The art of goal setting

Ken Beatty
A business woman looking and pointing at a wall full of post it notes

Reading time: 4 minutes

Dr. Ken Beatty defines goals and explains why we should think of them as doors to open rather than fixed targets.

Goals as doors

My eldest son, Nathan, failed to achieve the biggest goal of his life: becoming a garbage truck driver. It's hardly surprising - he was only four years old at the time. His ambition likely dissolved once he realized that garbage trucks sometimes smell bad. Before then, he'd mostly observed them from the safety of our apartment window.

As is the case with most people, his goals have changed. Completing his degree in international economics, hoping to work in technology startups until he forms one himself. Or maybe not. Goals evolve.

Researchers and teachers have known for decades that goals are vitally important motivations in general education and language learning. After examining 800+ studies, Hattie (2009) identified goals as among the most powerful instructional interventions for improving student success.

The basic message is that goals are good. However, other researchers (Rowe, Mazzotti, Ingram, & Lee, 2017) suggest that teachers have trouble embedding them in lessons.

Part of the problem might be in finding a way to visualize goals. Goals are often pictured as archery targets or soccer nets, but a more useful metaphor is a door. When we have a goal, we may not fully understand it until we enter into the goal, as if it were a room, inevitably finding choices of other doors leading off in other directions.

Understanding where goals come from

Before we start to set goals for our students, it's important that we have a degree of self-awareness and understand where our own attitudes and ideas come from.

As teachers, we tend to resemble the people who inspired us most. Our own teachers, good and bad, shape our attitudes toward teaching and language-learning goals.

Who was your favorite teacher? In my case, my all-time favorite teacher was Mr. Chiga, who, in 1970, taught me Grade 7 and was about to retire. He was a Renaissance man. Short and tough with fingers like cigars, he would occasionally lead us from the playground up two flights of stairs to our classroom… walking on his hands. Yet these same hands were delicate enough for his hobby of making violins, a fact I only learned later, because, unlike me, Mr. Chiga was modest.

Mr. Chiga loved literature and taught us Greek and Roman history with a sense of joy that has never left me. One would think that his educational goals would be a perfect foundation for my own. Perhaps. But a quick check on the timeline shows that if he was about to retire in 1970, he was probably born in 1905 and likely graduated from teachers' college around 1925.

It's ironic that although my Ph.D. is in the area of computer-assisted language learning, my favorite teacher began his career two years before the invention of the television, and, moreover, all his teachers would have been born in the 1800s.

It's a long story to make a short point: as teachers, we need to reflect on where our teaching and learning goals come from and question them. We also need to avoid those things that our least favorite teachers did.

Setting goals

Are the goals we set for our students sometimes too low? Undoubtedly.

As a Grade 11 student, my only ambition in life was to take a two-year photo technician course. My counselor discouraged me, saying I wasn't academic enough and suggested a job at the wood mill instead. In a sense, he closed a door.

I switched schools where another favorite teacher, Mr. Ferguson, patiently kept me after school for six weeks, teaching me how to write essays and, by extension, how to think. He dangled the motivation of a university education before me and set me on my path there. And that was a door opened.

So what's the lesson here? More than just knowing where goals come from, we also need to be aware of the power of goal setting and how it can drastically alter a particular student's life trajectory.

Closing doors, rather than opening them, often stunts growth and limits possibilities. It can even lead to students forming life-long assumptions about themselves that just aren't true - "I'm no good at math," "I'm not cut out for independent travel", etc. Opening doors, however, can bring our students entirely new perspectives on life.

Expecting goals to change

When it comes to changing goals, there are a number of factors to take into account, including forming a better sense of self. We might start off with many ambitions but we measure ourselves against the realities of our skill sets and modify our goals.

For example, a student who experiences a lot of success in learning English is more likely to consider careers that require it. Teachers, too, are more likely to offer direction: "You write very well. Have you considered a career in journalism?"

Today, countless jobs require a second language or provide better promotion opportunities for students who speak two or more languages. Yet, students oriented toward employment opportunities may have difficulty understanding the long-term advantages of learning a second language if specific jobs are not on their radar.

This leads to two questions:

  • What goals should we help students set for themselves?
  • And how should teachers suggest them?

Many goals are based on the educational standards that govern our profession. The Global Scale of English (GSE), in particular, is helpful to both textbook writers and teachers in identifying language goals and provides teachers with detailed steps to achieve them.

But beyond such standards are those two magic ingredients that teachers share with language learners: joy and motivation.

Teachers spread joy in learning by example, making language learning engaging and pleasurable. Teachers also motivate students by helping them identify personal goals, giving them reasons why language proficiency is not just worthwhile in general but is perhaps one key to future success.

It might even lead to a job driving a garbage truck.

Read more about language teaching

References

Hattie, J. A. (2009).ÌýVisible Learning: A Synthesis Of Over 800 Meta-Analyses Relating To Achievement.ÌýNew York: Routledge

Rowe, D.A, Mazzotti, V.L., Ingram, A., & Lee, S. (2017). Effects of Goal-Setting Instruction on Academic Engagement for Students At Risk.ÌýCareer Development and Transition for Exceptional Individuals.Ìý40(1) 25–35.

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    Educating young learners: The importance of developing fine motor skills

    By Hawys Morgan
    Reading time: 5 minutes

    Teachers of young learners will be familiar with the importance of developing children’s fine motor skills. Building muscle strength, hand-eye coordination, and control are essential parts of students’ development during their early years.Ìý

    A holistic approach to education

    For young learners, their education is frequently holistic. A single game or activity might develop their speaking and listening skills, mathematical knowledge, social interaction, artistic development as well as motor skills. In the same way, improving fine motor skills can form a natural part of students’ English classes and can have the following benefits:Ìý

    • Builds concentration and self-esteem
    • Actively engages students in their learning
    • Develops the ability to switch between physical and mental activities
    • Improves social development and autonomy

    Below are some simple ways you can develop fine motor skills in your classroom.ÌýÌý

    Building muscle strength

    Holding a pen for prolonged periods requires strong hand, wrist and arm muscles. If you’ve ever had to sit long hand-written exams, you will be familiar with tired and aching hand muscles.

    It is important that students develop their muscle strength so they have the stamina and control needed for writing. Kneading and rolling play dough is a fun way to build these muscles. Then, children can use their playdough creations to role-play scenarios such as having a picnic or visiting a farm. They could even model it into letter shapes.

    When singing songs or telling stories to young learners, teachers often incorporate actions to reinforce meaning. This is another opportunity to build those muscles. Children could also create shadow puppets with their hands to act out stories.ÌýÌý

    Craft activities that involve scissors and gluing also help improve stamina and hand-eye coordination.Ìý

    Mark making

    Mark making is an important step in a child’s development, encouraging creativity and coordination.Ìý

    Try giving your students the opportunity to explore different mediums of mark making. For example, they could draw marks in trays of sand, jello, shaving foam, flour or rice. Talk to them about their sensory experience (Is it cold? Do you like it? What color is it?). They could start making marks with their whole hands and then, as their coordination improves, use an index finger. Then, they can start using a stick to make marks.ÌýÌý

    As their fine motor skills develop, try using magic markers, chunky crayons and egg chalks to make large marks. Egg-shaped chalks are easier for young children to grip. Each straight line, wavy line and circle is another step on the road to learning how to write.Ìý

    Pincer grip

    As children move on from general mark making, it is important to establish a correct grip when using a writing tool. This is especially important if you expect your students to go on to use a cursive style of handwriting in the future.Ìý

    The pincer grip is when we hold something with our index finger and thumb. Peeling off and placing stickers, sorting building blocks and threading beads use this grip and provide opportunities for practicing colors, numbers, vocabulary and prepositions of place. Doing up buttons or zips uses this grasp too.Ìý

    While it may be second nature for adults, for children, this grip requires precise control of the small muscles in their hands, wrists and fingers. Challenge students to pick up items with large blunt tweezers or chopsticks and work on their English at the same time (What have you got? I have a car. It’s small.).Ìý

    Tripod grip

    The next stage of development for most children is the tripod grip. It uses three fingers: the thumb, index and middle fingers. It enables children to keep their wrist steady so they can make small, precise pencil movements.Ìý

    Some children find using a rubber pencil grip, or simply wrapping an elastic band or lump of playdough around the base of the pencil helps them maintain this grip.Ìý

    At this stage, students will be learning to hold and use writing tools such as pencils, crayons, markers, chalks and paintbrushes.Ìý

    Prewriting activities

    Prewriting activities offer more controlled fine motor skills practice. The usual progression is to start with straight lines, zig-zags, curved lines and diagonal lines. Then move on to tracing over circles and u-shapes. This is all essential preparation for writing letters and words.Ìý

    English courses for young learners are full of mazes, dot-to-dot, tracing and matching activities, all of which combine prewriting with learning English.Ìý

    When it comes to writing letters, it can be helpful if students begin by drawing the letter shape in the air or in sand. They then trace the letter shape with an index finger, before finally tracing over the letter with a pencil.

    Other writing systems

    When teaching students who use a different writing system in L1, establishing fine motor skills routines can make all the difference to students’ writing.Ìý

    It can be helpful to work on left-to-right orientation. For example, before they sit down to write, give students scarves to move from left to right in the air. These students will benefit from pre-writing activities that work on left-to-right, top-to-bottom patterns.Ìý

    Social development

    Doing up buttons, zips, and laces, turning on taps, cutting up food and opening boxes – all of these things improve students’ fine motor skills. They also promote autonomy and social development by helping students learn essential everyday life skillsÌý

    This has an added advantage for the teacher. The less time you have to spend helping students with these tasks, the more time you will have to work on other areas of their development. Not only that, it is also motivating for students to have that ‘I can do it all by myself!’ feeling.Ìý

    Students will be far better prepared to pick up a pen or pencil if they have developed strength, dexterity and stamina in their hands, wrists and arms. This will leave them free to concentrate on the language element of their classroom task, rather than the physical challenge it presents.Ìý

    AboutÌýEnglish Code

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  • A woman gesturing to her mouth in a playroom with a child copying the gesture

    Educating young learners: Making phonics fun

    By Hawys Morgan

    For many young learners, reading and writing can be one of the most challenging steps in their English learning journey. Even fluent English speakers often find it difficult to understand the connection between how English is pronounced and how it is written.

    Let’s explore how phonics can be a valuable and fun tool to help students and teachers understand this connection.

    What is phonics?

    Phonics is a method of teaching learners how to read by making the connection between sounds and letters. There are around 44 different sounds used in English, and around 120 different ways of writing them down.

    Children learn to identify and say individual sounds (phonemes) and what letter or groups of letters can be used to write that sound down (graphemes). This helps children to read and spell words. For example, the /k/ sound is frequently written using these letters:

    • k as in kite
    • c as in cat
    • ck as in back

    When children learn to read using phonics, the sounds are read out in isolation, for example, b-a-ck. Then they are blended together to form the whole word: back.

    How to teach phonics

    Other methods of learning how to read and spell rely on students memorizing every new word they encounter – that’s potentially thousands of new words! On the other hand, phonics gives students the tools and confidence to read and spell unfamiliar words autonomously. If they know the sounds, they can read the word.

    Simply drilling sounds and letters will quickly become dull for students, so here are some practical, fun phonics ideas you can try out in the classroom.

    1. Use music

    Music can create a positive atmosphere for teaching phonics, and it helps children to memorize sounds in a lively, enjoyable way. Furthermore, it can improve pronunciation and listening skills.

    • Use musical instruments or clap to help students break words into individual sounds.
    • Alternatively, use ‘robot talk’ – say the words in a robotic way, breaking up the words into their component sounds, for example ‘r-e-d’.
    • Tongue twisters are useful for working on the initial sounds in words. Try creating tongue twisters using known vocabulary and students’ names, e.g. Sara sings in the sun.
    • Many ELT courses provide phonics songs that practice new sounds. However, you can also adapt well-known songs to teach phonics.

    Example song:

    Clap your hands and turn around!

    Put your hands up!
    Put your hands down.
    Clap your hands
    And turn around!

    Put your head up!
    Put your head down!
    Clap your hands
    And turn around.

    Put your leg up!
    Put your leg down!
    Clap your hands
    And turn around.

    2. Move your body

    Learning through movement comes naturally to many young learners and can be a dynamic part of your phonics routine. Incorporating movement into your lessons can motivate students and help them retain the sounds and letters.

    • Add an accompanying action when you present a new phonics sound and its corresponding letter/s. For example, say, ‘S, s, s, snake’ and make a snaking movement with your arm. The action becomes a visual prompt, so students call out ‘S!’ whenever you do the action.
    • Air drawing can be great fun. Have students trace the shape of letters in the air with a finger while repeating the corresponding sound. This is also good pre-writing practice.
    • You can even challenge students to work alone or in pairs to make letter shapes with their whole bodies!

    3. Make phonics tactile

    To really embed the connection between the shape of the letters and the sounds they represent, get children to use their hands to feel the shape of the letters while they repeat the sounds.

    These tactile phonics activities have the added advantage of working on fine motor skills, which in turn will improve students’ handwriting.

    • Show students how to trace the shape of the letter in a tray of sand while repeating the sound. Alternatively, try tracing the letter shape in shaving foam.
    • Try modeling the letter shapes out of playdough or a piece of string.
    • A fun pair-work game involves one student silently drawing a letter on their partner’s back. Their partner must guess the letter and say the sound.

    4. Be creative

    There are wonderful, creative ways you can explore phonics with your students. For younger students who don’t yet have the fine motor skills to write letter shapes, using arts and crafts can be an enjoyable way to reinforce the link between the letter/s and the sound.

    • They could make letter shapes from dried pasta or use junk modeling.
    • Have your students decorate letter shapes by painting, coloring, or collaging. This will help them memorize the shapes. Encourage them to repeat the sounds as they do this, or play a phonics rhyme in the background so the association between the sound and letter/s is constantly reinforced.

    Create class displays for different sounds using a variety of pictures and objects starting with that sound. Use them for revision and classroom games. Try splitting the class into teams and then calling out a sound, or a word starting with that sound. The first team to touch the display with the matching letter/s wins a point.

    5. Play games

    Many popular ELT games can be adapted to teach phonics. Games are a great way to bring phonics to life and to give young learners the confidence to produce the sounds themselves.

    • Play ‘Whispers’. Students sitting in a circle whisper a sound rather than a word to the child next to them until it reaches the end of the circle. The last child says the sound aloud, or points to the letters that correspond to that sound.
    • Get children to create their own sets of cards with sounds and pictures on them. These can be used to play card games like snap and pairs.
    • Other games such as i-spy, board rush games, bingo and lucky dip, can be easily adapted to teach phonics.

    Whether you dedicate a whole lesson or just five minutes of your lesson to phonics, make sure to have fun!