In addition to finding the bright spots and scripting the critical moves, Chapter 4 asks us to point to the destination in order to direct the rider. To do this, the authors suggest making a “destination postcard” which shows what can be possible in the near-term future. Destination postcards should simultaneously direct the rider and motivate the elephant, which is a departure from “data-driven” goals that do not generate emotion. For example, a teacher’s goal for her first graders was to be like third graders academically by the end of the year. Destination postcards look for a strong beginning, a strong ending, and getting moving. The middle will look different. I feel like this is very applicable to students as their journeys can be very different while working toward the same academic goals. I think the emphasis of our district on posting learning targets and making sure students know their end goal aligns with this chapter; however, while there is a clear destination in the learning target, it seems to lack the critical emotional component. For example, in kindergarten, a long-term learning target is “I can read Level D books in June.” While the direction is clear to me as a teacher, how can I make that motivational to a kindergartner?