Module 1 Discussion: Commencement Speech Covey Writes

Module 1 Discussion Commencement Speechcovey Writes To Begin With

Write a three to five paragraph commencement address imagining a future graduation ceremony where you are the speaker. Consider the idea of “Begin with the End in Mind” by reflecting on what you anticipate the next few years will bring, what your expectations are, and what you hope to gain from your educational journey. Your speech should be conversational yet grammatically correct and include an introduction and conclusion. The conclusion should tie back to an element introduced in the opening paragraph. Use concrete examples from your course readings and presentations, and integrate APA style in-text citations and a reference list.

Paper For Above instruction

Good afternoon, esteemed faculty, proud families, friends, and fellow graduates. Today marks a milestone not just in our academic lives but also in our personal journeys toward growth and achievement. As I stand here on this beautiful day, I am reminded of the importance of beginning with the end in mind—that clear vision of where we want to go fuels our motivation, guides our decisions, and sustains us through challenges. Over the next few years, I anticipate that my educational pursuits will equip me with not only the knowledge and skills necessary for my career but also the resilience and self-awareness essential to navigate life's uncertainties. Through this experience, I expect to develop a deeper understanding of myself—as Covey emphasizes, knowing our destination helps us align our actions with our values (Covey, 1989).

Looking ahead, I believe that the journey of higher education will be transformative. I anticipate acquiring critical thinking skills that will enable me to analyze complex problems with confidence and integrity. I also hope to foster meaningful relationships with peers and mentors who share my dedication to lifelong learning. As Gibbons (2002) discusses, self-directed learning is a vital skill that empowers us to take control of our education, and I plan to embrace this approach fully. Furthermore, I expect that overcoming obstacles and embracing change—concepts highlighted by Lewin (1947)—will strengthen my perseverance and adaptability. These qualities are crucial not just for academic success but also for life beyond graduation.

In conclusion, as I envision my future, I am excited about the possibilities that lie ahead. I am committed to applying the principles of self-efficacy and value-centered living as I grow academically and personally. Reflecting on Covey’s teachings, I realize that beginning with the end in mind is about more than just graduation; it’s about crafting a purposeful life aligned with my mission and values. Today’s celebration is a testament to the progress made, and it also serves as a reminder that our journeys are ongoing. As I take the next steps, I will stay focused on my destination, striving to become the best version of myself—ready to contribute meaningfully to my community and the world at large.

References

• Covey, S. R. (1989). The 7 habits of highly effective people: Powerful lessons in personal change. Free Press.
• Gibbons, M. (2002). Self-directed learning: A comprehensive overview. Journal of Adult Education, 29(4), 243-250.
• Lewin, K. (1947). Frontiers in group dynamics. Human Relations, 1(1), 5-41.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbooks I: Cognitive domain. David McKay Company.
• Guglielmino, L. M. (1997). Development of the self-directed learning readiness scale (SDLRS). Journal of Adult Education, 15(2), 16-21.
• Frankl, V. E. (2006). Man's search for meaning. Beacon Press.
• Covey, S. R. (2004). The 8th habit: From effectiveness to greatness. Free Press.
• Lewin, K. (1951). Field theory in social science. Harper & Brothers.
• Gibbons, M. (2011). Self-directed learning research: Theories, practices, and future directions. New Directions for Adult and Continuing Education, (123), 21-38.