2. Today’s Agenda
• Identifying what makes us feel good and
bad and how this fits into good
leadership.
• More practice with goal setting
3. Balloon Activity
Every time a statement occurs that makes
you feel good, blow some air into your
balloon.
If a statement occurs that makes you feel
bad, let some air out of your balloon.
14. Is it important to know what types
of things make us feel good or bad?
• Why?
• If something makes us feel bad, is it likely that it
would make someone else feel bad too?
• Is this especially important if we want to be a
good leader?
15. Partner Activity
• First, write down three things that make you feel really
good about yourself.
Example: I feel really good when I’m invited to go out
with friends
• Next, take turns with your partner telling each other what
kind of things make you feel good about yourself.
• What did we learn about our partners?
16. More Practice with Goal Setting
Remember S.M.A.R.T. Goals?
S – Specific
M – Measurable
A – Attainable
R – Realistic
T – Timeline
17. What is specific goal?
I want to make some new friends.
vs.
I want to make 3 new friends.
18. What is a measurable goal?
I want to lose weight
vs.
I want to lose 10 pounds.
19. What is an attainable goal?
I will learn to rock climb in 2 days.
vs.
I will learn to rock climb over the next 2 years.
20. What is a realistic goal?
By next year, I want to visit a new country.
vs.
By next year, I want to visit the moon.
21. What is a goal with a timeline?
Before my next year of school, I will find a career
that I want to explore more.
vs.
I will find a career that I want to explore more.
22. Goal Setting Worksheet
Using SMART, identify two goals that you have for
college.
One of them will be something that you want to DO.
The other will be something that you want to
LEARN.
23. Let’s Explore!
Using Microsoft Word and pictures from the internet, we
will put together a document that illustrates some of our
SMART goals and present them to the class.
This summer, I want to grow enough tomatoes
to give to my friends!
Editor's Notes
Now give each youth a balloon. Tell them to blow in the balloon each time you mention something that someone does that helps them feel good about themselves. Have youth let out a little air each time you mention something that makes them doubt or not feel good about themselves.
This activity is two-fold. I want the class to identify thing that other’s say make them feel good, making connections to similar things that also make them feel good about themselves. Secondarily, I want to continue in exercises that involve active listening
