266 Donlands, Toronto
ON, M4J 5B1
Canada
Tel: (416) 425-2666 / Fax: (416) 425-0682
eyle@idirect.com

Back Issues: Moving From Assessment to      Demonstrations of Progress with your Student

Tutor's Corner                                        Goal Setting

Long Term Goals:

When a student goes through the intake process with a Program Manager they are encouraged to discuss their long and short-term goals. These goals fall into three categories: personal independence, further education and training, and finding or maintaining employment. In your role as a volunteer literacy practitioner, you are also encouraged to continue the goal setting process with your student.

Sometimes a student will not be able to state a definitive goal until they have spent a number of months in a literacy program. For an adult literacy student, setting a goal can be a goal in itself. A student may not have been asked to set goals before and sensitivity to your student's motivation will go a long way to enabling them to set goals.

Short Term Goals:

Short-term goals relate to the more immediate needs of the student. Unless the student is a higher level literacy student who only needs a brief time period to prepare for a college entrance exam or to find employment; these goals will relate directly to those learning activities that build skills the student can achieve in an agreed upon amount of time. These goals will be reflected in learning activities that build skills  a student can take back into the community. An example of this is a student who is working on reading subway maps or reading and completing job applications forms.

Learning goals are discussed and set for each lesson. Try and achieve one in each lesson to build your student's confidence and self-esteem. This will allow your student to see that their learning is relevant and has value.

Writing Lesson Plans:

There are many benefits to planning and recording your lesson plans with your student. These benefits include:

  • Helping to focus the lessons and using the lesson time effectively
  • Providing a record of the student's learning progress
  • Planning for future lessons and knowing what works and what doesn't

You can gather ideas for lesson planning from the EYLE volunteer resource section of our library, or experiment a little and come up with your own. You can also brainstorm lesson activities with your student using the brain map approach found in the writing section of the EYLE volunteer Handbook.

  

 
 
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