223 - 238 CCNA 2: Routers and Routing Basics v3.1 Instructor Guide – Appendix B
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B.4.8 Setting goals
Students perform well when they have a plan and access to the necessary resources. The
research on goal setting and its impact on learning is impressive. There are certain truths for
students who set personal achievement goals.
When students set personal achievement goals, they can identify and connect to a greater
purpose to reach their goals. Students identify how a goal fits into their future plans through
reflection, problem solving, and decision-making. Students define the steps they need to take
to reach long-term and short-term goals. They set criteria for each level of achievement and
conjure up a mental picture of the results they want. Personal goals give students a map for
their success. It is important to create a design or an intended course of action. Students
should list the small steps and the larger milestones and use visual reminders. Students
demonstrate their dedication to reach their final goals through progress. The achievement of a
goal is only possible if students are willing to make decisions and modify their behavior along
the way. Students must dedicate their strengths and resources to the goal in spite of any
diversions, disappointments, or difficulties they encounter.
To successfully reach their goals, students need to make connections with other people. They
should seek out people with the knowledge to advance their comprehension and the passion
to keep them motivated and encouraged. It is a fundamental psychological principal that
learning requires the assimilation of new comprehension into a current level of
comprehension. Students can be shown how to tap into their personal experiences and
knowledge to find solutions to their problems.
Finally, there must be an evaluation process. Students should measure their accomplishments
at each level of their action plan. Students will continuously put additional procedures in place
to help them reach the next step toward their goals. Instructors who advocate the practice of
goal-setting in their courses should provide opportunities to discuss goal-setting skills as they
pertain to personal goals. These instructors can demonstrate time-management skills in the
classroom and monitor student goal-setting behaviors. Instructors should set aside time for
students to determine their progress. This can be done through reflection and journal writing
activities. Instructors also demonstrate risk-taking behaviors in the classroom. They encourage
their students to try new strategies if they believe a strategy may help them reach their goals.
