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Benchmarks and Goal Setting

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Submitted By jhuthman
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Benchmarks and Goal Setting for the Adult Learner

Abstract
This paper introduces the adult learner and the purpose of setting meaningful goals when they enter a program of learning. It discusses what motivates an adult learner and how to go about setting SMART goals. The closure section states why adult learners have additional pressures outside of their schooling that influence them. Goal setting and staying on task are very important for the adult learner.

Introduction Adult learners come to class with a variety of purposes, needs and goals. Setting meaningful goals helps adult learners learn planning skills and language skills. They see a direction and focus for their studies, which can increase motivation. The goals, necessary skills, and strategies identified by learners can inform the program’s curriculum and the teacher’s instruction. Working with learners as they set goals, overcome barriers to achieving them, see their progress to reaching their goals, and finally achieve them can be a very rewarding part of a teacher’s work in the classroom. The final goal may seem like more then you can handle so splitting that up into smaller more manageable goals will help you obtain you ultimate goal. LaRossa states, “The more specific the steps are, with deadlines, logical sequences, concrete actions, and the clearer the ultimate goal, the greater your chance of reaching it”.
Benchmarks and Goal Setting for Adult Learners Motivation is often a word that is labeled to adult learners. Adult learners tend to be more motivated then the more traditional younger students (McGivney, 2004). Most of the time an adult learner has a family and job while trying to go back to school. So, if they have chosen to go back to school they are motivated because they already have so many other commitments and responsibilities compared to the traditional younger

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