Goal Setting
In many educational settings, teachers and other professionals set goals for their students. Students may also be active participants in the goals setting process, which may increase student academic performance. For example, in a 2006 research study conducted by Gureasko-Moore, DuPaul, and White, students were asked to record the problems that they were having with classroom preparation behaviors (such as coming to class on time with the necessary materials). The students made a checklist of solutions to these problems and decided how many they would complete the first week. Improvements were made over the 4 weeks of the study.
When teaching goal-setting to students, there are several points to keep in mind:
In many educational settings, teachers and other professionals set goals for their students. Students may also be active participants in the goals setting process, which may increase student academic performance. For example, in a 2006 research study conducted by Gureasko-Moore, DuPaul, and White, students were asked to record the problems that they were having with classroom preparation behaviors (such as coming to class on time with the necessary materials). The students made a checklist of solutions to these problems and decided how many they would complete the first week. Improvements were made over the 4 weeks of the study.
When teaching goal-setting to students, there are several points to keep in mind:
- Goals should be specific.
- Goals should be challenging, but achievable.
- The attainment of goals, at least in the early stages of learning, should be immediate, rather than far-off.
- Teachers should provide feedback about success of goal achievement.
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