There are many goals floating around at this time of year, but not many survive into February because they don't apply SMART goal principles. This teacher training session at the Latvian Association of Teachers of English conference in Riga on 5th January explores how we can help our English learners make SMART goals to boost their motivation and achievement in 2018.

1. A Better 2018:
SMART Goal Setting

3. From English Teacher
to Learner Coach
by Daniel Barber and Duncan
Foord
SMART Goal Setting
in ELT

5. Why?

7. “Better have a valued goal, or you can't
get any positive motivation… How are
you going to hit something if you don't
know what it is?”
- Jordan B. Peterson, Professor of
Psychology, University of Toronto

8. “The keys to
language-learning
success” - Brown
Affective
factorsf

9. 'Language complexity increases
when the child writes or speaks
about events in which the child has
participated in the goal-seeking
process' – Bruner, J.S., 1974.

10. Research shows that while goal visualisation
is important, after a certain point our mind
begins to confuse it with actual progress.
- Holiday, R., Ego is the Enemy.

11. How?

13. By 1st June 2018…
By 16th March 2018…(SAVE THE DATE)
By the end of this week…
*Must start TOMORROW MORNING.

14. What?

15. Learning experiences
Applying knowledge
Grades
Ranking
Praise
Extrinsic reward

16. 'Those motivated primarily by performance goals tend to lose motivation
and confidence when faced with difficult academic challenges or when set
back by failures...Students who are motivated by mastery goals are
more likely to persevere.
- Pintrich; Grant and Dweck.

17. Over to you...
Mastery goals
(experiences, applying knowledge)
Performance goals
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18. My ideas:
Mastery goals
(experiences, applying knowledge)
Performance goals
(grades, ranking, praise, extrinsic reward)
- To write more clearly with a higher level
of vocabulary and grammar.
- To have intelligible pronunciation when
speaking to my cousins in Scotland.
- To be the English speaker on our family
trip to London - ordering at restaurants,
talking to taxi drivers etc.
- To be able to understand the plot of a film
without subtitles.
- To be able to help tourists with directions
in Old Town
- To get 9 in the Year 9 English exam.
- To beat my friend Vlad in the exam.
- To get in the top 3 at the next English
Olympiad.
- To get 5 gold stars from my teacher this
month.
- To get 50 euros from my parents for
passing the Year 12 English exam.

19. Specific - To be able to order and pay for a coffee at Caffeine in Latvian.
Measurable - If there is even one word in English from me or the
barista, its constitutes a failure.
Achievable - There are many Caffeine outlets in Riga, so it’s
something that can be done in theory.
Realistic - I have a very basic level at the moment, but learning
five phrases to help me order and pay for a coffee is possible.
Timely - An attempt will be made on or before 31st January 2018.

20. What can we, the
teachers, do?

21. Lesson plan and materials on my blog:
www.jamesegerton.wordpress.com

22. Regular SMART Goal ‘health checks’

24. get in touch
james.egerton@tiscali.co.uk
www.jamesegerton.wordpress.com Slides,
write up, lesson plan and materials on here 10
seconds after we finish!

25. Bibliography
Bruner, J.S., 1974. The Relevance of Education, New York: Penguin.
Holiday, R., 2016. Ego is the Enemy, New York: Penguin.
Holt, J., 1969. How Children Fail, New York: Pelican.
Kachru, B.B., 1992. The Second Diaspora of English, English in its Social Contexts, ed. T.W.
Machan and C.T. Scott, 230-252, New York: Oxford University Press.
McClean, A.C., 1980. Destroying the Teacher: The Need for Learner-Centered Teaching, English
Teaching Forum Vol.50 No.1 2012.
Niederhauser, J.S., 1997. Motivating Learners at South Korean Universities, English Teaching
Forum Vol.50 No.3 2012.