We all have dreams, yet many of us chose not to allow them to become reality. There are many factors that may impede or restrict our ability to find a way to implement this plan. There may be specific people that subscribe to old narratives and chose to see us follow in their footsteps. The thing to remember in this process is that we all create and follow our own learning pathways. We should be the ones to determine the direction, goals, and success of our lives.
Recently I shared a professional opportunity with a friend and their response; “You’ve got this!” Three simple words that meant so much. Someone believes that I have the ability and skills to achieve this, and that I am qualified and experienced to be successful. I said it out loud, ‘You’ve got this!’ Then the self talk came into play. You know what?....I have. "I’ve got this!"
So maybe I’ll focus, instead, on Go Up goals and Give Up goals. Like Seth says in his post, people are generally happy to help you with your give up goals. They’ll remind you to drink less, exercise more, and spend less money. My 2018 give up goals might include be less lazy on the exercise front and eat fewer carbs for breakfast. I’ll try to give up working on a device when my kids are present. I’ll fail, but I’ll try. I’ll give up taking jobs that don’t compensate my worth.
I have begun to pare back my obligations. I have turned my email and social media notifications off and buried Facebook in the back of my phone. I’ve withdrawn from my Book Club. I’m reconsidering how often to post on this blog and am thinking perhaps ‘when it takes my fancy’ would be ok, rather than keeping myself to a schedule. I am figuring out how to protect my most productive time for my most important projects and how I might schedule in regular silence and stillness.
Deborah Netolicky reflects on her priorities as a part of her one word this year. She wonders about her choices. This has me reflecting on my own balances.
I’d been struggling myself a bit with this re-read and Frankl’s emphasis on the future, how one must keep hope, keep his eye on the horizon. (Though I was particularly taken with his emphasis on imagination: how prisoners hold on by conjuring images of their loved ones, how a patient can sort out her decisions by pretending she’s lying on her death bed, looking back at her life.) I wondered how to reconcile Frank’s hopeful future-facing with my own feeling that life is more like Groundhog Day, and one should operate without hope and without despair.
A goal that isn’t too important makes you live in the moment, and still gives you a driving force. This driving force is a way to get around the fact that we will all die and there is no real point to life.
But with the ASG there is a point. It is not such an important point that you postpone joy to achieve it. It is just a decoy point that keeps you bobbing along, allowing you to find ecstacy in the small things, the unexpected, and the everyday.
What happens when you reach the stupid goal? Then what? You just find a new ASG.
Tamara Shopsin Arbitrary Stupid Goal
via Austin Kleon
Interesting newsletter as always Ian. I was particularly taken by the discussion of reviewed.
In regards to your point about ‘yearly’ reviews, I added to my yearly review of newsletter posts to also include a personal reflection.
I still think that I need to develop this and that is why I chose ‘intent‘ as my one word this year (another alternative to new year resolutions)
I will have to look through the various links for more tips and get back to your discussion of routine and maintaining a positive mindset. The
Goal setting is such an interesting topic. Smart goals seems to be a lot of people’s default. I have reflected before on the need to be open when developing pedagogical practices:
More than just SMART, the purpose of goals are to provide focus. A useful guide is the How Might We question, as it incorporate the what, the when and who in a succinct manner. In addition to this, I have found the Modern Learning Canvas useful in regards identifying particular points of innovation.
This is something Vivian Robinson touches on in Student-Centred Leadership:
When goals involve new challenges, how can you possibly know if it is achievable, if it is realistic, and how long it will take you to achieve it? In the absence of such knowledge, it may be better to set a learning goal or a broader performance goal that expresses your shared commitments and helps keep you focused.
The problem in a world driven by data and accountability, we are often uncomfortable with embracing the wicked and fussyness of the unknown.