Teaching Self-Advocacy at Home Pt. II

In part I, we discussed how parents can introduce the concept of self-advocacy with the use of sentence frames, conversation pointers, and self-reflection. Once children begin to understand their needs at home and school, self-advocating becomes much easier.

  • Self-advocacy is all about speaking up; however, listening is also a primary part of getting the information that you need. Therefore, when instructing children on how to voice their needs, parents should be sure to stress the fact that listening is a key component of self-advocacy. Whenever children ask a question, voice a concern, or seek a response, they must be prepared to listen and absorb the information that they receive. Parents can discuss how eye contact allows other people to recognize that they have your attention. Additionally, body position and nodding are obvious cues that you are engaged and listening. All of these practices demonstrate active listening skills and help children fully absorb or comprehend the response or information that they are getting. When children ask a question, they should be able to paraphrase the response and formulate a follow-up or clarifying question if necessary. This demonstrates whether or not they were actively listening.

  • As young learners, children are just beginning to understand themselves as students, which means that their learning needs are somewhat unknown to them. Parents can ask questions like, “What are you good at?” “What do you often need help doing?” “How do you feel that you learn best?” and “When do you think that learning is the most difficult?” Answers to these questions will vary and change as children develop skills for managing their academic progress, but the ability to self-reflect is an essential component of self-advocacy.

  • Again, practicing sentence frames and hypothetical scenarios can help put children at ease when it comes time for them to advocate for themselves when their parents are not there to speak for them. Remind children that they can and should ask questions when they are confused about something, especially at school. Parents can also coach children on how to ask direct and specific questions. As opposed to, “Is this good?” or “Is this right?” Children should practice zoning in on concepts that are true roadblocks. In narrowing in on the specific question or need, children will obtain a more specific and helpful response.

  • Parents should encourage children to vocalize their confusion, stress, worries, or desire for help readily. The whole purpose of school is to seek and gain knowledge and experiences that propel them forward. In this sense, the more children ask, the more they will know. Explain to them that asking for help is a sign of strength, not weakness. For exceptionally shy children, encourage them to speak to the teacher or adult off to the side or one-on-one, instead of in front of the whole class. This will ease them into the concept of self-advocacy by removing the peer attention and anxiety that speaking up in a full classroom may bring.

  • For children with IEP or 504 accommodations, parents should be especially clear with children about requesting their accommodations and supplementary aides. Of course, this comes with practice and familiarity with their own educational plan, however children with specific learning needs benefit greatly from their ability to take an active role in vocalizing these needs.

Teaching Self-Advocacy at Home Pt. I

Self-advocacy is an essential skill for children to master, not only for their education, but for basic functioning and socialization throughout life. Parents can help children foster this necessary life skill by providing them with specific tools and practices to ensure that their voices are heard and understood—and the earlier children begin advocating, the better.

Self-advocacy is all about vocalizing one’s needs. However, the key to teaching children how to advocate for themselves starts with helping them to recognize their own needs. It is difficult to ask for help when you don’t know what exactly you need help doing. For the major part of many children’s lives, parents accommodate a child’s every need. Often times, parents are there to swoop in to the rescue before their children even know that they need something. To begin teaching self-advocacy, parents will want to introduce the concept in small steps by encouraging children to first recognize then vocalize their needs.

Ask your child if he or she knows or recognizes the sensation of hunger or thirst. What does it feel like if you are starting to get hungry or thirsty? Do you hear your grumbling tummy? Do you feel agitated or restless? If you’re hungry, but I haven’t offered you a snack, what can you do to make sure that you get what you need? Similarly, ask your child to describe what it feels like when they are too hot, too cold, or need to go to the bathroom. Do you see goosebumps? Do you start to feel clammy or sweaty? Does your skin pigment, fingertips, lips change color? Does your tummy hurt or feel funny? Do you get jumpy or distracted?

These questions may seem overly simplistic; however, the idea behind such basic conversations is that your child begins to actively recognize what his or her body needs and when. These types of questions are especially important for children with autism because of the tendency to struggle to make observations. Children on the spectrum may find it difficult to sense time or communicate frustration or other emotions. They may also experience an inability to perceive unsafe or harmful situations, which makes it difficult for them to distinguish their wants from their needs. Therefore, when children are aware of their needs, they can begin to vocalize them. This is especially important when children head to school and no longer have a parent to accommodate their every need at the drop of a hat.

Parents can then begin to instruct children on how to appropriately ask for what they need. Practice using sentence frames for different scenarios and discuss the difference between “I want” and “I need.”  Talk about how to distinguish between an emergency or an immediate need and something that can be met or accomplished later or eventually. Discuss instances in which your child should politely say “no thank you” versus vehemently saying “no!” Instruct your child about the appropriate occasions and means of getting someone’s attention, interrupting a conversation, or asking a personal question. By role-playing certain scenarios or conversations, parents can begin to prepare their children with positive communication skills and self-advocacy tools.

504 vs. IEP for Parents

Individualized Education Plans (IEP) and 504 Plans, while similar in that they support students’ needs, are also quite different when it comes to how they support students and how they are implemented within the school system. Below is a useful outline to help parents, educators, and children differentiate between the two services.

EXPLANATION 504 IEP
In simple terms, what is each plan? An educational outline designed to help students access their learning in school An educational outline designed to map out a student’s special education experiences throughout their schooling
How does each plan work? For students with disabilities or major health impairments, a 504 provides specific modifications or accommodations so that learning is not impeded or interfered with For students with at least one of the specific learning disabilities listed in Individuals with Disabilities Education Act (IDEA), an IEP guarantees specialized modifications, accommodations, and instructional services so that learning obstacles are removed
Who qualifies according to the law? A child with a disability, health condition, or medical need that substantially limits or interferes with a student’s daily life functioning qualifies for a 504 under Section 504 of the Rehabilitation Act A child with a specific learning disability listed in IDEA, including attention difficulties, is affected to the point that their learning needs cannot be met in the general education system alone. A student qualifies under the Individuals with Disabilities Education Act
How does the evaluation work in schools? Students must be evaluated and diagnosed by a professional, but parents typically must acquire the diagnosis on their own Students must be evaluated and diagnosed with a documented learning disability that affects their success in a general education classroom. Students can be evaluated by the school’s psychologist or request a private, outside evaluation
Who has a hand in the creation of each plan? The guidelines for the 504 are less restrictive; typically the parents, teachers, any special educators who are familiar with the child, administration create the plan Legally, the creation of an IEP is more specific, and usually includes the parents, one or more of the child’s general education teachers, a school psychologist or private specialist at the request of the parents, the child’s special education case manager, and usually the schools special education department head
What are the key aspects of each plan? Again, a 504 plan is the less restrictive of the two; it will typically include a list of accommodations, classroom or instructional modifications, health care instructions or details, and how teachers and other school personnel will implement and track the student’s progress Since the IEP is a signed, legal document, it is more extensive; it will include past and current academic data points, test scores, evaluation findings, and any other cognitive, behavioral, or social test results. Based on these score reports and teacher reports, the IEP team will draft academic, social, and/or behavioral goals for the student to work towards. The plan will also include how the progress will be measured/assessed, which instructional and testing accommodations will be used, and supplementary aides and services that the school will provide with the help of the special education department. Finally, the IEP plan will include details about the frequency of the accommodations and how the student will participate in standardized testing.

Tough Conversations: A Tool for Parents, Part II


Now that we have scratched the surface of the compass from Singleton’s “Courageous Conversations about Race,” it is time to discuss exactly how parents can utilize the compass when having other courageous conversations with their teens. While the compass was originally designed as a method for structuring respectful and productive conversations around race, the same philosophies can apply when tackling tough discussions with teens at home.

Recognize and Validate an Emotional Viewpoint

Understand that, hormonally and developmentally, it is probable that many debates or discussions with your teen will result in your child entering and participating in the conversation from the emotional axis of the compass—and this is okay. Help your teen recognize when he or she is entering the conversation from an emotional angle by first validating his or her feelings. Simply acknowledging their feelings by starting with, “I see that you’re upset and I understand why” will allow teens to remove any defensiveness if a discussion becomes emotional on their end. Remind them and yourself that emotions can run high, and a conflict or argument can greatly benefit from some breathing room. If the discussion becomes combative or unproductive, allow your teen some time to pause, settle, and reflect before proceeding with the conversation. In the heat of the moment, emotions can take over, allowing no room for seeing someone else’s point of view.

Capitalize on Opportunities to Discuss Morality

Entering an important or intense conversation from the moral quadrant of the compass can be an enlightening experience for parents and teens. Let’s say that your teen was caught cheating on an exam. When discussing the situation, approach their misstep from a moral angle. First, ask why they decided to cheat—did they not study enough? Were they afraid of the possibility of failure? Were they trying to appease you with a good grade? What prompted this decision to cheat? Their answer will act as your springboard for discussing the moral implications of cheating. If the fear of failure is what spurred their decision, discuss that success is much more than a letter grade—true success or achievement means reaching an authentic goal or milestone, and there is nothing authentic about a grade that you didn’t earn. Allow them an opportunity to discuss how they quantify what is moral or right versus behavior that is immoral or inherently wrong.

Cold-hard Facts Can Help a Teen See the Light

An intellectual or level-headed approach to a conversation is easier said than done, especially when dealing with adolescents. When parents find themselves in a discussion, debate, or all-out conflict with their teen, it may help to have some fun facts on their side. Encourage your teen to look at the logical approach to an issue by presenting them with sound reasoning or resources to do the searching themselves. When teens have the opportunity to seek logical reasons for or against an important decision, they are less likely to make rash or rebellious decisions. Avoid playing the “know-it-all” role by helping them seek answers, as opposed to throwing answers at them or blatantly coercing their viewpoints.

Tough Conversations: A Tool for Parents, Part I

The “Courageous Conversations Compass,” a tool for ensuring that conversations around race and culture are productive in the workplace, was designed and shared by Glenn Singleton and Curtis Linton to promote courageous yet respectful dialogue. Public school personnel, especially Montgomery County Public School teachers, are probably familiar with both Courageous Conversations and Singleton and Linton’s compass. I personally have encountered instruction or reference to the compass on several instances during professional development classes and trainings, staff meetings, and parent conferences.

What began as a tool for the education realm has evolved into a helpful resource for several different types of conversations requiring courage, honesty, and perspective-taking. For struggling parents, an understanding of the compass and the philosophy behind its methods could certainly help facilitate communication with their teens.

What is the compass?

The compass, pictured below, is a visual, symbolic reference point that participants use to assist in communicating when conversations and viewpoints are not only difficult, but divergent. The four points of the compass, which help to identify from which perspective a participant is entering the conversation, are moral, intellectual, emotional, and relational. When we speak to others, especially about controversial or deeply personal topics, we typically go into the conversation with a certain mindset. The axis from which we enter a conversation depends on our experiences, values, beliefs, and opinions.

Additionally, we may enter a conversation from a combination of two or more points on the compass; it all depends on our thought processes pertaining to the specific topic of discussion. For example, on the very relevant topic of violence in schools, the discussion can quickly morph into a debate, which can then digress into an all-out argument. The reason that a controversial conversation like this would escalate quickly is because participants are entering the conversation from several different points on the compass.

For instance, a family member of a victim of gun violence would likely enter the conversation from an emotional standpoint—the topic resonates with their feelings because of their personal experiences. These feelings will conflict with or push back against a person who enters the conversation on the intellectual axis because it is hard to separate logic and emotion objectively. Therefore, the person who enters from an intellectual standpoint may try to use statistics, data, or trends to argue that guns do more to protect or defend people than to hurt them. However, this is a futile attempt for the intellectual if trying to persuade or counter a person’s emotional viewpoint. Likewise, people entering from the emotional axis will tune out the statistics—a statistic does not account for their lost loved one.

While this is just one example of how we enter the compass, the true value of the conversation strategy is that it allows us to recognize and reflect on why we may converse, debate, or argue the way that we do. It also allows us to gauge how and why another person would express themselves in such a vastly different way. The compass allows us to see, not only where we are coming from, but where the “other side” is coming from. At the root of this method is a deeply reflective practice in perspective-taking. The compass shows us that neither opinion is incorrect or invaluable; instead, it highlights why we disagree when it comes to such contentious topics. So how can we utilize this tool when speaking with our teens? Read ahead to learn how to implement methods for productive conversations using the compass.

Discussing Culture at Home

Because cultural diversity is something that all children will be exposed to throughout their schooling, it is important for families to have a handle on the topic as well. Truth be told, an appreciation for diversity and cultural differences begins in the home. Why? Well, children learn from what they see, hear, and experience. Therefore, a parent’s opinion of their own culture or someone else’s is likely to trickle down to the child. Consequently, prejudice or animosity towards another’s culture can also be passed down. Like it or not, children can be predisposed to dislike others based on their beliefs, traditions, or values. This is why it is so important to have conversations about cultural diversity and appreciation early on so that children can have a strong foundation of respect for others.

  • You are your child’s first and best role model. Therefore, it is imperative that you think about how you speak to and about others. Be direct and deliberate about your appreciation for others. Remind your child that beauty is on the inside; it’s not correlated with any particular skin tone, body type, facial structure, etc. If you catch yourself saying something ignorant or insensitive, have an open and honest discussion with your child about how you were wrong in making that remark. Brushing it under the rug or claiming that you were “just kidding” only perpetuates the problem of ignorance. Seeing you correct yourself will demonstrate an important lesson to your child about owning up to and apologizing for one’s own cultural deficits.

  • Utilize the abundant options of children’s books available to introduce different cultures, religions, and lifestyles. Titles such as Where Does God Live?, Over the Moon, Don’t Call Me Special, and The Skin You Live In are great resources to begin conversations around identity, diversity, and respect. Introduce movies, music, and television shows that depict an array of different cultures, traditions, or family units. The more we expose our children to different cultures, the more they will begin to value their diverse classrooms, neighborhoods, and communities.

  • Show your children that learning about how others live can be fun—and tasty! Incorporate a few new menu options to give your child a taste of another culture. Make it a family event and get the kids cooking in the kitchen. Talk about how certain foods or meals are used for specific celebrations in other parts of the world. Then, mark the calendar and prepare to celebrate holidays and events like Cinco de Mayo, the Chinese New Year, Fat Tuesday, or the Special Olympics. You can also help to make connections to other cultures by equating your own traditions with others’ traditions. For instance, if your child is having a sweet 16, discuss how that party might be similar to a bar mitzvah or Quinceañera.  

How to Discuss Current Events: Elementary School

To be quite honest, the news these days can be downright scary. Even for adults, the nightly news and breaking headlines have the potential to shift our entire mood and sense of security. If this is the case for a grown adult, what might a child think about the current events that splash across the screen? As impossible as it may seem, there are strategies that parents can employ to help their families navigate the current climate.

For young elementary schoolers, about age 6 and under, the negative news stories have very little to offer that can benefit young, impressionable minds. For the most part, unless the story is an inspirational piece, perhaps involving people overcoming obstacles, the younger kids should be shielded from the news.

If your child happens to hear, see, or come across the news during your absence, perhaps at school or a friend’s house, be open about answering their questions. Don’t discourage or downplay any concerns they might have by shutting down the conversation or glossing over their worries.

If they have already heard some troubling news, shift the conversation to a more positive route by providing reassurance that your family is not in danger. However, if the news happens to hit close to home, talk about how to stay safe and secure. Provide them with reassuring information about how to handle different emergency situations–severe weather, fire, separation in a public place, etc.

For the young ones, especially, wrap the conversation up by shifting to a happy, cheerful topic. Perhaps you read a silly book together or watch your favorite family show. The point is to move the conversation and potential negative thoughts out and replace them with more pleasant things.

For older elementary schoolers, it is likely that they will be exposed to more information, current events, and political topics. While you cannot shield them from everything, you should be careful to consider their level of maturity and sensitivity when allowing them to watch or search certain news topics. Parents should be especially careful to limit or filter information about news or events that relate to their child’s age group. For example, school violence or teen suicide are topics that hit way too close to home for older elementary schoolers. The more they can relate to the news story, the more traumatic or frightening it can be for children.

Consider setting filters and restrictions on certain channels or websites. Be open with your children about why certain material may be inappropriate. Emphasize that this is not about distrust or a punishment in any way, but an effort to do what is best for them emotionally. Again, respect what questions they may have, but be sure to highlight the good news going on in the world around them.

Be cognizant of your own opinions, as these are likely to become your child’s opinions. The trust and reliance that a child has in their parent’s point of view is undeniable. Children truly do absorb everything around them—including the belief systems that you voice in and out of the home.

Be careful when making statements that lump groups of people together, create a divide among certain groups, or portray others in a negative light. Phrases like “they always…” or “we would never…” are sweeping generalizations that can slowly mold your child’s beliefs about entire groups of people.

By meeting your children where they are, developmentally and emotionally, and keeping the lines of communication open, you can help them navigate the news they hear and come to terms with the world around them.

Developing Grit: A Guide for Parents Part II

In the first part of this “gritty” topic, we explored how a lack of grit may have significant consequences for children and teens. We left off with a powerful quote from one of today’s most gritty inspirations—J.K. Rowling. In a commencement speech at Harvard, Rowling explained,

“Failure taught me things about myself that I could have learned no other way…It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.”

Rowling’s message reminds young people to embrace struggle for what it teaches us. Moreover, parents can provide guidance in fostering grit by encouraging more than just learning from our missteps.

How can we ensure that our children and teens develop grit?

Practice

Practice is rooted in the concept of growth mindset—this idea that, with strategic effort and drive, anyone can improve. Since grit involves the desire and drive to persevere through obstacles or setbacks, practice is a key component for developing that drive, or grit. The purpose behind practice is two-fold—students need to learn to expect that tasks, skills, and talents require practice. Children and teens should also expect to continue that level of effort by practicing, even after experiencing failure. A student with grit knows that reaching one’s goals requires much more than one lucky attempt. Look at any success story and you’ll find that the person’s success was likely built on a foundation of trial and error. To encourage grit, provide teens with examples of successful risk-takers, or those who have achieved great success after years—sometimes decades—of practice and failed attempts.

Motive

Parents can also help children build grit by discussing motives or reasons for working through challenges. Having conversations about future goals with children and teens is a solid starting point for introducing grit. Pose topics for discussion like, “What if everyone gave up on their dreams after one attempt? How many inventors, creators, performers, and athletes would our world be lacking?” Or, “If failure was not possible, what dream or goal would you strive to reach?” Parents can also provide their children with examples of their own motivation. Talk about how you have experienced your own failures or obstacles—discuss what you learned from those tough moments and how motivation outshined exasperation or defeat. In discussing the reasons for sticking with a goal, no matter the difficulty, children learn to see struggle as a necessary step in learning or growing.

Small steps  

Children and teens also need to be reminded of the fact that nothing worth achieving will come easily; success is not accomplished overnight. A common trait of people lacking grit is that they will expect to succeed on the first attempt. Moreover, a level of impatience ensues when success is not met instantaneously. Remind children that even small achievements are bringing them that much closer to their goal. Victories, no matter what they be, take time. Children should remember that even the smallest wins contribute to their larger goal—so they can absolutely celebrate the baby steps along the way. Practices such as positive self-talk and checking off small accomplishments can revitalize a discouraged learner. Parents can model this positivity by tackling their own challenges, or by stepping out of the box and participating in a new activity. We must continue to not only challenge ourselves, but welcome and embrace the challenge for what it gives us—grit.    

 

Developing Grit: A Guide for Parents

Grit, as it pertains to behavior and motivation, has been a popular buzzword in the education world as of late. Perhaps the reason that it has taken center stage is the fact that today’s adolescents are overwhelmingly lacking in grit. Merriam-Webster defines grit as “firmness of character; indomitable spirit.Grit, however, is much more than sheer determination. Furthermore, grit should not be misconstrued as a trait of stubbornness. This characteristic is substantially more complex than the unwillingness to accept failure, and yet, it has a great deal to do with one’s failures. As Angela Duckworth, who’s garnered a following after her TED talk on grit, claims: grit should be defined as “perseverance and passion for long-term goals.”

With such an emphasis on grit, or rather, the absence of it among today’s youth, it is an essential topic of discussion for parents. What does grit look like? What is the danger of an absence of grit? Since it is such a crucial attribute, how can we ensure that our children and teens develop grit?

A world without grit:

If we were to describe today’s young people in one word, including my own fellow millennials, our generation and those that have followed could be considered “soft.” Coddled, entitled, and sheltered also come to mind when I think about young people today. Some may not know it, but this “softness”—this inability to persevere or handle setbacks—is indicative of a lack of grit.

The unfortunate (and terrifying) truth is that many of today’s recent high school graduates, though perfectly capable applicants on paper, are abysmally ill-equipped to thrive on their own at the university level. Most likely, much of primary school was smoke and mirrors—students were given an A for effort, innumerable opportunities to reassess or resubmit assignments, and gratuitous applause. While it is important to reference the value of self-esteem, the pendulum may have swung too far in the direction of sensitivity.

Parents need to be aware of this lack of grit, because teachers, professors, and employers certainly are. What we are seeing now is that the slightest difficulty, obstacle, or discouragement renders today’s teens completely helpless—any effort or motivation that they may have had for their end goal becomes dashed by fears of failure the moment they sense anything less than perfection on the horizon. Teens are so used to unwarranted praise or the metaphorical “participation trophy” that they are incapable of picking themselves up by their bootstraps, getting back on the horse, dusting off to try again, and any other euphemism alluding to grit. We are raising the “1-and-done” generation, who would rather sell themselves short than experience a nanosecond of discomfort, failure, or rejection.

Without grit, teens become young adults that, while dutiful followers, will never risk failure for a leadership opportunity. They will choose predictable or comfortable stability over spirited, or self-determined, trailblazing every time. They will blame any setback or perceived rejection on the “powers that be” or anything outside of their control. They will consider any criticism as an attack, as opposed to an opportunity to reflect and grow with that knowledge. Students lacking grit become adults who only explore inside the box, and only play when the odds are in their favor.

One of the most “gritty” writers said it best:

“Failure taught me things about myself that I could have learned no other way…It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.” J.K. Rowling

Read on to find out more about the correlation between grit and failure, as well as tips for encouraging grit at home and in school in Part II of Developing Grit: A Guide for Parents.

New Year’s Resolutions for Students

It’s that time of year again—the new year, when many of us set impossible goals or make empty promises to ourselves about “bettering” something in our lives. Do you know there’s a better way to set achievable goals?

When I instruct my students about reflecting and goal setting, I use the popular SMART goals method, an acronym that helps direct us to make goals that are, well, smart. The same directives that we use in the classroom to set SMART goals can be easily applied to students’ papers about New Year’s resolutions, a short writing task that I give my students on the first day back from winter break. I, too, will use the SMART goals method to set and reach my own personal New Year’s resolutions this year. But how exactly can we weave SMART goals into resolutions for students?

Let’s take a look!

The acronym varies slightly among teachers and educational resources, but the basic expectations of SMART goals are seen below:

Specific (simple, straightforward)

Measurable (meaningful, monitored)

Achievable (attainable, agreed upon)

Relevant (reasonable/realistic, results-oriented)

Timely (trackable, tangible)

Much like setting SMART goals, students’ New Year’s resolutions should be specific or straightforward, meaning that “Do better in school” would not make the cut. We must prompt students to specify exactly what they hope to change or achieve. Ask questions like, “In which class or classes do you want to see improvement?” “What grade do you consider to be ‘better’?”

A measurable or monitored resolution should be quantifiable; it must involve progress that can be tracked. Ask students how they plan to track or measure the progress, and how often they should check-in, evaluate, or adjust based on the measured progress. For instance, if a resolution is to improve their timed mile run by dropping 30 seconds, encourage them to keep time logs, workout schedules, and other exact measures of their progress.

An achievable resolution is one that is within the realm of reality—and students need to be aware of this fact. Resolutions must be attainable and realistic. While we teachers should not dash dreams or cut anyone short of their highest potential, we also need to help students realize what is and is not achievable in the manner or timeline they have allotted. If a student’s resolution or goal is to win the state’s 1st place mile, but they have never run any sort of distance race, their aim is set much too high. This is not to say that they cannot one day reach that level, but this resolution should detail smaller steps in an effort to reach that point in the future.

Depending on a student’s age, the achievable factor should be agreed upon, meaning that a parent or other adult figure is “in” on the accountability of the resolution. Relevant resolutions should be goals that matter on a larger scale. If a student wants to focus on family time, a resolution might be to keep the cellphone off and away during meals, gatherings, and other family activities. This goal is certainly achievable; there are no outside factors that could disrupt the goal. The student simply has to be mindful of his or her presence during family time. It is relevant because the cell phone is a likely distractor during conversations and meals.

Finally, a timely resolution is one that has a definitive starting point and incremental check-ins. When writing a New Year’s resolution, students should ask themselves, “What can I do today to work towards this? What can I do two weeks from now? Two months from now? What would this resolution look like in 6 months? Working towards the resolution or goal should start right away—as we all know, procrastination is a surefire way to derail our progress.