In keeping with the sports world’s focus on the World Cup, this week’s post discusses “Goal-setting” and “Perseverance” – two more of Langston’s 6 Success Attributes. When my students look in the “mirror” of self-assessment, the natural next step is to set goals for moving forward. I shared this with a dozen 6th-graders taking my summer school “Study Skills” class. The first day, the kids completed an “Interest Survey” and answered the question “Why are you taking this class?” Kids are honest, and this bunch didn’t lie: “because my mom made me.” Okay, so do I tell them why they need the class? Nope, that’s not going to work. So I gave them a self-assessment sheet and they rated themselves on various academic strategies such as “I write my assignments on a calendar” or “I look up words I don’t know when I am reading.” After they finished their assessments, I wanted them to see their strengths, so I wrote on the board, “Academic Skills for Success.” I then asked them to put a “Star” by each item they had rated as “Almost Always.” I looked around the room to be sure that every student had at least one star, and then I said, “Okay, I’d like each of you to pick one of your starred items and write it on the board under ‘Academic Skills for Success.’” They eagerly raised their hands to volunteer, and after the first student wrote her skill on the board, I suggested, “If you do what’s already listed on the board, go ahead and put a check-mark by it before you write down your own starred item.” In this way, all twelve students recognized their own successful activities and those of their peers. The students were now ready to look at areas for improvement. The next day, I asked the students to review their assessments and choose one of the areas rated as “Almost Never” to focus on for the day’s activity. Using the acronym “SMART”, I explained that goals can help us improve if we make goals that are specific, measurable, achievable, rewarding personally, and timely. The kids shared their understanding of each of those words as each was presented, and I gave examples as needed. Then they wrote one Academic Smart Goal, and we put these goals on the board as our objectives for why we are in the class.
My Academic Success Program students are used to SMART goals, as we start the year in a similar way after they complete their self-assessments. I really like the 5-step process that Langston presents and plan to share it with my students. When they set that goal, we’ll note how they can also become educated on the best way to achieve the goal, then visualize taking the steps necessary to reach it, focusing on the path to getting what is desired), and then taking whatever physical steps are necessary to reach the goal. This process fits with the mini-goal setting we do each week, as well, when students look at upcoming assignments and tests. If, for example, the student has a unit test coming up in a week, we will look at the study guide and set goals for incremental preparation. I show the student how to determine what he feels most confident about and least confident about, and then how to break the guide down into manageable sections to work with over a period of days before the test, setting a goal date on his calendar for completing each section. My students by setting SMART Goals and incremental goals are able to as Langston points out, “distill small goals from a big goal and then educate, reinforce, focus, and act on each smaller goal that’s necessary to reach the big goal.”
Langston observes that “successful people with learning disabilities often possess the ability to learn from mistakes and pursue goals despite difficulties, as well as the flexibility to find alternate pathways to a goal or modify that goal as needed” and I capitalize on that when I meet with my students. When I meet with a student who has been knocked down so many times that he just wants to stay on the ground rather than try again, I can’t just say to him, “toughen up, cupcake” or “rub some dirt on it” – the kid is down. I need to get back to that first attribute of self-awareness. The student who is down is not self-aware of what he needs and what he can do; he is only aware that he has “messed up again.” One of the ways that I help these kids re-see themselves and revise their perceptions is by holding up the “mirror” again and showing them their strengths that we identified when we began meeting together. For example, in a school of gifted students, great significance is placed on grades. For many of my students at the end of each quarter, when grades come out, the need to look in the mirror proves essential to moving on into the next quarter.
I also created a “Strengths Evaluation” that I send to the teachers of each of my students at the end of the first semester. The form asks, for instance, the following:
Meaningfulness: Consider the following areas and check each area in which the above-named student exhibits strength:
Meaningfulness (emotions) Overview: Does the student find the learning interesting and/or meaningful? Does the student care about the content being learned? Does the student find the experience of learning valuable or worth the effort? Is the learning relevant?
- Relates Content to Personal Interests/Experiences/Skill sets
- Imaginative Thinking
- Cares About the Content Being Learned
- Other strength related to emotions
This is the type of strength that may not be evidenced by the letter grade on a grammar test or on a math quiz. When the first semester grades reflect deficiencies in achievement, I show the student the teachers’ evaluations of his strengths. When a student is aware that others see his strengths, he is reminded of them himself – then he is ready to persevere. At that point, we can discuss setbacks in terms of what can be learned from the experience. For example, when Brett, whom I mentioned in the first post in this series, came to me for help at the end of third quarter, he had many missing assignments in several classes. He could have given up. Instead, he knew from experience with me that when an assignment is missed, rather than reproving the student, I help the student trace back, through questioning, and determine what got in the way and then how to take steps to repair the damage. In Brett’s case, we saw a pattern of postponed assignments during the weeks he was involved in an extra-curricular activity. We could therefore identify the cause as a response to an external situation, rather than a response to an internal lack of knowledge or skills. At that point, Brett could put the problem in perspective and could work on setting goals and taking steps to complete assignments that would still be accepted and get on track with his current work, and persevere. And with that, Brett and those like him,