How Can Students Set Smart Goals?

How can students set smart goals?  Goal setting is paramount to any part of a person’s life, but it is especially important to students. Goals keep students accountable, helps them retain their personal and educational objectives, and helps them to focus among distractions. But some goals are better than others.

Good goals should be specific. A student should know exactly what they want to accomplish and the timeframe that they want to do it in. Specific goals should be clear and concise.

A student should be able to measure if their goal was met and how beneficial it was to them. It could also be helpful to have intermediate steps in between starting and reaching the ultimate goal. This holds students accountable and allows them to stay on track.

A student should be able to achieve their goals. Goals motivate students to work hard so they can achieve what they want to. If the goal is not achievable then it could wear out the student’s confidence and leave them feeling like a failure.

Goals should be result-focused. There should be clear outcomes as a result of students achieving their goals. Short term rewards are a good way to celebrate small successes, but make sure they are relevant to the ultimate goal.

Goals should have a deadline. It might also be helpful to also have deadlines for the intermediate steps. This helps a student stay motivated and celebrate small successes.

These steps should also be supplemented by other processes to help students achieve goals. Staying organized is always good for students to achieve their goals. Students should plan their time in an agenda and stay on schedule. Getting to know teachers is a good way to build a student’s network and teachers are a good resource if the goals are hard to achieve. Also having the student surround themselves with supportive people can make the whole process more enjoyable. Goal setting makes completing assignments and studying for tests become more enjoyable by providing motivation for students to do well.

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