Goal Parameters
In 1993, Louis R. Martino listed the following parameters for goals.
- Goals must be specific and measurable
Saying, “I want to get better at playing guitar” is too vague to be very useful. Saying, “I will learn to play 2 new chords every day for a period of two weeks” is both specific and measurable. At the end of the two weeks, I will be able to evaluate whether or not I have achieved my goal. Goals should be written down when they are formulated. This will ensure that the student has something against which to compare their progress.
- Goals must be attainable
Unrealistic goals are not always detrimental to a person’s well-being, but in the context of developing resiliency in at risk youth, it is far better to focus on attainable goals. If the standard is set too high, the goal setter will fail and may become discouraged from setting future goals. Setting and attaining realistic short term goals allows students to develop the self-confidence they may need to achieve their more long-term goals. Discussing student’s limitations requires sensitivity. Instead of convincing them that their long-term goals are unrealistic, discuss the short term goals that they will need to achieve before they achieve those long term goals. (Never tell a kid that they’re not going to be the next Hendrix; just let them know that it’s a long way to the top if they wanna rock’n’roll.) - Goals must be set by the student
It’s very difficult to motivate people to do things that they don’t want to do. Goals need to be things that the students want to achieve. Click here for information on how a teacher can induce positive goals within their students.
Martino was developing a goal setting model specifically for young adolescent at-risk students when he came up with these parameters, but these parameters can serve as useful guidelines for anyone who is serious about developing a sense of self motivation.