Reaching Learning Goals

Students' efforts are linked to the goals they set and their beliefs that they can reach them. At the end of the semester, the high expectations that were set at the start of the semester have met the reality of classroom performances. If students see that they are successfully reaching their goals, they will continue to work towards them. If they see their goals slipping out of reach, they are likely to be discouraged and lower their expectations. An effective teacher helps students maintain the kind of realistic goals that keep them motivated to work throughout the semester. Here are some tips adapted from Forsyth and McMillan's essay on motivating students. Call the CIRT for a copy.

Set Realistic Goals

Students may develop unrealistic expectations that become self-defeating. Use these tips to help them set realistic, attainable goals in their own minds.

Encourage Personal Goals. Ask students to list their personal goals. Accept grades as goals, but have them focus on performance goals -- what they want to be able to do.

Emphasize Positive Goals. Give direction more than criticism. Suggest how students might study or take clear notes rather than tell them to stop procrastinating or daydreaming.

Use Specific Goals. Set expectation in concrete terms. Rather than "study hard" try "read these pages and write up these kinds of notes."

Share Developmental Goals. List stages of growth you can expect to find as students learn your lessons. Outline 3-5 behavioral descriptions for novice, intermediate, and expert performance levels within your course. Share these with students and help them find where they rank themselves (Ask the CIRT for a sample).

Manage Goals

The step when goals are translated into actions is one where students may need guidance. You can help them with the following tips.

Make Goals Realistic. Help students clarify and set goals that are plausible, given the current state of development. Everyone wants to reach the final goal in one step; in reality they probably need to map out the intervening steps. Have students describe a final goal and then list at least 3 steps they will have to reach along the way. Review and respond to their ideas.

Monitor Fear. Desire to achieve success can be quickly replaced by fear of failure. Fear causes some students to set goals that are unrealistically high too low. They avoid work or wait until the last minute. Where anxiety and low performance are pervasive, the student may need to contact the Counseling Center. When it is focused on one class or assignment, lead a discussion around the practical steps and realistic expectations regarding the requirement.

Emphasize Control. Responses to student work should point out what they can do to help themselves. Balance comments about errors with recommendations that students can follow.

Develop Strategies. Students may not know what steps to take to turn their goals into actions. If you find some students struggling, check to see what steps they take to accomplish an assignment. Be prepared to make suggestions about steps to follow.

Monitor Goals

To keep students focused on their goals, design feedback that tells them how they are doing. Here are some ideas to help.

Provide Precise Feedback. General grades do not tell students what they are doing.   Give comments that provide clear directions on what to do (and not to do) to take the next step toward the goal.

Limit Scope. Keep assignments and tests limited so that no single failure damages chances to succeed. Many small tests and chances to redress errors often offer better guides for learners.

Avoid Comparisons. For many students, public comparisons to others make them defensive and lower involvement with their lessons.

Final Comments

Self-motivated students in our classrooms is a dream all teachers have. Making that dream come true is something teachers can do by structuring situations so that motivation is gained not lost. It is the interactions needed to reach learning goals that students can find encouragement from the teacher. Small changes in how we engage students' interest, guide their work and respond to their efforts can turn many of our encounters into supportive moments. Forsyth & McMillan have additional ideas, ask us for a copy.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on October 12, 1998