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
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.