| Fourth article in a Series of Six, especially for teachers. | | | | When you present the lesson, it is helpful to let the |
| Every school district has written goals for their | | | | student know what this can do for them, and why. |
| classroom instruction. You might have different goals | | | | Even if the student is too young to appreciate these |
| for your students. Whether this has been done for you | | | | "adult" goals, you know you are providing something |
| or not, you need to have set specific goals for your | | | | they need in life. |
| students. | | | | When I was filling in for a child care teacher, her |
| Do you have any idea what you want your students | | | | substitute lesson plan blew me away. The students |
| to learn? I mean the skills and attitudes necessary to | | | | were divided into teams of 4 or 5, and instructed to |
| become a successful, productive, reasonably happy | | | | write down positive, reinforcing words to say to |
| adult. When you plan your lesson you need to address | | | | children. They wrote the words on small pieces of |
| one or more of these goals or you are just wasting | | | | bright paper, then stapled them into a long chain. The |
| your students' time. | | | | group that could come up with the most links in their |
| The following "student outcomes" identify some of the | | | | chain were the winners. This lesson was right on the |
| goals you may want to have for your students: | | | | mark, using a communication and team building activity |
| 1. Earn a diploma or certificate. | | | | (see the next article). For once, not one student |
| 2. Demonstrate a willingness to learn. | | | | wanted to leave early. |
| 3. Participate actively as a team member. | | | | There are so many resources for teachers that you |
| 4. Communicate professionally, with others through | | | | can get many more ideas than you can use you your |
| verbal, non-verbal, and written communications. | | | | lifetime. Get excited, go out and find activities that |
| 5. Demonstrate the ability to seek, apply and interview | | | | excite your students. Help them get the whole bag |
| for employment. | | | | (see number 1 in this series). |