Activity Overview
Experiencing fear or anxiety when it comes to achieving a goal is natural. At times, we need to take a risk while weighing the daunting consequences of failure. Preparing yourself as much as possible is a good way to relieve stress when it comes to approaching tasks. Students may face anxiety when it comes to testing; a good way to reduce that stress is to study and review.
In this activity, have students create or recreate a long term or mid range goal then brainstorm an obstacle they may face in order to achieve that goal. An example could be getting a job. In order to get a job you need to go on an interview for it. This may be a high stress situation, especially for the inexperienced. Practicing interview questions with a more experienced person can reduce the stress and anxiety associated with an interview.
A great way to modify this activity would be adding a "think-pair-share" component. Have students fill in the first two cells (goal and obstacle), then switch stations or computers with their partner and have students offer advice to one another to achieve their goals. This will help with collaboration and critical thinking.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a visual representation of possible obstacles in your way while trying to achieve your goal, including ways to overcome them.
- Click "Start Assignment".
- After brainstorming either a short term, mid range, or long term goal, create a visual of it in the first cell including titles and a brief description.
- Next, create a picture of an obstacle you may face when working towards you goal, with a title and description.
- In your final cell, create a picture of how you can overcome that fear, roadblock, or obstacle. Title that cell and add a brief description.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description fails to reinforce the created visual. |
| Road Block | The cell used exemplary school-appropriate scenes, characters, convey a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, convey a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, and text to convey a roadblock or obstacle in the previous goal. The description fails to reinforce the created visual. |
| How to Overcome | The cell used exemplary school-appropriate scenes, characters, convey an effective way to overcome a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, convey a way to overcome a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, convey a way to overcome a roadblock or obstacle in the previous goal. The description fails to reinforce the created visual. |
| Grammar | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
Activity Overview
Experiencing fear or anxiety when it comes to achieving a goal is natural. At times, we need to take a risk while weighing the daunting consequences of failure. Preparing yourself as much as possible is a good way to relieve stress when it comes to approaching tasks. Students may face anxiety when it comes to testing; a good way to reduce that stress is to study and review.
In this activity, have students create or recreate a long term or mid range goal then brainstorm an obstacle they may face in order to achieve that goal. An example could be getting a job. In order to get a job you need to go on an interview for it. This may be a high stress situation, especially for the inexperienced. Practicing interview questions with a more experienced person can reduce the stress and anxiety associated with an interview.
A great way to modify this activity would be adding a "think-pair-share" component. Have students fill in the first two cells (goal and obstacle), then switch stations or computers with their partner and have students offer advice to one another to achieve their goals. This will help with collaboration and critical thinking.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a visual representation of possible obstacles in your way while trying to achieve your goal, including ways to overcome them.
- Click "Start Assignment".
- After brainstorming either a short term, mid range, or long term goal, create a visual of it in the first cell including titles and a brief description.
- Next, create a picture of an obstacle you may face when working towards you goal, with a title and description.
- In your final cell, create a picture of how you can overcome that fear, roadblock, or obstacle. Title that cell and add a brief description.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Goal | The cell used exemplary school-appropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, and text to convey either a short term, mid range, or long term goal. The description fails to reinforce the created visual. |
| Road Block | The cell used exemplary school-appropriate scenes, characters, convey a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, convey a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, and text to convey a roadblock or obstacle in the previous goal. The description fails to reinforce the created visual. |
| How to Overcome | The cell used exemplary school-appropriate scenes, characters, convey an effective way to overcome a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used adequate school-appropriate scenes, characters, convey a way to overcome a roadblock or obstacle in the previous goal. The description reinforces the created visual. | The cell used inappropriate scenes, characters, convey a way to overcome a roadblock or obstacle in the previous goal. The description fails to reinforce the created visual. |
| Grammar | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
How Tos about Setting Goals: Fears and Roadblocks
Engage students in tracking their progress toward goals
Motivating students to monitor their own advancement boosts accountability and self-confidence. Visible progress helps students stay focused and celebrate small wins!
Introduce a simple progress chart or journal
Give each student a progress chart or digital journal to record steps taken toward their goal. Tracking actions makes growth more concrete and encourages reflection.
Schedule weekly reflection check-ins
Set aside a few minutes each week for students to review their progress and note any challenges. Regular check-ins help identify roadblocks early and reinforce a growth mindset.
Celebrate milestones and small successes
Recognize when students reach a milestone or overcome a fear by sharing achievements in class or with a quick note home. Recognition boosts motivation and builds resilience!
Encourage goal adjustments as needed
Remind students it's okay to revise goals based on new challenges or insights. Adapting goals keeps students engaged and teaches flexibility.
Frequently Asked Questions about Setting Goals: Fears and Roadblocks
What is an effective classroom activity for teaching students about setting goals and overcoming obstacles?
An effective classroom activity is to have students brainstorm a personal goal, identify potential obstacles, and visually map out steps to overcome those barriers. This helps build problem-solving and resilience skills.
How can teachers help students manage fear or anxiety when working toward goals?
Teachers can create a supportive environment by encouraging preparation, such as studying or practicing skills, and by facilitating peer discussions like think-pair-share to share advice and strategies for overcoming fears.
What are some examples of common obstacles students face when setting goals?
Common obstacles include fear of failure, lack of experience (such as interviewing for a job), and test anxiety. Recognizing these barriers helps students plan effective solutions.
How does the 'think-pair-share' strategy support goal-setting activities in the classroom?
The think-pair-share strategy encourages collaboration and critical thinking. Students brainstorm individually, then exchange ideas with a partner, offering feedback and advice to help each other achieve their goals.
What steps should students follow to visually represent obstacles and solutions for their goals?
Students should: 1) Identify a goal and create a visual with a title and description; 2) Illustrate an obstacle with a title and description; 3) Depict a solution for overcoming the obstacle, again with a title and description.
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