Findings
My data provides a lot of information about what worked and what did not work. The data I lack from phase one provides me with many findings to help guide the modifications I want to make for phase two.
Class Enthusiasm For Goal Setting
A key finding was that students were excited about setting goals. Some of the students such as Angel and Antonio knew what kind of goal they wanted to initially set and were excited to share this information with me. Additionally, at the end of the week many students were excited to decide what goals they wanted to set for the next week. For example, Qatranada was excited to talk about how she did on her goal for the week. As stated earlier she was also eager to set a new goal for the next week.
Many students who were not part of the goal setting group wanted to set goals and work on achieving something. Valeria for example continually asked me when she would get to set a goal with me, which is why I added her to the group for the second week of phase one. 11 would constantly compare our things to goal setting. For example we read the story, The Artist, by Tommy De Paola, and Jose got very excited and said Tommy’s goal is to be an artist. During another lesson he said that is something we should work to accomplish. I want to keep this enthusiasm up in phase two!
Many students who were not part of the goal setting group wanted to set goals and work on achieving something. Valeria for example continually asked me when she would get to set a goal with me, which is why I added her to the group for the second week of phase one. 11 would constantly compare our things to goal setting. For example we read the story, The Artist, by Tommy De Paola, and Jose got very excited and said Tommy’s goal is to be an artist. During another lesson he said that is something we should work to accomplish. I want to keep this enthusiasm up in phase two!
Mismatch Between Behavior and Thought
Despite getting a positive reaction from my students, I can see based on my tallies, that majority of students demonstrated behaviors that were counterproductive to reaching their goals. So, students are either not actively thinking about their goals, do not want to work toward their goals, or think they are working towards their goal even though they are not.
Additionally, I was also not able to track all students behavior, however, because many students from my goal setting group were absent throughout the process. This made it difficult for me to get sufficient data in some situations.
After my discussions with my students at the end of the week it seemed that many of them want to work toward their goal, and were in fact excited about setting goals. Additionally half of the students rated their behavior as working toward goal but did not do great. This means that student do not think they are making choices towards their goal even though their behavior says otherwise.
Additionally, I was also not able to track all students behavior, however, because many students from my goal setting group were absent throughout the process. This made it difficult for me to get sufficient data in some situations.
After my discussions with my students at the end of the week it seemed that many of them want to work toward their goal, and were in fact excited about setting goals. Additionally half of the students rated their behavior as working toward goal but did not do great. This means that student do not think they are making choices towards their goal even though their behavior says otherwise.
Making the Connection
I know students are aware of their goals because I am constantly reminding them to follow their goals. It must be that students are not actively thinking about there behavior. This thought is supported by the fact that at the end of the day many students could not recall their behavior for the day and made it seem like they were guessing when they rated themselves.
This is the missing element! Why are student remembering their goals yet, based on my observations, not acting on them? Maybe students are aware of their goals only because I am remind them of their goals. I wonder if the reason students did not adjust their behavior is because they do not connect with, believe in or associate with their goal. I believe that my original efforts to set their goals for them in order to help them reach success, may have backfired. Students possibly did not identify with their goals and therefore did not care about achieving them.
For phase two I want to review with students, behaviors that can help them achieve their goal. I would also like to give students more choice in their goal setting. If students are in charge of picking their goal, this gives them ownership and the responsibility of following through with their goal.
This is the missing element! Why are student remembering their goals yet, based on my observations, not acting on them? Maybe students are aware of their goals only because I am remind them of their goals. I wonder if the reason students did not adjust their behavior is because they do not connect with, believe in or associate with their goal. I believe that my original efforts to set their goals for them in order to help them reach success, may have backfired. Students possibly did not identify with their goals and therefore did not care about achieving them.
For phase two I want to review with students, behaviors that can help them achieve their goal. I would also like to give students more choice in their goal setting. If students are in charge of picking their goal, this gives them ownership and the responsibility of following through with their goal.