Florida ged plus college Preparation Program Curriculum and Resource Guide
Develop and Manage Short and Long-Term Goals
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- Navigate this page:
- Florida GED PLUS
- Identifying SMART Goals
- Long-Term versus Short-Term Goals
- Self-Discipline
- Goal Setting Chart On the following page is an example of a goal setting chart that can be used in the Florida GED PLUS
- Goal Setting Workshop for the College-Bound Student
- My mid-term goal to complete in the next year is
- My short-term goal to complete in the next 2 – 3 months is
Develop and Manage Short and Long-Term GoalsThe key to success is planning. Planning begins with the setting of goals. Many students in adult education classes lack a basic understanding of how to set goals and then work to attain them. Success in college requires strong motivation, persistence, and realistic goals. To help students become and remain motivated, they need to:
The Florida GED PLUS classroom can help students with the process of goal setting. This is not a task that can be completed in one session. It requires that students spend time reflecting on what they want from life and a college education, as well as their personal strengths and weaknesses. Students also need time to reflect on how their personal circumstances (home and family) may impact their ability to reach their long-term goal of a college degree. Identifying SMART Goals Goals are personal. They are not what someone else thinks is right, but rather what the individual thinks is right. It is important that students understand that a goal is not just an idea of “what you would like to do,” but rather it is specific and includes a timeline of when that goal will be met. Have students make a list of their goals and then discuss whether it is a goal or rather just an “idea” of what they would like to do. Teach students the acronym SMART for setting goals:
Specific goals are much more likely to be accomplished and should answer the following questions:
Write several general goals on the board and then have students make them SMART goals. Examples:
Measurable goals set up specific criteria for measuring progress. Measuring progress ensures that the individual stays on track, meets target dates, and answers the following questions:
Attainable goals take into account personal strengths and weaknesses. They often require that the individual develop new skills and the right attitude about achieving the goal. Attainable goals help develop positive self-esteem as a person strives to meet his/her goal. Realistic goals take into account personal factors such as home and family constraints. However, goals should be set so that a student must strive to meet them. Thus, an important part of a realistic goal is the aspect that a person truly believes that he/she can accomplish it. Tangible goals are those that can be experienced with one of the senses, such as taste, touch, smell, sight, or hearing. While the learning that takes place in pursuit of a college degree may be in some ways intangible, accepting that degree at graduation time is a tangible goal because the degree can be touched and passed around for everyone else to see. When writing intangible goals, students should make sure that they assign some tangible ways of measuring them. Long-Term versus Short-Term Goals Students need to identify both long-term and short-term goals. Short-term goals enable students to see progress, which is essential to maintaining the motivation needed to reach long-term goals. Long-term goals may be set in timeframes that cover years, but short-term goals should be those that can be achieved in months. Have students make a list of two or three long-term goals and then have them identify key steps in achieving those goals. From those key steps, have students identify three to five short-term goals that will help them achieve their long-term goals. Make sure students factor in any home or family constraints that may impact the length of time they need to attain a goal. If students recognize any obstacles or barriers they may have to attaining a goal, they can address them early in the process. For example, if money is a factor in attending college, talking with a financial aid officer may help the student identify financial assistance that can take away the money obstacle. Self-Discipline Earning a college degree requires motivation as well as self-discipline. It is easy for students to become sidetracked by home and family issues or sometimes just the need to “do nothing” rather than study or attend class. Talk with students about self-discipline. Explain that self-discipline is not about restrictions, but rather it is the ability to adhere to actions, thoughts, and behaviors that lead to personal improvement. A lack of self-discipline is often the primary reason for the failures students experience in their personal and professional lives. Have students make a list of the things they do that demonstrate a lack of self-discipline. Next, have them identify alternative behaviors that they can use to stay on track. Discuss with students how they can reward themselves through both tangible and intangible means. Goal Setting Chart On the following page is an example of a goal setting chart that can be used in the Florida GED PLUS classroom. Putting goals in writing is the first step to achieving those goals. Review the form with students and have them spend time working on their goals. Periodically check with students to see that they are developing SMART goals. Also review any specific barriers or obstacles that they will need to address in order to reach their goals. Goal Setting Workshop for the College-Bound Student
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