Home Is The New School: Significance of Goal Setting For Every Student (Webinar for Parents) - By Lumos Learning
Transcript
| 00:06 | It's my pleasure to introduce the next speaker . We | |
| 00:10 | have Dr Newton Miller . That's a really great picture | |
| 00:15 | of him . Um , and , uh , Dr | |
| 00:18 | Miller is an expert and experienced administrator and educator , | |
| 00:23 | and , uh , he's kind of focus on the | |
| 00:27 | goal setting process , which sort of fits in perfectly | |
| 00:30 | with what Maureen was talking about . Two . So | |
| 00:34 | , Doctor Miller , whenever you're ready , this is | |
| 00:37 | your platform . Fantastic . I am assuming everyone can | |
| 00:41 | hear me . Oh , I see the Green square | |
| 00:43 | . So , yeah , it's kind of weird when | |
| 00:45 | you do these things . It's like you either start | |
| 00:47 | talking and no one hears you , you know ? | |
| 00:49 | Or you have to say , Can you hear me | |
| 00:51 | ? Either way , it's It's like , you know | |
| 00:53 | , awkward . But nevertheless , here we are . | |
| 00:55 | So I was a long time math and science teacher | |
| 00:57 | in urban school districts , you know , um , | |
| 00:59 | mostly in the secondary arena . Then I was a | |
| 01:02 | principal for many years now , um , a college | |
| 01:05 | professor , and I lead some teams that are university | |
| 01:07 | where we actually build the teacher prep program . So | |
| 01:10 | we teach teachers to be teachers . Um , so | |
| 01:12 | I like to speak , uh , with this whole | |
| 01:15 | thing and animal grandfather . My wife does some homeschooling | |
| 01:18 | things and provide some videos for folks . Um so | |
| 01:23 | I think one of the things if we go to | |
| 01:25 | the next slide that is missing is in this whole | |
| 01:29 | covid and an arena where we're home schooling is is | |
| 01:33 | a , you know , a mandate in sometime in | |
| 01:36 | in some ways , uh , his goal setting . | |
| 01:39 | And so your goal is a thing , uh , | |
| 01:41 | to which all your effort is directed . And I | |
| 01:44 | think as Maureen was saying , one of the most | |
| 01:46 | positive things that's coming out of this era is that | |
| 01:50 | now we're with family , so we have time to | |
| 01:52 | communicate . We have time to talk . We have | |
| 01:55 | time to learn about , you know , our Children | |
| 01:57 | and them about us in different ways . Um , | |
| 02:00 | so this whole goal setting process and I'm going to | |
| 02:02 | present to you today I think it's it's super powerful | |
| 02:05 | for you and your Children , whether it's elementary or | |
| 02:08 | secondary , whether you're talking about short term goals or | |
| 02:11 | long term goals . But it's all about pointing towards | |
| 02:14 | some some all your effort towards something that's direct , | |
| 02:18 | directing your effort towards something we can go to the | |
| 02:20 | next slide when we talk about goal setting . I | |
| 02:23 | always like to talk about these three gentlemen . So | |
| 02:25 | these three gentlemen , African American gentleman grew up in | |
| 02:28 | the urban arena didn't have a lot of visible , | |
| 02:31 | visible model role models , but they wanted to be | |
| 02:33 | doctors . So here's what they did . Their dream | |
| 02:36 | wants to be a doctor , and they shared that | |
| 02:38 | dream with each other . And then what they did | |
| 02:40 | was they researched all the steps , all the milestones | |
| 02:43 | , all the things that it would take to become | |
| 02:45 | a doctor . They researched them together , and they | |
| 02:47 | made a list backwards from being a doctor to where | |
| 02:51 | they stood at that given point in time in their | |
| 02:53 | life . And then they made a pact with each | |
| 02:56 | other to hold each other accountable to working through those | |
| 03:00 | milestones and those steps so they can become a doctor | |
| 03:02 | . Now , despite the fact that all three of | |
| 03:04 | them went to different colleges , they stay held to | |
| 03:06 | their pack . They helped each other , and all | |
| 03:09 | three are now successful doctors . This is the first | |
| 03:12 | book that they wrote is called the packets about 15 | |
| 03:14 | years ago , and they travel across the country speaking | |
| 03:18 | to young people to help them learn the importance and | |
| 03:21 | how to set goals so they can accomplish their dreams | |
| 03:24 | , goals and aspirations as well . If we go | |
| 03:27 | to the next slide , Um , in that slide | |
| 03:30 | were , um , addressing . I'm sorry I lost | |
| 03:34 | lost track for a second , where if we're working | |
| 03:38 | with goals , we need to understand why goals are | |
| 03:40 | important , and we need to make that clear to | |
| 03:43 | our Children as well as we go through this process | |
| 03:45 | . And it's really two reasons . One is just | |
| 03:46 | give us direction . Where are we pointing ? Where | |
| 03:49 | are we trying to end up ? Um , and | |
| 03:51 | so we could be more deliberate , you know , | |
| 03:53 | And how we , uh , distribute our our our | |
| 03:55 | resources and our time and our talents . And the | |
| 03:58 | second one is just to keep track . You know | |
| 04:00 | , we need to keep track of of the , | |
| 04:02 | uh , accomplishments and the growth and the development that | |
| 04:06 | we , you know are are experiencing along the way | |
| 04:11 | as we're moving towards that journey to accomplish that goal | |
| 04:14 | . In other words , we need to know if | |
| 04:16 | all the time we're winning as we're moving for the | |
| 04:20 | next slide if you want , you know your goals | |
| 04:23 | are important . You kinda have to understand your role | |
| 04:27 | as a parent , so it's really two separate roles | |
| 04:29 | . You're either going to facilitate or monitor , So | |
| 04:31 | if you're in the elementary level , you're more of | |
| 04:33 | a facilitator . So you're not doing the work yourself | |
| 04:36 | . You're not giving the child the goals are saying | |
| 04:39 | it to them . Basically , your role in this | |
| 04:41 | whole thing , as as an elementary parent , is | |
| 04:45 | to facilitate , to speak , to guide , to | |
| 04:47 | ask , leading questions and guiding questions . Uh , | |
| 04:50 | you know , And on the secondary level , you | |
| 04:52 | move back a step from that facilitator to a monitor | |
| 04:55 | , because now you're you're hoping that your child is | |
| 04:58 | learning , becoming more responsible , becoming , uh , | |
| 05:01 | more , uh , proactive and what it is that | |
| 05:05 | they need to do . So now you're monitoring , | |
| 05:07 | but on both levels , you're making sure that your | |
| 05:10 | child is on task on Target and that all their | |
| 05:14 | needs are met . They have everything that they need | |
| 05:17 | . So there's no delay , whether it's a resource | |
| 05:19 | of question , a setting , whatever it is they | |
| 05:23 | need . But most of all , most of all | |
| 05:26 | , you are the greatest source of positive reinforcement that | |
| 05:30 | your child can have . I know you think they're | |
| 05:32 | not hearing you when you're praising them . But you | |
| 05:34 | are the greatest role model , so you're the greatest | |
| 05:38 | source of positive reinforcement . So lay it on thick | |
| 05:41 | , make sure it's authentic and make sure it's for | |
| 05:43 | good things . But lay it on thick if we | |
| 05:46 | go ahead and run to the next slide . The | |
| 05:49 | goal of goals is to establish what we call a | |
| 05:52 | growth mindset in education . So some of Carol Dweck | |
| 05:56 | says work Dwight D W D W E C K | |
| 05:59 | . If you like to , uh , look up | |
| 06:01 | things , she has a whole , uh , set | |
| 06:05 | of research around something called the growth Mindset . Now | |
| 06:08 | the growth mindset me simply this if there is a | |
| 06:10 | task that you might not have encountered before or what | |
| 06:13 | that you did encounter before and you struggle with that | |
| 06:16 | , that that task you're thinking or your frame of | |
| 06:19 | mind is I don't care if I've never done it | |
| 06:22 | or if it's difficult , I can accomplish it with | |
| 06:26 | some diligence , with some perseverance , with some hard | |
| 06:28 | work , you know , with some responsibility , I | |
| 06:30 | can accomplish that task . And guess what ? Not | |
| 06:33 | just accomplish it difficulty , you know , just just | |
| 06:35 | a little I can eventually master it . I can | |
| 06:39 | get better at a thing . That's what the growth | |
| 06:41 | mindset is about . Now , in order to make | |
| 06:44 | sure that that goal of goals of establishing a growth | |
| 06:47 | mindset happens , you have to first identify . Be | |
| 06:50 | honest with yourself and identify your ability level . You | |
| 06:54 | know what were my what's my strength ? What's my | |
| 06:57 | weaknesses and be okay with that ? But then , | |
| 07:00 | secondly , you have to challenge yourself . Now when | |
| 07:04 | challenging yourself , you need to set those targets appropriately | |
| 07:07 | , meaning this . You don't want to make them | |
| 07:09 | so easy that you know you can just do them | |
| 07:12 | in your sleep . You're not growing from that . | |
| 07:14 | That's no challenge that that you're just coasting . That's | |
| 07:17 | not good for you . But at the same time | |
| 07:19 | , you don't want to make them so difficult and | |
| 07:21 | way up here that you get frustrated because they're not | |
| 07:24 | attainable and you give up and quit and then you | |
| 07:27 | just create a plan and then some system to assess | |
| 07:30 | yourself along the way as you're accomplishing your goals to | |
| 07:33 | make sure that you you you reach the finish point | |
| 07:36 | , we're going to the next slide . One way | |
| 07:39 | to do this , and I hear a lot of | |
| 07:40 | people talk about the difference between attention spans with Children | |
| 07:43 | and adults . And there's some research that goes both | |
| 07:46 | ways with that . And I got to let you | |
| 07:47 | know that I'm super a d h d . So | |
| 07:50 | my attention span is not that great . I have | |
| 07:53 | found ways that I've gotten older to , you know | |
| 07:56 | , make myself pay attention and do different things coping | |
| 08:00 | skills , I call them . But this method , | |
| 08:02 | the Pomodoro method , is something that will work across | |
| 08:05 | the board . I do it myself all the time | |
| 08:08 | , and basically what you do is you might have | |
| 08:11 | 100 tasks . But you focus on one , just | |
| 08:14 | one , not the other 99 out . And for | |
| 08:16 | 25 to 30 minutes , you focus in on that | |
| 08:20 | task and give all you have to it . After | |
| 08:23 | that , 25 to 30 minutes , you take a | |
| 08:25 | break . Small break 2 to 5 minutes . Get | |
| 08:27 | up . Take a walk . Uh , go tell | |
| 08:29 | a joke . You know , text somebody check your | |
| 08:32 | social media , get a drink . Whatever it is | |
| 08:34 | that you do . Two of the five minutes and | |
| 08:36 | you come back and you jump back on that task | |
| 08:38 | for that 25 to 30 minutes . You repeat that | |
| 08:41 | cycle four times the fourth time that you get you | |
| 08:44 | accomplish that cycle , you put a check on your | |
| 08:46 | paper on your calendar or wherever . And at the | |
| 08:49 | end of the day , here's what happens . You | |
| 08:51 | have found that , uh , you can you have | |
| 08:55 | a visual representation of your time on task for that | |
| 09:00 | day and you will have found it . Not only | |
| 09:03 | has your time on task increase and you've been more | |
| 09:06 | productive , but you'll also see that you have been | |
| 09:09 | more effective , more , more on point because you're | |
| 09:12 | only focusing on that one task at a time . | |
| 09:14 | So that Pomodoro method is something . And I slowed | |
| 09:16 | down a little bit to explain that that I think | |
| 09:19 | will work for you , whether you're an adult , | |
| 09:22 | whether you're a child and it's something you should look | |
| 09:24 | at adopting and you can adjust that modified in whatever | |
| 09:27 | it works for you . The next slide . So | |
| 09:30 | now I'm talking about goal setting you guys , so | |
| 09:33 | whenever you are setting a goal in any area of | |
| 09:36 | your life , you these are the four essential questions | |
| 09:39 | that you must be able to answer . So as | |
| 09:41 | you're speaking with your child and this whole goal setting | |
| 09:44 | process and working with them and building relationship and bonding | |
| 09:48 | with them and helping them to parse out their goals | |
| 09:51 | . They need to know . First of all , | |
| 09:53 | why do they want to accomplish that goal ? You | |
| 09:55 | know , what obstacle are they trying to move ? | |
| 09:58 | What problem are they trying to solve ? They have | |
| 10:00 | to be able to answer that . And then exactly | |
| 10:02 | what is the goal ? What do I want to | |
| 10:04 | do ? Be able to define it , say it | |
| 10:07 | really quickly and one quick sentence . And then , | |
| 10:09 | you know , how will I , uh how will | |
| 10:12 | I get that gold done ? You know what ? | |
| 10:15 | What are the steps ? What What are the , | |
| 10:17 | uh , the milestones ? What are the things required | |
| 10:22 | to accomplish ? The goal . And then finally , | |
| 10:24 | when do I want it done ? How do I | |
| 10:26 | want you ? So what is my schedule ? You | |
| 10:28 | know , it's just something's going to happen in a | |
| 10:29 | month . A week ? You know , by the | |
| 10:31 | end of the day , is it five years , | |
| 10:34 | 10 years , some system of accountability . So you | |
| 10:37 | can make sure that you're moving along your path to | |
| 10:39 | accomplish that goal . We go to the next slide | |
| 10:42 | . Now there's different ways you can do this ? | |
| 10:44 | Um , I call them E visual Systems , because | |
| 10:47 | remember the goal setting process that I am proposing to | |
| 10:50 | you . It's a partnership between you and your child | |
| 10:53 | , right ? So if electronic ways of accounting or | |
| 10:58 | or or tracking that goal is good for you , | |
| 11:02 | then great , there's some free apps out there . | |
| 11:05 | And I know that you most learning offers a lot | |
| 11:08 | of things , and there's some free stuff out there | |
| 11:10 | as well . Classroom dojo seesaw . Um , Google | |
| 11:14 | assistant has something called Family Bell . All of these | |
| 11:18 | are apps you can download on your device . You | |
| 11:20 | can set schedules . You can attach the links to | |
| 11:25 | resources . You can answer questions . You can send | |
| 11:29 | alarms and reminders . You can do all these things | |
| 11:33 | in these free apps to help uh , your child | |
| 11:36 | stay on track with what it is that they have | |
| 11:38 | to do , uh , and for you to be | |
| 11:40 | able to help monitor that and facilitate that process as | |
| 11:43 | they go , Um , so that they're the visual | |
| 11:46 | systems are available to you . And if we go | |
| 11:49 | to the next slide , if you're like me old | |
| 11:52 | school , then use those old hard copy visual systems | |
| 11:56 | . So you can go on Google and type in | |
| 11:59 | , you know , goal setting charts or something like | |
| 12:01 | that . You'll find hundreds of them . You can | |
| 12:03 | take one off of Google or you can create your | |
| 12:05 | own . Now it doesn't have to be pretty . | |
| 12:07 | It just has to have these things have to have | |
| 12:10 | the category of the goal . It has to have | |
| 12:12 | the actual goal statement itself . What is the goal | |
| 12:16 | ? Why do you want to accomplish to go ? | |
| 12:17 | What are the steps and how it's measured ? Somehow | |
| 12:20 | on those that system , you need to have that | |
| 12:22 | . I'm gonna share a few systems with you , | |
| 12:24 | but I want to tell you why it's important for | |
| 12:27 | you to have that hard copy visual system . Uh | |
| 12:29 | , it's important because if you're dealing , especially if | |
| 12:33 | you're dealing with pre teens , middle school , high | |
| 12:34 | school , um , the conversations , as far as | |
| 12:38 | as growth and accountability as they move through their developmental | |
| 12:40 | stages , they're hormonal processes can get a little difficult | |
| 12:45 | . So sometimes if a thing is not out in | |
| 12:48 | front of them in their minds , they don't think | |
| 12:52 | that that is a viable or valid conversation . So | |
| 12:57 | when you post that that the goal and the steps | |
| 13:01 | of the goal and accountability system on a wall on | |
| 13:05 | a closet door on a mirror on the refrigerator . | |
| 13:08 | If it's somewhere visual to be seen all the time | |
| 13:11 | , it makes the conversation about accountability of those goals | |
| 13:15 | valid conversation in the minds of your teenager . Now | |
| 13:19 | they or your middle schooler . Now the other thing | |
| 13:22 | that it does is it creates a culture of goal | |
| 13:25 | setting in your household . Not only does it help | |
| 13:28 | your household run smoother and be more productive , you're | |
| 13:31 | setting your child up for success after high school after | |
| 13:35 | they leave you while they're in college , far into | |
| 13:38 | their career and when they have Children of their own | |
| 13:41 | . So that's something that I really , uh , | |
| 13:44 | recommend for you . Let me let me show you | |
| 13:46 | just a couple of these systems and get out of | |
| 13:48 | your way because I don't want to take too much | |
| 13:49 | of your time . We can go to the next | |
| 13:51 | slide . See , when I was a principal , | |
| 13:54 | uh , in the middle school , excuse me . | |
| 13:55 | In high school we started something called a freshman academy | |
| 13:58 | and urban school and one of the things that was | |
| 14:01 | lacking in that community with goal setting and forecasting because | |
| 14:04 | a lot of times in urban or at potential arenas | |
| 14:07 | you work on a survival mindset , which means you're | |
| 14:10 | dealing with here and now . And I don't want | |
| 14:12 | to die aggress . You can tell that that's probably | |
| 14:14 | my favorite topic to talk about . So we established | |
| 14:17 | in that freshman academy a goal , a goal setting | |
| 14:21 | portion of the curriculum . It was common for every | |
| 14:23 | freshman , and we came up with something called the | |
| 14:25 | Four square Gold system , kind of like the foursquare | |
| 14:27 | writing system . So you divide your paper up in | |
| 14:30 | the four , uh , parts and you can see | |
| 14:32 | there's four squares up there . So on this particular | |
| 14:36 | , uh , sheet , the four areas of categories | |
| 14:40 | of goals where family , friends , health and schooling | |
| 14:42 | career now you want to have your your Children , | |
| 14:45 | um , create goals in different areas of their lives | |
| 14:49 | . The reason for that is so that you can | |
| 14:51 | teach them that they are a multifaceted person and that | |
| 14:55 | they have to have a holistic view to themselves and | |
| 14:59 | that they are responsible for maintaining for growing and accomplishing | |
| 15:04 | in all the areas of their lives . So the | |
| 15:07 | sports Square goal system kind of brings attention to that | |
| 15:10 | . So in that square , you write the category | |
| 15:13 | right , and then inside the square you write the | |
| 15:16 | actual goal statement , but you're going to write it | |
| 15:19 | as an affirmative , meaning this you're going to write | |
| 15:22 | it as I can , or an I will statement | |
| 15:25 | , right ? And then , underneath , outside the | |
| 15:27 | circle outside the square , you're going to go ahead | |
| 15:29 | and write why , you know , 5 to 7 | |
| 15:32 | words really short . Why I want to accomplish this | |
| 15:34 | goal . And then , you know when so you | |
| 15:37 | can have some system of accountability or timeline , we | |
| 15:40 | go to the next slide . There's a sheet that | |
| 15:42 | we used along with the four square gold system that | |
| 15:45 | we call the gold staircase , and you can create | |
| 15:47 | these on your own . I mean , it's just | |
| 15:49 | it's not hard to do so that gold staircase , | |
| 15:52 | right ? Here's what happens . You take one of | |
| 15:55 | the goals from the four square gold sheet and you | |
| 15:57 | write it right there in that square , says Gold | |
| 16:00 | statement or rectangle . It says gold statement , Right | |
| 16:03 | , so now we're focusing on that goal for this | |
| 16:05 | staircase . Now what you do is you do with | |
| 16:07 | the three brothers from the pack . Did or three | |
| 16:11 | gentlemen from the pack . Did you go ahead and | |
| 16:13 | you research what it takes to accomplish that goal ? | |
| 16:17 | Now ? We could be passing biology class . It | |
| 16:20 | can . It can be anything . For instance , | |
| 16:22 | I'll use I want to become a doctor right now | |
| 16:24 | . Let's just use a long term goal , right | |
| 16:25 | ? So I want to become a doctor and I | |
| 16:28 | research what it takes . So that means , um | |
| 16:30 | , I have to do a residency . Well , | |
| 16:32 | that's one milestone . If I have to do a | |
| 16:34 | residence , you have to get into med school . | |
| 16:37 | That's another a milestone if I want to get in | |
| 16:40 | med . So I got to take the Cats . | |
| 16:42 | There's another milestone . Take the make the Make the | |
| 16:45 | Cats and getting into med school . I had to | |
| 16:48 | , uh , you know , get an undergraduate degree | |
| 16:50 | . There's another one . You know , Maybe there's | |
| 16:52 | some testing . There's some other courses I have to | |
| 16:54 | take throughout high school . So you get all these | |
| 16:56 | milestones written now ? It can be five milestones . | |
| 16:59 | It could be 25 milestones . However many you come | |
| 17:02 | up with you create that on your sheet . And | |
| 17:05 | then now that you know what it takes to accomplish | |
| 17:08 | that thing from the point of being that thing to | |
| 17:10 | where you are now , you start walking forward and | |
| 17:14 | accomplishing milestones from where you stand right now in life | |
| 17:18 | . And every time you accomplishing milestone , you give | |
| 17:20 | yourself a gold star or whatever it is that you | |
| 17:24 | want to put on their , uh , to show | |
| 17:26 | that you've accomplished that thing and you celebrate yourself and | |
| 17:29 | you celebrate with your child for for that instance and | |
| 17:32 | then you get them back on the horse and they | |
| 17:34 | keep moving towards that next milestone . So that's , | |
| 17:37 | uh , that sheet quick story . Um , we | |
| 17:41 | had the freshman would do this as a freshman and | |
| 17:45 | I several of them when they did their senior project | |
| 17:48 | , and I was standing there as a principle , | |
| 17:50 | they would come to me very proud . Say , | |
| 17:53 | Mr Miller , Mr Miller , I did my senior | |
| 17:55 | , probably . Look , it's milestone seven on my | |
| 17:58 | seat . Can you sign it off from me ? | |
| 18:00 | So my signature was their gold star . But anyway | |
| 18:04 | , just show you that it's a powerful thing that | |
| 18:06 | , uh , students can use if we go to | |
| 18:08 | the next slide , show you one more strategy that | |
| 18:11 | you can use , uh , for goal setting with | |
| 18:14 | your your youngsters . Now , this is super powerful | |
| 18:17 | middle school and high school students . Um , superpower | |
| 18:21 | . It's great for elementary , too , but this | |
| 18:22 | is super powerful for middle school and high school and | |
| 18:25 | especially if they come from an app potential or marginalized | |
| 18:29 | population . Um , this here is what we call | |
| 18:32 | a vision board . So this one is one of | |
| 18:35 | the actual ninth grader . Uh , we pulled out | |
| 18:38 | and on the left hand side , they just kind | |
| 18:39 | of write their goal statement what it is they want | |
| 18:42 | to accomplish now . We didn't make them really get | |
| 18:44 | into a lot of details of writing their their focus | |
| 18:47 | or the gold statement . We just had them do | |
| 18:49 | it so it could be in their mind . But | |
| 18:51 | on the right hand side , you see some pictures | |
| 18:55 | . What we had those students do was draw a | |
| 18:58 | picture of what it looks like when they have accomplished | |
| 19:03 | that goal that they wrote on the left hand side | |
| 19:07 | . So what it does , and just to give | |
| 19:09 | you some educational talk , it takes the right brain | |
| 19:12 | the right side of your brain and the left side | |
| 19:14 | of your brain , and it forces them to work | |
| 19:17 | together . on one specific , uh , focus task | |
| 19:21 | . It takes all the modalities and multiple intelligence . | |
| 19:24 | It forces them to work together and listen as a | |
| 19:27 | human being , Whenever you can connect your right brain | |
| 19:29 | in your left brain together to focus on a specific | |
| 19:32 | task , you are unstoppable when it comes to that | |
| 19:35 | test , whether it's a positive thing or negative thing | |
| 19:38 | . When that happens in the human mind , man | |
| 19:41 | , you're unstoppable . So this vision board does that | |
| 19:44 | for for , uh , for your Children . So | |
| 19:47 | in essence , it makes them have to see themselves | |
| 19:50 | where they want to be , and it makes them | |
| 19:53 | actually physically draw that thing . So now they touched | |
| 19:58 | it . They thought about it , you know , | |
| 20:00 | it's now attainable to them . So all you have | |
| 20:04 | to do is revisit this visit vision board with them | |
| 20:07 | . You know , often quarterly monthly , however you | |
| 20:10 | want to do it and see , uh , so | |
| 20:13 | they can see the progress and remember what it is | |
| 20:16 | that they're trying to accomplish . So if we go | |
| 20:19 | to the next slide as I get out of your | |
| 20:21 | way , you guys , um , one thing that | |
| 20:23 | I think we need to understand his parents and we | |
| 20:26 | need to make sure our Children understand that there's a | |
| 20:29 | difference between dreams and goals . She dreams . They're | |
| 20:32 | like an arrow that's meant to hit some target off | |
| 20:36 | in the distance and the desire that your child has | |
| 20:40 | that dream . The desire to , you know , | |
| 20:42 | to accomplish that , uh , that dream . That's | |
| 20:45 | the bow that's meant to project the arrow . But | |
| 20:48 | if you have an arrow in one hand and a | |
| 20:51 | bow in another hand and you never put them together | |
| 20:54 | and make them function , then they're basically useless . | |
| 20:57 | And that's where the goal setting process comes in . | |
| 21:00 | That's why you have to make the time to run | |
| 21:03 | through this process with your child . It just just | |
| 21:06 | make it part of your culture with the goal with | |
| 21:09 | the goal , uh , setting process does it actually | |
| 21:13 | puts the arrow in the bow and draws back on | |
| 21:17 | it to give it the power that it needs . | |
| 21:19 | So when you let go of that string , that | |
| 21:21 | arrow , that dream shoots down , uh down the | |
| 21:26 | field and hits its target . So , in essence | |
| 21:28 | , for the next slide , the only difference between | |
| 21:32 | dreams and goals if we go to the next slide | |
| 21:35 | , the only difference between dreams and goals is action | |
| 21:39 | . So , uh , what I am , um | |
| 21:44 | , saying to you is simply this , Um , | |
| 21:47 | as you go to that goal setting process with your | |
| 21:49 | child , it's so important because it is the difference | |
| 21:52 | between whether you're going to raise a well functioning dreamer | |
| 21:58 | . Well , if you're going to raise a world | |
| 21:59 | changer , So I am finished with my piece right | |
| 22:03 | now . If I have questions , you want to | |
| 22:05 | wait to the end for questions ? Yeah , I | |
| 22:07 | think so . This is fantastic . So I think | |
| 22:12 | for parents to know that they're managing a process and | |
| 22:17 | these are tools to manage that process to help their | |
| 22:20 | child achieve their goals , state their goals , achieve | |
| 22:23 | their goals . Fantastic . So you know , Dr | |
| 22:26 | Miller , thank you so much . |
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