Instructional Goals

Instructional goals are long range goals designed to foster academic direction over the course of a semester or school year. Instructional goals should be broad and promote an intended outcome. For example, “First graders will learn how to effectively read on a 1st or 2nd-grade level.” In this sentence, the intended outcome for the student is clear. When teachers know what they want the student to be able to do, they can choose the appropriate materials and technique necessary to educate that student.

Objective

Objectives are similar to instructional goals in the sense that they provide direction as well as an outcome. However, objectives consist of short-term academic targets designed to complete instructional goals. Objectives are also measurable and student centered. For example, “By the end of the first quarter, all students will be able to read the first-grade word wall.” This sentence is measurable, tells what the student will do and states the intended outcome. The objective also supports the instructional goal mentioned earlier for first graders.

Resources

Classroom teachers who are having trouble writing their own instructional goals and objectives can obtain them from a variety of sources, included those mandated by state law. Each state has an outline of topics, goals and objectives designed to be taught in every grade level. Another source for instructional goals and objectives is the curriculum guides of the local school systems. Other sources include school-wide improvement projects such as Alabama Reading Initiative and past test scores representing high student achievements.

Single Focus

Instructional goals or objectives should focus on a single outcome. Having several learning outcomes attached to an instructional goal or objective can confuse focus and direction. For example, “Students will be able to understand and use dissecting strategies effectively.’ The goal contains two possible outcomes. However, focusing on one outcome is better because, even though students may be able to understand the principles of dissecting strategies, the may not be able to perform it. Moreover, an instructional goal should cover a broad range of subject matter and content.

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Rewarding Unsatisfactory Behavior

Beware of giving rewards to students with less than satisfactory behavior. The assumption is that “he or she has done good enough.” However, this is a student who constantly disrupts the class, bother others and defy your instructions on the regular. You may feel a little sympathy for him, but you are doing him a disfavor if you go ahead let him participate in the pizza party.

Let him understand that bad behavior has stiff consequences, not only in the classroom but outside the classroom as well. Making a child see the error of his ways before he becomes an adult or old enough to be held accountable by the legal system could go a long way in helping him to escape worse scenarios in the future.

Ignoring Disturbing Behavior

Beware of ignoring disturbing behavior until later. Many teachers’ novice teachers get so overwhelmed in the classroom that they put off responding to a significant disturbance until a later time. Consider this scenario: you are teaching a very important lesson. I said comes up to you and tell you about a kid who is doing something very inappropriate. However, you tell the kid that you will take care of the matter later.  But as time passes you forget about the issue altogether and the situation never gets resolved.

Never ignore the disturbing behavior of a student. I have known Friend educators who faced the wrath of parents and administration for not responding to significant misbehavior in the classroom. Never allow this to happen to you. Respond immediately to disturbing situations.

Tolerating Argumentative Students

Engaging in arguments with students is a big mistake. First, you are an adult. You are the teacher. You command the classroom. You have the power to send the child out of the classroom as well as call his parents.

Why argue word for word with a child who doesn’t know where he is or doesn’t know the purpose for being in school? Such child needs to be reminded time and time again that he isn’t the adult in the classroom. If he attempts to drag you into an argument, don’t fall for it. Neutralize his attempts by sending him out of the classroom.

You will get more respect from other students who see your decisiveness in refusing to tolerate insubordination.

Your goal is to be the best teacher you can possibly be. For every disruptive student, you have five who desire to learn and become the best they can be.

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