Page 139 - Rižnar, Igor, and Klemen Kavčič (ed.). 2017. Connecting Higher Education Institutions with Small and Medium-Sized Enterprises. Koper: University of Primorska Press
P. 139
Neuro-Linguistic Programing and Language Teaching
Table 8.1 Knowing Where You Are Going
Present state Action Desired state
tify their present state in terms of learning English. What is their
desired state? What will they need their language knowledge and
skills for? (For example: meetings, business travel, writing emails,
etc.)
Then I ask them to write or draw anything in the middle section
that they think will help them achieve the desired outcome. Go
with the flow.
2. Look at the three sections. What actions are suggested in the cen-
tre?
3. How soon can you start any of the actions?
4. At this point, a teacher may also remind students about the basic
rules of writing well-formed goals.
Sample Activity: Setting Smart Goals
Students have probably heard of sma rt goals. But do they always fol-
low the rules? The simple fact is that for goals to be powerful, they
should be designed to be sma rt. There are variations of what sma rt
stands for, but the essence is this – goals should be:
1. Specific. Your goal must be clear and well defined, in a written form,
in the present tense, in a positive form.
2. Measurable. Include precise amounts, dates, and so on, so you can
measure your degree of success.
3. Attainable. Set realistic goals. You must believe that you can reach
your goal and that it is possible to reach it within a reasonable
length of time.
4. Relevant. Goals should be relevant to the direction you want your
life and career to take. When setting goals, it is very important to
remember that your goals must be consistent with your values.
5. Time-bound. You goals must have a deadline. This means that you
know when you can celebrate success.
137
Table 8.1 Knowing Where You Are Going
Present state Action Desired state
tify their present state in terms of learning English. What is their
desired state? What will they need their language knowledge and
skills for? (For example: meetings, business travel, writing emails,
etc.)
Then I ask them to write or draw anything in the middle section
that they think will help them achieve the desired outcome. Go
with the flow.
2. Look at the three sections. What actions are suggested in the cen-
tre?
3. How soon can you start any of the actions?
4. At this point, a teacher may also remind students about the basic
rules of writing well-formed goals.
Sample Activity: Setting Smart Goals
Students have probably heard of sma rt goals. But do they always fol-
low the rules? The simple fact is that for goals to be powerful, they
should be designed to be sma rt. There are variations of what sma rt
stands for, but the essence is this – goals should be:
1. Specific. Your goal must be clear and well defined, in a written form,
in the present tense, in a positive form.
2. Measurable. Include precise amounts, dates, and so on, so you can
measure your degree of success.
3. Attainable. Set realistic goals. You must believe that you can reach
your goal and that it is possible to reach it within a reasonable
length of time.
4. Relevant. Goals should be relevant to the direction you want your
life and career to take. When setting goals, it is very important to
remember that your goals must be consistent with your values.
5. Time-bound. You goals must have a deadline. This means that you
know when you can celebrate success.
137
