I have always been a planner. I can remember writing a little list of the books I wanted to read when I was in sixth grade. The list was in the back of my English notebook and I checked off the books as I finished them. I was very frustrated if the next book on the list was checked-out as I did not want to read anything out of order. I write down goals. I like making checkmarks. My family uses the Cozi app. Well, I try to make them use it. You get the picture.
In my old age I still believe planning is essential, however, life does not always go as planned. I work with older students these days and I love to ask the age old question, "What do you want to be when you grow up?" This elicits everything from eye rolls to giggles. A few share with me their goals and admit to having lists. I love their lists. Most share with me some ideas for the future, but many have no clue. As adults, we often try to help them find their pigeon hole. We like plans. We like to give them plans. We want to be positive there is a plan. We like to label...smart...works hard...lazy... and make a plan based on the label.
Maybe we should consider a different route. Maybe as we assist students in making future plans there should be time to offer questions for their personal reflection. The questions could be "What is the last thing on the planet you could see yourself doing?" "What do you do that makes your heart sing?" "What makes you smile?" "What kinds of things just come naturally to you?" "What are the three most important elements you need to be satisfied?" "What do you believe you can do to make the world a better place?" "Do you like working with others?" "What types of things do your independently research?" "What would your friends say are your three best qualities?" "What would your family say are your three best qualities?" "What is your area(s) of weakness?"
Part of my dissertation work focused on Flow. Csikszentmihalyi (1990) states the experience of excellence is called flow or a mental state of operation where a person is fully immersed in an activity and experiences a feeling of extreme energized focus, complete involvement, and success in the activity or simply explained, completely focused motivation. Flow elicits satisfaction. In other word, when the job/activity matches our gifts and talents, we are in our element.
In our molding of children, maybe we should help them find their paths to the person they were created to be rather than simply finding one of the various traditional slots. If our students found their flow, they could live in a place of motivation and satisfaction. We could focus teaching students how to read critically, think logically, make connections, create new ideas, and find answers rather than fill in the blank, circle this or that responses in order to prepare them for uncertain futures. Students would be prepared for the ever-changing world in which we live.
Supposedly, today's youth will change careers six to seven times in their lifetime. Many companies teach specific skills after a person is hired. What companies seek are people who can think, work with others, communicate, and solve problems. Our plans will never match the future, because we really do not know the future. We just guess.
This year my purpose is to help juniors and seniors find their passions, their strengths, their weaknesses, and a variety of opportunities. I pray I will not discourage them or label their abilities. Rather, I pray to be open-minded enough to help them find their callings to make our world a better place. This is my plan, uncolor-coded, but very real. It is also what causes me to be in my element and therefore be very satisfied.