Objective: Make students confront whether their daily habits actually match their claimed values.

Instructions:

1. Have each student list their top 5 stated values (e.g., growth, service, discipline, curiosity).
2. Next, have them track their schedule for 7 days—every hour accounted for.
3. Then have them produce a 2-page analysis answering:
   • What percentage of my time genuinely reflects these values?
   • Where am I lying to myself about my priorities?
   • Which habits are steering my life by default instead of by intention?
   • What are the three highest-leverage changes that would create the biggest shift toward intentional living?

Deliverable:
A concise 2-page write-up with charts or categorical breakdowns of how their time aligns—or fails to align—with their stated values.

Part 2 — Interpersonal Impact Map (Individual Work)

Objective: Force them to acknowledge that leadership is defined by how people experience them, not how they imagine themselves.

Instructions:

1. Each student picks five people they interact with weekly (peer, teacher, friend, family member, someone they lead).
2. They reflect on:
   • How does this person likely experience me?
   • What emotional residue do I leave behind after our interactions—positive, neutral, or negative?
   • Where am I unintentionally creating friction, confusion, or insecurity?
   • Where am I clearly adding value or clarity?
3. They must create a 1-page “impact map” summarizing:
   • Relationship
   • Desired impact
   • Actual impact
   • Specific behavior changes to close the gap

Deliverable:
A one-page visual impact map (can be mind-map style, quadrant chart, or column layout).

Part 3 — 14-Day Intentionality Experiment (Applied Work)

Objective: Students must actually implement intentional behavior, not just talk about it.

Instructions:
For 14 days, students choose:

• 1 life habit to intentionally improve
• 1 interpersonal behavior (e.g., listening without interrupting, giving clearer expectations, expressing appreciation)

Every day, they record:

• What intentional action they took
• What resistance they felt
• What changed (internally or externally)

Deliverable:
A short daily log + a final 1-page reflection answering:

• What changed when I stopped operating on autopilot?
• What did people respond to most strongly?
• What does intentionality cost, and what does it pay back?

Part 4 — Final Synthesis (Presentation)

Objective: Cement learning by making them teach it back.

Instructions:
Each student presents a 5-minute synthesis:

• The biggest truth they didn’t want to face
• The behavior change that produced the most noticeable result
• The one intentional practice they commit to maintaining for 30 more days
• A specific challenge they want to give to other leaders

Why This Assignment Works

It pushes students to:

• Confront personal inconsistency
• Recognize their relational impact
• Practice deliberate change
• Communicate insights to others

It’s concrete, measurable, and impossible to complete honestly without growing.