Progress has little to do with speed, but much to do with direction.
Author Unknown

It takes a lot of courage for an adult to ask for help with basic reading and writing skills. The driving force behind the action of stepping forward and seeking support lies in the power of one's goals.

Many of you have already found that your learner's goals are as important to you as they are to your tutee. Goals give both the learner and the tutor a direction. In this article I will discuss: 1) how to engage learners in setting goals 2) using goals to inform lesson planning and 3) evaluating progress based on determined goals.

Goal Setting

A long-term goal is a destination, like a trip to the mountains. Short-term goals are signposts along the way that measure progress toward the long-term goal. As a tutor your first job is to help the learner write these goals into attainable learning objectives. Here are a few activities that prompt learners to map their goals in a way that allows them to zoom in on what skills are necessary now and see how they relate to his/her larger goal. 

·        Beginning learners can use the matrix found in the English Language Learner Tutor Training Manuel on pg. 76 or read about it online: http://www.eastsideliteracy.org/tutorsupport/documents/ESL_GoalForm.pdf

·        Intermediate learners may refer to the "Learning Plan" in the Adult Literacy Program notebook on pg. 31 or contact Jessica (647.3264 ext. 104) for a copy.

·        All tutors can refer to the Literacy Source's webpage, one of our regional partners, for a variety of worksheets on goal setting for beginning to high level learners.

            http://sites.google.com/site/literacyonline/support/goal-setting

Additionally, model how to write goal statements for your learner that are S.M.A.R.T. (see below). This formula has been proven effective in many adult learning environments and can be an outline for planning sessions.

Lesson Planning

 Recently, a tutor emailed me her monthly report that included a new learner goal. She wrote :

"George expressed wanting to sound more sophisticated when talking to his friends. His progress in syllable reception and expression, and correction of the sound "-tion", will definitely help toward this social goal."

This is a good example of how a tutor has connected a learner's long term goal (speaking clearly) with a literacy skill (reading and saying /shun/) that is:

·        Specific

·        Measurable

·        Attainable

·        Realistic

·        Timely

Evaluating Progress

Keeping your learner's goal setting worksheets in a notebook or folder can be an effective record of progress. I would recommend revisiting goals once a week. Goals may need to be revised or replaced as new road blocks or achievements occur. Also, these worksheets provide a reflective piece when reporting each month to your program coordinator.  Goal setting is an ongoing and rewarding journey.