DRIVING QUESTION: How do my choices today impact my opportunities tomorrow?
To begin this journey, students must take a long, hard look at who they are, who they have been, and who they want to become. At FYG, we believe this is the most critical event for anyone who is striving for a purposeful life of fulfillment and joy. Being able to answer questions like: “What environment do you thrive in? How do your interests connect to possible careers?” These are all questions that will help students to define their “Lifestyle”, and this is where the journey can begin. Students will then identify, explore and reflect upon their sense of self (social-emotional) focusing on their strengths, self-awareness, values, talents, interests, skills, and purpose. With an idea of lifestyle, FYG provides access to a multitude of adult mentors who have shared their journey and have provided an insight into the lives they are living. This provides an immediate connection to real-life and the opportunity to learn, grow, and define his/her own desired lifestyles. Lastly, students must take ownership of their lives by addressing any habits that may be detracting from their goals and hopeful future. This process comes to life in the first lesson of the FYG curriculum.
A shift in mindset: From the traditional question of "What do I want to be?" to a new approach of “Who do I want to become?"
The “Braided Rope” activity is critical in setting the foundation of the association of one’s sense of self, the lifestyle, and daily habits and how all three can impact one’s future success. Instead of focusing on the traditional career exploration, FYG embeds these 3 areas continuously throughout the entire course so students have the opportunity to grow in their learning, self-discovery, and purpose.
In order to build on self-awareness, students will be asked to explore the meaning of values, and prioritizing values in their own lives. Students will be challenged to align their personal brand with the values they hold.
To begin this lesson, demonstrate to students that as they dig deeper into who they are and their current priorities, their future will become clearer. What they think is important now may not be the case as they learn more about who they really are. On the flip side, this also helps to highlight that certain priorities carry their importance throughout multiple stages of life.
If students are able to think about new things in the context of their own lives, the deeper the learning that occurs. Students are asked to look at a situation from an objective perspective and then decide how their values impact their responses to that particular situation. In addition, students are asked how their values would influence their decisions, thoughts, and actions.
In the first part of the activity, you will have students assess a past situation that they have been in. From there, students will break down the situation based on the prompts that are provided. An important aspect of this activity is that it allows students to understand the importance of allowing values to guide decision-making in real-time, as opposed to hindsight. By having them think about a past incident, students are able to remove any emotional influence and be objective.
Self-awareness includes a student’s understanding of their personality features, knowing how they cope with challenges, as well as the ways in which they prefer to express their emotions, their work habits, and their temperament. Students most likely struggle to try to answer these questions.
This lesson asks students to complete three personality assessments (HumanMetrics, Grit Test, Love Languages) in order to gain a broad understanding of their traits, rather than using only one. Students will complete three assessments.
Setting goals can be a difficult task, especially for teens. Sometimes they can seem overwhelming, or difficult to maintain. In order to address this struggle, we want to get students thinking about the here and now; the day to day approach where progress is immediately visible. Goals are important...however we want students to change their perspective. At their age they might not really understand what they want to achieve or where they want to be; so instead of setting goals, we want them to chase moments. Significant moments such as graduating high school, getting their first job, buying their first car, going to University, are all moments that will help them learn and get them to the place they want to be.
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