By March 5, 2019 I will lose 10 pounds through careful monitoring of my nutritional intake.
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Forethought Phase
GOAL
Reasons for my goal
Achieving my goal will have many benefits, which are all high-level motivators for me. They include: improving my family’s meals, setting an example for my son, having more energy, feeling better in my body and looking better.
I am on a journey of personal and professional improvement. Professionally I am working towards my PME, and if I am capable of a professional overhaul then I believe I deserve a personal one as well!
Since I teach science, it is paramount that I portray myself as someone who takes health seriously. I am also hoping to grow my knowledge (learning zone) through this process. In addition, going through this process will help me understand how my students are feeling when/if they are faced with a difficult yet desired goal.
Feeling pride in having accomplished this goal will undoubtedly give me the push to continue reaching for my future goals. This will influence my motivation in a positive way.
Specific
"Specific goals raise performance because they specify the amount of effort required for success and boost self-efficacy by providing a clear standard against which to determine progress."
Schunk, D. H. (2001). Self-regulation through goal setting. (ERIC/CASS Digest ED462671). Retrieved from https://files.eric.ed.gov/fulltext/ED462671.pdf
Proximal
"Proximal goals are achieved more quickly, and result in higher motivation and better self-regulation than more distant, long-term goals."
Schunk, D. H. (2001). Self-regulation through goal setting. (ERIC/CASS Digest ED462671). Retrieved from https://files.eric.ed.gov/fulltext/ED462671.pdf
"Proximal goals [boost] self-regulated learning."
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86.
"By establishing [my] own learning goals and finding motivation from within to make progress toward those goals, [I am] more likely to persist through difficult learning tasks and often find the learning process more gratifying (Wolters, 2003)."
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encourage self regulated learning in the classroom. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University. Retrieved from: https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1017&context=merc_pubs
My Monitoring Document
With my proximal goals streamlined
Difficult
"[S]pecific, high (hard) goals lead to a higher level of task performance...high, or hard, goals are motivating because they require one to attain more in order to be satisfied...high goals lead to greater effort and/or persistence."
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268.
Interpretation by Erika Stanischewski
I plan on fluctuating between the Learning Zone and the Performance Zone. I plan on incorporating research and strategies as I work towards goal achievement.
"High performance is alternating between the Learning and Performance Zones ... Purposefully building skills in the learning zone and applying them in the performance zone."
Briceno, E. (2016, November). TEDxManhattanBeach: How to get better at the things you care about [Video file]. Retrieved from https://www.ted.com/talks/eduardo_briceno_how_to_get_better_at_the_things_you_care_about