3. Goals are not useful if they do not challenge you. The must require work to achieve them. You also must figure out how to break the challenging goals down into manageable steps to achieve them.

4.  It does no good to set a goal that is not reasonable for you. That is why you create personal goals, because they are meant for you, and you only.  This is also why you need to know your own accomplishments and what challenges you, so that you can base your goals on your own needs. We will spend some time in class discovering our strengths and weaknesses.

5.  How will you reach your goal?  You want to write out your goals using as many details as possible. Describe not only what your goal is, but include why you have struggled with the challenge in the past, and some of the specific steps you plan to take to reach your goals.

6.  When thinking about the specifics, record the w’s: › Who can help you achieve your goal? › What activities could you do to help reach your goal? › Where (besides the classroom) could you work on activities to help reach your goal? › When (outside of school hours) could you work on your goal? › Why is this goal important for you and your education?

7.  There has to be a final product so you can tell when you reach your goal. Measurable outcomes include: › An assignment you complete on time › A due date you reach (without being late) › A presentation you complete › An increased comfort level with your English skills

8.  When will you reach your goals? A particular day, month, year? There must be a time when you will know if you are successful.  For a goal to have true meaning there must be a way to tell that it has been accomplished. Otherwise you could work on it forever and not know if you have been successful.  We are trying to meet goals by the end of the semester or sooner. When creating your goals, you should be keeping that in mind.  At the end of the semester, we will be returning to our goals, and reflecting on our successes.