Individual or Class Goal Setting Forms and Examples
“The victory of success is half won when one gains the habit of setting and achieving goals.”
-- Og Mandino
The C.R.O.S.S.ROADS™ choice process detailed here may be used for general decision-making, goal setting, conflict resolution, and problem-solving. It was originally created for use as a tool to help students make better choices in conflict resolution situations in a school setting. It was so successful that there was a 56% reduction in disciplinary referrals over a 2 year period. Added as a strategy after the implementation of Great Expectations in a second school setting, disciplinary referrals became all but non-existent. There are five steps in the process:
C - Choice - What is the choice I’m making?
R - Reality - What is happening now?
O - Options - What are some choice options I might try?
S - Select option/s and create a plan.
S - Start over. Together with a school creed, the Eight Expectations, and Life Principles form the guidelines for making positive choices. The process may be used verbally at any time or place, quickly running through the questions to focus on the particular need. Having witnessed the five steps being used effectively in situations such as two students caught running down the hall, altercations during recess, disruptions in a classroom, goal setting for professional development, or at an administrative meeting where procedural decisions were being made, the process has proven itself to work. Participating in an individual or collaborative effort, those involved take ownership and responsibility for the choice, the actions and the outcome. Verbally running through the steps is more than adequate in the majority of situations. At other times the worksheets and forms aid in giving a structured outline for the details of the process. For example with conflict resolution it is particularly useful to give the participants a place to write down the facts and think through the possible solutions. One particular sixth grade student who spent too much time being sent to the office for class disruption first of all identified what she was doing and its consequences, and then came up with ideas for changing her behavior. Instead of a “This is what you’re going to do!” from a teacher or administrator, it was “This is what I’m going to do!” from the student. Choice and Goal Setting:
Index of C.R.O.S.S.ROADS™ Goal Documents:
Goal Setting Tools:
Building a Practically Useful Theory of Goal Setting and Task Motivation Edwin A. Locke University of Maryland Gary P. Latham University of Toronto Source: Summary of Recent Goals Research(PDF here: Gail Matthews Written Goal Study Dominican University), by Gail Matthews, Ph.D., Dominican University Goal Progress and Happiness - article in Psychology Today by Timothy A Pychyl Ph.D.