• Specific: A specific goal addresses as many descriptor questions as possible (Who, What, When, Where, Why and How). It has a greater chance of being met if a specific plan is made for its completion.
• Measurable: This involves deciding what will measure when the goal is attained; a finish line has to be set before it can be crossed.
• Attainable: To properly set a goal, you must set the steps that are necessary to reach it. This scaffolding ensures that the goal actually is attainable, and therefore produces motivation as the goal’s completion has become a reality.
• Realistic: A goal must be set in the spirit of desiring its completion. In setting a goal, one can determine if it’s realistic by asking the following questions; am I capable of attaining this goal? Am I willing to work for this goal? Setting an unrealistic goal will often result in a decrease in motivation over time.
• Timely: Setting the goal within a time frame helps to motivate; without an end goal, there is no set limit to help drive the goal’s completion.

To read more about establishing the SMART goals, click here (creating SMART goals link) or for a checklist to assess you SMART goals, click here (how to write SMART goals)

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Setting goals is not an activity solely for educators; teachers and students alike can benefit from goal setting. Teachers can use these SMART goals to set purposeful goals that relate to their teaching practices; students can set goals to improve their performance in and out of school. Goal-setting need not only be applied to in class performance, and students should be made aware that setting goals in any aspect of their life will greatly improve their chances of success.