncluding opportunities for them to responsible for setting their own goals.
be
Avoiding comparisons of young people with each other, being careful not to embarrass them. lnstead of feedback on a project, ribbons sometimes are seen as reflections of the individual's self-worth.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
Teaching Activity Number 3, Page 2 of 4
2.33
Ages and Stages of Youth (continued)
Youth Characteristics
Volunteers help youth by… 14-16 Year Olds
Tend to be very concerned with themselves and their peer group. Acceptance by members of the opposite sex may be important. Want to show they can assume adult-like responsibilities.
Helping them develop skills needed to relate to one another.
Helping them plan as a group where they provide ideas and take responsibility for an activity adults normally do. Become aware of their own special abilities Helping them to use their special talents to and talents. achieve their own goals. Begin to think about the future and make Encouraging learning experiences that will realistic plans. relate to their vocational interests. Master abstract thinking. Find new ways of Helping them discuss their own ideas. doing things that sometimes challenge adults. Set their own goals based on personal needs Helping them identify the progress they are and priorities. Are apt to reject goals set by making toward their goals. others. Can initiate and complete tasks without Being an adviser or coach-not a director of supervision. activities.
17-19 Year Olds Begin to make the transition to adult life. Their future plans and goals influence the activities they continue. Determine their own schedule in most situations. Develop close relationships as they become preoccupied with their need for intimacy. Make and carry out serious decisions but need adults for support.
Helping them to set goals that meet their needs.
Remembering that only general directions are needed when they do familiar tasks. Recognizing that close personal relationships are normal and to be expected. Serving as resource people and helping stimulate teens' new thoughts and ideas.
Adapted from: Karns. Jeanne and Judith A. Myers-Wall. Ages and Stages of Child and Youth Development. A Guide for 4-H Leaders, North Central Regional Extension Publication No. 292, Purdue University, Cooperative Extension Service,West Layfette, IN. 1988.
lash, Marta and Susan Barkman, Leader Helper Guide for Foods Curriculum, 4-H 801, Purdue University, Cooperative Extension Service, West Layfette, IN. 1994.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
Teaching Activity Number 3, Page 3 of 4
2.33
Appropriate Goals for. . . 7-9 year olds 10-11 year olds 12-13 year olds 14-16 year olds 17-19 year olds
From the box above, put the most appropriate age group of the member who set the following goals. 1. Plan a party for 10 friends after the ball game.
2. Raise money for a park bench at the new community environmental center.
3. Learn to make chocolate chip cookies.
4. Plan a special activity for the children at the special education school.
5. Rake leaves for Mrs. Diaz, their elderly neighbor.
6. Collect 100 lbs. of newspapers for recycling.
7. Make Thanksgiving decorations with residents of the Senior Citizen Center.
8. Make a 4-H display for local community celebration.
9. Grow a tomato plant.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
Teaching Activity Number 3, Page 4 of 4
2.34
What Do We Do?
1. Use all of the ways we recognize 4-H'ers for progress toward their goals.
2. Use all of the ways (beyond the local level) that we recognize 4-H'ers for progress toward their goals.
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals Teaching Activity Number 4, Page 1 of 2
2.34
In the Future 1. Use one idea you will continue to use as you recognize 4-H'ers for progress toward their goals.
2. Use one idea you would like to try with 4-Hers.
3. Can you think of any situations where goal setting and recognizing progress toward goals would motivate 4-H'ers better than what we are currently doing?
Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals Teaching Activity Number 4, Page 2 of 2
2.4 Slide 1
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Progress Toward Self-set Goals Florida 4-H Awards & Recognition Model
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Slide 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
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Slide 3
Barriers and Builders Barriers • Assuming • Rescuing/ explaining • Directing • Expecting • Knowing
Builders • Checking • Exploring • Encouraging/ inviting • Celebrating • Respecting
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Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
PowerPoint Presentation, Page 1 of 5
2.4 Slide 4
Barriers and Builders 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 4H'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.
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Slide 5
Barriers and Builders 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.
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Slide 6
Barriers and Builders 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 worth-while. True, they need information, new skills, and experience, but when they are encouraged to do things, they learn more quickly.
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Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
PowerPoint Presentation, Page 2 of 5
2.4 Slide 7
Barriers and Builders 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.
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Slide 8
Barriers and Builders 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.
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Slide 9
Identify Progress towards Goals • Seven steps 1. What is your goal(s) and why did you decide on it? 2. What have you done to achieve your goal(s)? 3. What did you learn? 4. How do you feel about this experience? Why?
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Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
PowerPoint Presentation, Page 3 of 5
2.4 Slide 10
Identify Progress towards Goals • Seven steps 5. What would you do differently? 6. How can you use this experience in the future? 7. What’s next? Modify goal(s) Continue working on current goal(s) Set new goal(s)
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Slide 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.
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Slide 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.
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Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
PowerPoint Presentation, Page 4 of 5
2.4 Slide 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.
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Slide 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.
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Slide 15
Key Principles of Recognition of Progress towards Goals 1. Never hold a contest or activity to recognize progress toward self-set goals. 2. 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. 3. The unique growth of a young person is measured against each young person's own plan. 4. Give this type of recognition privately. 5. 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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Florida 4-H Recognition: Helping Youth Grow
Module 2: Progress Toward Goals
PowerPoint Presentation, Page 5 of 5
