What is goal setting and why is it needed: techniques + examples from life

Hi all! Lyudmila is in touch. What are you willing to do for $1,000,000? Probably a lot! Are you ready to work like a gray gelding for 10 years for the sake of this money? And if you found out that as soon as you earn your first million, it will be stolen from you on the same day and you will be the same person again, would you begin to hunch over the years? And if you know that this million will cause your death, would you start earning it? It turns out that you are no longer willing to do much for a million dollars! In a person’s life, the end does not always justify the means and achieving the goal depends on the circumstances. In this article we will talk about what goal setting is and why we need it.

COMPLETE LIST OF HUMAN SKILLS

What is goal setting

What is goal setting in simple words? Let us define the concept of goal and goal setting and characterize the process.

Goal setting is a conscious choice, setting a goal (the main task), identifying subtasks and finding ways to achieve them. A goal is an object, an object, a state to achieve which a person makes volitional efforts. The choice and achievement of goals are based on the needs of the individual. They set the direction of movement and determine motivation. If you dream about “something” and think that you will get it “somehow” or do it “someday,” then you will never achieve what you want. Only specifics and active actions will make you a happy person.

Goal setting is considered in psychology, philosophy and social science. It is defined as the process of selecting ideas, means, resources and establishing the boundaries of acceptable deviations in the implementation of the chosen idea. It's a continuous process. Why? Because even in the process of achieving a goal, new ideas are born.

The goal setting scheme includes the following blocks and levels:

Important! In simple words, goal setting is a person’s conscious determination of what, when and how he will achieve it. This is not only choosing a goal, but also developing a step-by-step plan for achieving it.

Goals and goal setting

A goal is what a person strives to achieve, an object of aspiration, a desired outcome, something that is desirable to realize, but not necessarily achievable.

A goal in philosophy means a vision that an individual seeks to realize. It seems to be a product of conscious activity and will, a subjective form of volitional motivation, however, similarly to internal mental phenomena, the concept of goal is transferred to the external objective world.

A goal is an ideal internal anticipation of the results of an activity and the possibilities of achieving it using certain means. So, the goal is interconnected with the aspirations and desires of the individual, with intentions, with ideas of the future, with consciousness and will. That is, it is the basis for any action, deed, and will also be its final result.

Goals are ranked at three levels:

• The first level is the operational goal. These are momentary, mundane goals that are subordinate to tactics. They are quite rarely defined by themselves; rather, they are a specification of actions in achieving tactical goals.

• The second level is tactical goals. They are out of strategic guidelines. Tactical goals specify components such as their value. They are, in essence, steps and tasks that are aimed at achieving strategic goals.

• The third level is strategic goals. They are the most significant among other life goals. They determine the path of progress in life for a person, a group of people or an organization as a whole. The life of an individual in all its manifestations and life steps is determined by strategic goals. They are the guiding factor of any activity.

The nature of personality formation and its variability reflect the properties of goals. These include: depth, their consistency, plasticity, correctness.

The depth of goals lies in their influence on different areas of life and the level of such influence. This property characterizes strategic goals. The degree of interconnectedness and influence on other goals is determined by such a property as consistency.

Over time, any goals undergo transformations - plasticity is responsible for this. Due to the fact that values ​​are formed gradually, strategic goals also undergo changes.

The consistency between tactical goals and strategic value-goals is determined by such a property as the correctness of goals. The main characteristic feature of goals is their individuality. Even if they are called the same, each person has certain personal values ​​and subjective meanings behind his goals.

Goal setting is the process of setting goals. This process is a kind of creativity. And the higher the level of the goal, the more creative the process will be. At the operational and slightly at the tactical levels, the process of goal setting is more associated with analytical thinking and logic, while at the strategic level it is associated with creativity and synthetic thinking.

In order for the goal-setting process to be successful, an individual must know himself well, his leading motives and values, must be creative and strong-willed, and have a good imagination. Structured thinking and logic also play a huge role.

In a general sense, goal setting is a skill that can be trained with appropriate practice.

The meaning of goal setting is the manifestation of the existential essence of the individual, i.e. it is a process of actively producing reality. This is one of the basic needs of the individual. Goal setting is aimed at increasing energy levels. This is a powerful self-motivating factor. Goal setting minimizes or completely removes the level of anxiety and reduces uncertainty.

But refusal to set goals can be associated with intrapersonal conflicts, with fears that are caused by the experience of setting goals without achieving them, with a lack of information about personal potential, resources for their movement and achievement.

The principles of goal setting and developing the structure of goals lie in consistency and interconnection.

Why is it needed?

Why is goal setting necessary? Without the ability to set goals, it is impossible to achieve success in life and its individual areas: work, study, love. Consistently defining goals and achieving them helps an individual move forward confidently, conquer new heights, and improve the quality and standard of living. A successful person always knows what he wants and how to achieve it.

He who does not have his own goals lives for others. He becomes driven, controlled. He gives his time and energy to other people, helping to achieve their goals. Those people who know how to set goals become leaders. They are leaders, not followers.

Let us present in the form of a table a general comparative analysis of the conscious and unconscious organization of the goal-setting process according to the main criteria:

Thus, goal setting increases the overall efficiency of life and human productivity, helps manage time and activities, develops awareness and systematic thinking. In addition, it helps to find the purpose and meaning of life, relieves fears and anxieties. Important! In psychology, it is customary to distinguish two types (types) of goal setting: active (conscious) and passive (unconscious).

In what areas is it used?

As we have already mentioned, goal setting is in demand in all areas of life. Let's look at several particular areas where the ability to set goals and achieve them is the basis for success:

1. Pedagogy and psychology. Any subject-subject interaction has a main goal, subtasks and means of solving them. There are hundreds of psychological and pedagogical theories, dozens of training and educational programs, thousands of teaching, education and correction techniques. You can't do this without planning.
2. Sport. Athletes need training in order to set new records and raise the personal bar of achievement higher and higher. And this is impossible without goal setting. It helps to gradually develop skills and choose increasingly complex goals.
3. Business. You may have heard the quote from Steve Jobs that you should not work 12 hours a day, but with your head. This refers to the importance of goal setting, planning and analytics. Where does a business start? From setting the goals of the project, or more precisely from developing a business plan. First, a person sets a goal for himself, and then thinks about what steps he needs to go through, what tools to get, etc.
4. Self-development. Getting rid of bad habits and developing positive habits, changing your way of thinking, giving up destructive attitudes, getting rid of grievances and working through traumas - this and much more requires the ability to set goals and achieve them.

Why you need goal setting in life: examples

It's no secret that a successful person is very different from a loser. Why? One of the first reasons is the latter’s inability to set goals and achieve them. A successful person always clearly knows what he wants from life, and he does everything to achieve it.

There is one popular wisdom: “If you don’t have goals, you will have to work to achieve other people’s.”

Goal setting gives you the opportunity to achieve more in life. It helps to streamline actions, effectively achieve results and spend a minimum of effort on achieving it.

I'll explain why the minimum. The fact is that hard work is not always the key to success. Working hard does not mean raking in money with your hands. People who know how to set goals and achieve them do not use all their resources, but only those needed to complete a specific task. They are not sprayed on everything at once.

We are now talking to you about the characteristics of a leader. Leaders intuitively master the task of setting goals and achieving them. But what about the ordinary resident of our country who also wants to master this process? How to feel this goal setting and recognize its manifestations? To find out why it is needed, I will give a few examples.

Example 1. Elementary in the educational process is learning letters in first grade. Goal: learning to write capital “F”. The essence of goal setting: find out what elements “zh” consists of → understand which side we start writing it from → find out what the complexity of the letter is → understand how to write a complex element → remember all the connections with “zh” → learn to write words with “zh” ” → learn to use it in sentences.

Example 2. Purpose: everyday situation - you need to repair your computer. Algorithm of actions: see if all the wires are connected → determine if I can do it myself → call a technician → agree on payment and terms → pick up the computer, pay for the work.

Example 3. You need to buy a washing machine. Organizing small steps to achieve results: determine the requirements for equipment → determine a suitable model → save a certain amount every month or take out a loan → book while you save up or apply for a loan → buy.

In people management, this process becomes a little more complicated. Here, sometimes it is necessary to transform the goals of the leader into the goals of subordinates. It is necessary to use certain approaches and management techniques to achieve effective results.

Basics

The basis of goal setting is the motives and needs of the individual. Let's look at both elements in a little more detail.

A need is a strong attraction to something and a desire to possess it, a feeling of internal psychological or physical discomfort due to a lack of something. Needs are basic (physiological) and spiritual. A transition to a new, higher level is possible only after satisfying the needs of the previous level.

In total, it is customary to distinguish 6 levels of needs (according to A. Maslow’s pyramid):

• physiological (food, water, sleep, sex);
• need for security (security, confidence, stability, comfort);
• social needs (communication, attention, care, support);
• the need for respect and recognition (need, significance);
• creative needs (creation, cognition, discovery);
• aesthetic needs (love, joy, harmony, beauty);
• spiritual needs (self-realization, self-actualization, self-development and other “self”).

All the goals we choose relate to these needs.

Motive is an internal impulse that encourages action. As goals, we choose what is not only significant and relevant for us right now, but also what motivates us to be active.

There are different types of motives:

• internal (self-satisfaction) and external (praise from other people);
• sustainable (related to the individual’s worldview, values, needs) and unstable (related to the environment);
• positive (based on positive feelings and emotions) and negative (based on negative feelings and emotions).

Sometimes motives conflict with each other. This complicates goal setting, but at the same time it helps resolve the conflict of motives. In the process of developing a plan and setting priorities, the individual understands that what is more important for him is which motive is worth keeping.

Separately, it is worth specifying the requirements for goals in goal setting:

• concreteness;
• measurability;
• reality;
• reachability;
• flexibility;
• verifiability;
• transparency;
• unambiguity.

This also applies to the basics of the goal-setting system.

Let's break down our goals

So, let's begin. Set aside time to work on your goals when you will not be distracted. It will take from two days to two weeks, depending on the experience you have in reflection. It is not necessary to work continuously for two days, but each session should be at least 3 hours. This is important for concentration. Prepare paper and pen. Now sit comfortably, relax and look into your soul. For some, it’s better to close their eyes; for example, clouds running across the sky help me.

Imagine your ideal self and your ideal life. In details and in all areas of life that are significant to you - health (including appearance); relationships in the family, with a loved one; your environment, both material and the people who surround you; your career; your financial well-being; level of education and personal development, etc. Imagine all this in the smallest detail, in sounds, smells, sensations. Without regard to realism, so that it takes your breath away with pleasure. Dream for at least 20 minutes (this is called visualization and this exercise should generally be done at least once a day). Now write down in detail everything you just “saw.” For each area of ​​life there should be at least 20 points or at least one page of continuous text. Next, for each item, write down why you need it, what it will give you personally, and what will bring you the greatest joy. Select 1-2 goals in each area. These will be your strategic goals at this stage. If you have more items, you will overload your daily schedule and end up with nothing but stress. You can come back to the rest later. Put aside what you wrote for now. Take a separate sheet of paper and draw a wheel with eight spokes (it is customary to use eight, but no one is stopping you from making 10, the main thing is that all areas of life and interests are covered).

Then label each spoke with one of the areas that are significant to you (health, career, business, family, friends, recreation (hobbies, entertainment), personal development, education, financial well-being, etc. - what is important to you.

For example, A. Makurin gives the following example of “The Wheel of Life”:

The numbers on the knitting needles indicate the degree of your satisfaction with the quality of a particular area, from 1 to 10, where 1 is completely dissatisfied and 10 is completely satisfied. Now on each spoke you need to put a point corresponding to your assessment of this sphere of yours. Next, we connect these points with arcs. And we look at the wheel that we got.

For example, something similar to this came out:

I would like to immediately draw your attention to the fact that the closer you are to the red sector, the more dangerous the situation and these are the areas that will need to be addressed first. Do not console yourself with the fact that not all areas are equally important; a imbalance in one will certainly have a very negative impact on all the others.

Goal setting methods

Some people (especially those who are hearing about goal setting for the first time) don’t know where to start. In fact, everything is simple: psychology has already invented universal methods of goal setting. All that's left is to use them.

So, let's look at popular goal setting methods:

1. SMART. This is an abbreviation of the English names of five elements: specificity, measurability, achievability, relevance, time limitation. That is, you determine what you want to achieve and over what period, how you will measure the result and how you will achieve the goal. And you also analyze how this goal relates to your true desires and needs at the present moment.
2. Brian Tracy method. Write 10 goals for the year. But formulate your sentences as if you have already achieved these goals. Feel each of them and choose one that will truly change your life. Write it on another sheet of paper and analyze only this goal using the SMART technique.
3. Goal tree. Consistently, orderly and clearly on a piece of paper, draw up a “portrait” of your goal in the form of a tree. That is, first write down or schematically define the main goal, then write down the tasks of the second level from it, from them - the third, fourth, etc. At the same time, you immediately assign the resources necessary to achieve each goal and subtask.
4. Method of G. Arkhangelsky. This technique helps in planning when the conditions for achieving a goal change periodically. That is, the method helps to adapt to changed external conditions and, no matter what, to reach the goal. The process of goal setting using Arkhangelsky’s technique involves determining the limits beyond which you will not go to achieve your goals. These are the areas, values, priorities with which the goal interacts. You need to formulate your goal so that it does not conflict with your life values ​​and beliefs. After this, break the goal not into subtasks, as in the SMART technique, but into levels of difficulty. In addition, define soft and hard objectives. The first can be completed within a certain period of time, and the second - by a strictly designated time. And, of course, determine the period for realizing the main goal.
5. Balance wheel. Draw a circle and randomly divide it into sectors with lines. One sector – one area of ​​your life. Determine for yourself how many there will be, what kind of spheres they are. Rate your achievements in each area on a 10-point scale. Connect all the marks with lines and paint over the resulting shape. A free field in each area is an area for your growth and goal setting.
6. Mind maps. On a piece of paper you draw up a diagram or drawing where you define the main goal, and on its basis you fix the goals of the second, third and subsequent levels. Continue dividing into levels until you reach tasks that can be done right now.

Goal setting training

Do you need to learn goal setting? Listen, you can’t even imagine how many cool, capable people don’t achieve their goals, mark time in one place for years only because they weren’t taught the basics of goal setting! I also continue to learn personal effectiveness through various areas of psychology and coaching.

There is a good Goal Setting course from Vikium, which allows you to independently study and practice time planning and goal setting. It consists of 6 lessons, practical recommendations, videos, graphic tasks and diagrams.

The course will allow you:

1. Learn to set goals.
2. Do much more in less time.
3. Arm yourself with positivity on the way to your goal.
4. Dream and make dreams come true.
5. Move forward.
6. Get inspired.

Cost – 1,490 rubles. The training format is distance learning, you can study at any convenient time.

Stages of goal setting

Let's look at the stages and rules, or the universal process of goal setting:

1. Determination of needs and motives. Find out what is valuable and meaningful to you, what gives you the strength to confidently move forward. Set yourself one specific goal.
2. Selection of goal setting techniques. You can try all the techniques discussed and adopt the one or those that suit you best.
3. The transition to drawing up a step-by-step plan for achieving the goal and its implementation.

Remember to always leave room for maneuver. Be prepared to make adjustments to the plan, keep several auxiliary tools in stock, allocate a little more time, effort and finances to realize the goal. Then no failures, difficulties, or unforeseen circumstances will unsettle you.

Goal setting technology

The goal must be achieved, which will distinguish it from empty dreams. If a person acts and achieves a goal, it means he didn’t just dream. To ensure that the goal is feasible, SMART technology is proposed, which checks the goal for realism and the ability to be achieved by a person who may exaggerate his own capabilities.

SMART:

• S – specific. A person sees it clearly and clearly, defines it. It has clear boundaries, shape, color, etc.
• M – measurable. The target can be determined by specific parameters, for example, by weight, shape, color, smell, etc.
• A – achievable. There are real examples of achieving such a goal. At the same time, it should not cause additional stress in a person, that is, it should ideally fit into the life of a person who will enjoy its occurrence.
• R – result-oriented. A person must feel certain results, see them, feel them.
• T – defined in time. A person must set a specific time frame for completing each action, as well as a date for achieving his goal.

go to top

Common mistakes in goal setting

When turning to goal setting, do not make other people’s mistakes (goal setting problems):

1. There is a lack of specifics. Either the deadlines have not been determined, or the qualitative and quantitative characteristics of measuring the result have not been established.
2. Unrealistic goals. For example, if a person sets a goal to lose 10 kg in a week, then most likely he will fail, and with it disappointment in himself and life in general. But losing 10 kg in two months is quite possible. Set realistic goals, do not create obviously losing conditions for yourself.
3. Priorities are not set. By grasping at everything at once, a person, as a rule, achieves nothing. The same applies to cases when a non-urgent and unimportant goal is mistakenly mistaken for an urgent and important one. Use the Eisenhower Matrix to prioritize.
4. No work plan. Taking an hour to develop a plan now will save you hours in the future. According to the plan, work proceeds faster and more efficiently.
5. There is no control and analysis. Identification and elimination of errors, correction of the plan due to changed conditions increase the efficiency of the entire process.

Goal setting as one of the components of educational activity.

Goal setting as one of the components of educational activity.

N.V. Bulasheva, geography teacher, Municipal Autonomous Educational Institution “Kutarbit Secondary School”

annotation

This article is devoted to the current problem of developing students’ ability to set goals. The author compares the concepts: goal setting and goal formation. The article highlights the main components of goal setting and groups of goals of participants in the educational process. Various aspects of the problem associated with the process of goal setting in the classroom are considered. Various methodological techniques have been proposed that allow students to develop the ability to accept the teacher’s goal and set goals for themselves. The materials in this article can be used by teachers when planning a modern lesson in order to develop students’ ability to set goals.

To exist successfully in modern society, a person must have regulatory actions, i.e. be able to set a specific goal for yourself, plan your life, predict possible situations. At school, students are taught to solve complex mathematical examples and problems, but are not helped in learning how to overcome life's problems. For example, now schoolchildren are concerned about the problem of passing the Unified State Exam. To do this, their parents hire tutors and spend time and money preparing for exams. At the same time, a student with the ability to independently organize his educational activities would be able to successfully prepare for exams. In order for this to happen, he must have formed regulatory UUDs, namely: the student must be able to correctly set a task for himself, adequately assess the level of his knowledge and skills, find the simplest way to solve the problem, etc. Regulatory actions include goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown.

In pedagogy, goal setting is the process of identifying the goals and objectives of the subjects of activity (teacher and student), presenting them to each other, agreeing and achieving them. It must be subjective and correspond to the planned result. The formation of educational activity involves students practicing each of its components. In the first place is the understanding and acceptance of the educational goal by students, that is, the processes of goal formation, which creates the student’s readiness for work and is most closely related to the formation of learning motives. Psychologists note that motives usually characterize educational activities as a whole, and goals characterize individual educational activities. This means that goals in themselves, without motives, do not determine educational activities. A motive creates a direction towards action, and the search and comprehension of a goal ensures the actual implementation of an action. The presence of goal setting skills is an indicator of the maturity of the student’s motivational sphere.

It is logical to distinguish the following components of goal formation: intellectual (the ability to distinguish a practical task from an educational one), motivational (the desire to master the methods), emotional (satisfaction from planning activities), volitional (showing persistence in achieving the goal). The psychological aspect of goal formation reveals two of its features: 1) goals are not invented - they are given in objective circumstances, the identification and awareness of goals is a long process of testing goals through action and filling them with substantive content; 2) specification of the goal, highlighting the conditions for its achievement.

A schoolchild, as a rule, is ready to accept the teacher’s goal, but does not know how to subordinate himself to the adult’s goal for a long time. Not everyone can compare the goal and their capabilities, so many failures in learning are due to the lack of this skill. In addition, goal formation processes do not always keep up with the increasingly complex tasks of educational activities. An important component of the goal-setting mechanism is assessment, which, in turn, relies on the action of control. The results of special studies have shown that for the majority, for example, younger schoolchildren, control as a special action is absent and is carried out by them in the form of involuntary attention.

“Researchers (V.V. Repkin, E.V. Zaika, etc.) believe that goal setting has at least two forms: independent determination of a goal during the performance of an activity (goal setting merges with goal implementation); defining a goal based on the requirements and tasks put forward by someone. In a real process, the second case is almost the leading one. The student most often redefines the goal set by the teacher, depending on what motives are his leading ones. That is why it is important that such motives turn out to be educational and cognitive (cognitive interest, the desire to discover a new way of action, etc.) - then the teacher’s goal will become his own goal.

So, the concept of “goal setting” includes the acceptance, retention of goals set by the teacher, and independent goal setting by students. “Goal setting” is a narrower concept, since it does not imply independent goal setting by students. Goal setting is a problem in the modern lesson.” [3]

What is the essence of the problem?

Often, the goal is replaced by the means of the lesson, a formal approach when setting a goal, and an overestimation of the goal: traditionally, a global goal is set in the lesson, i.e. a goal that cannot be achieved in one lesson. Diagnosis of the goal is not thought through, therefore, it is impossible to verify the achievement of the goal.

The teacher sets his own goals. Students do not set goals, so they may not be interested in the lesson.

At the same time, it is important to teach the child to set goals for himself. In different lessons, during the analysis of new material, when checking homework, it is advisable to first lead the child to understand the teacher’s goal, and then to independently set his own goals that have a personal meaning for him. We must strive to consistently work with him on setting different goals - close, promising, simple, complex, etc. An important condition for this is that they must be realistically achievable.

Only when the student understands the meaning of the learning task and accepts it as personally significant for him, will his activity become motivated and purposeful.

In order for a student to formulate and appropriate a goal, he must be confronted with a situation in which he will discover a deficiency in his knowledge and abilities. In this case, the goal will be perceived by him as a problem, which, being really objective, will appear to him as subjective. Goals should be sufficiently intense, achievable, conscious of students, promising and flexible, that is, responsive to changing conditions and opportunities for achieving them. But this is not a guarantee of high effectiveness of the lesson. It is still necessary to determine how and with what help they will be implemented.

Even the most perfect system of learning goals will be of little help to practice if the teacher does not have a correct idea of ​​the ways to achieve these goals through the activities of students and the sequence of their individual actions.

The ability to coordinate the goals of the subjects of activity (teacher and student) is one of the criteria of pedagogical mastery. At the same time, it is important to ensure that students understand and accept it as their own and significant for themselves. Traditionally, at the beginning of the lesson, the teacher named the topic and clearly stated the goal, which immediately implied a subject-object relationship in which the goal was, first of all, to gain knowledge.

The formation of students’ ability to accept a learning task is facilitated by the teacher’s use of a variety of tasks: 1) tasks are offered without questions; analysis of such tasks convinces children that activities can only be carried out when its purpose is clearly defined; 2) tasks are given in which the same educational material can be used to carry out various activities (make a table, put it on a contour map); 3) exercises are selected in which students are asked to reformulate the task in such a way that the learning goal becomes obvious.

Modern pedagogy requires the ability to recognize other goals. To do this, it is necessary to teach children to highlight the main thing, that is, to choose learning goals. What can be done to make the goal conscious?

In order for the teacher’s goals to become the goals of the students, it is necessary to use goal-setting techniques that the teacher chooses. We can suggest using well-known teaching techniques:

topic-question, work on the concept, bright spot situation, exception, conjecture, problem situation, grouping, leading dialogue, collect the word, exception, problem of the previous lesson.

The teacher can name the topic of the lesson and invite students to formulate a goal using goal setting techniques.

It is easy to notice that almost all goal-setting techniques are based on dialogue, so it is very important to correctly formulate questions and teach children not only to answer them, but also to come up with their own.

The goal must be written on the board. Then it is discussed, and it turns out that there may be more than one goal. Now you need to set tasks (this can be done through the actions that will be performed: read a textbook, take notes, listen to a report, make a table, write down the meanings of words, and so on). The tasks are also written on the board. Students are also encouraged to formulate their personal goals. At the end of the lesson, it is necessary to return to this recording and invite students not only to analyze what they managed to do in the lesson, but also to see whether they achieved the goal, and depending on this, homework is formulated.

The following groups of participant goals are possible:

·personal goals – understanding the goals of education; acquiring faith in yourself, in your potential; realization of specific individual abilities;

· subject goals – the formation of a positive attitude towards the subject being studied; knowledge of the basic concepts, phenomena and laws included in the topic being studied; developing skills to use simple instruments; solving standard or creative problems on the topic;

·creative goals – compiling a collection of tasks; writing a natural science treatise; design of a technical model; painting a picture;

·cognitive goals – knowledge of objects of the surrounding reality; studying ways to solve emerging problems; mastering the skills of working with primary sources; setting up an experiment; conducting experiments;

·organizational goals – mastering the skills of self-organization of educational activities; the ability to set goals and plan activities; development of group work skills, mastering discussion techniques.

Goals should be formulated in a form that allows the level of their achievement to be verified. Thus, formulations like: “to obtain systematized information about fractions” or “to form historical thinking in the student” are not goals, since they only set the direction of activity, but not its final result - the product of educational activity. On the contrary, goals such as “develop their own versions of the origin of fractions” or “offer to list historical events in their lives and argue for their historicity” set the final product of the participants’ activity, which can be diagnosed and assessed. Formulating a goal in the form of a final educational product is the most effective way of goal setting.

An important question is the correlation between the individual goals of students (among themselves) - “student-student”, as well as with the goals of the teacher “student-teacher”.

Types of tasks for students to set their own goals.

- formulate questions for two quotes.

-Select from the list of goals those that suit you.

The list of goals might look like this:

1) study the material of the modules;

2) form your own idea of ​​the proposed real educational object;

3) learn the basic concepts and laws of the topic;

4) prepare a report on one of the problems (specify);

5) prepare qualitatively for receiving credit for the course;

6) carry out independent research on the chosen topic (specify);

7) master methods of studying and explaining the phenomena being studied;

consider in depth specific issues of the topic (list them);

9) learn to perform experiments, work with instruments and technical means;

10) demonstrate and develop your abilities (name them);

11) organize your studies on the chosen topic: set achievable goals, draw up a realistic plan, implement it and evaluate your results;

12) learn to argue reasonedly while studying a topic;

13) prove and refute the teacher’s statements;

14) your own version of the goal

It is necessary to design the activities of the teacher and students in the goal.

Goal-setting techniques form the motive, the need for action. The student realizes himself as a subject of activity and his own life. The process of goal setting is a collective action, each student is a participant, an active figure, everyone feels like a creator of a common creation. Children learn to express their opinions, knowing that they will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.

It is this approach to goal setting that is effective and modern.

Bibliography:

1. Astvatsaturov G.O. Technology of lesson goal-setting: Methodological manual / Uchitel publishing house - Volgograd, 2008.

2.Gin A.A. Techniques of pedagogical technology: Freedom of choice. Openness. Activity. Feedback. Ideality: A Manual for Teachers. - 5th ed. - M.: Vita-Press, 2003. - 88 p.

3.Grebenyuk O.S., Grebenyuk T.B. Fundamentals of pedagogy of individuality: Proc. allowance / Kaliningrad. state univ. - Kaliningrad, 2000.- 572 p.

My goal setting experience

In my life I use a universal goal-setting algorithm:

1. Selection of main goals.
2. Determining the resources needed to achieve them. This includes my knowledge, abilities, skills, capabilities. At the same stage, I develop a plan to obtain some tools, if I don’t have them yet, but potentially I can acquire them.
3. Search for motivation, development of a system of rewards and punishments. Keeping a diary helps me (you can just make short notes about what has already been done). It’s convenient to go back, see how much has been covered, and be inspired by it.
4. Identification of specific problems and subtasks. These are steps towards achieving your goal.
5. Presentation of the result. This can also be used as motivation. Imagine how your life will change, what you will gain when you achieve your goal. If your transformation can somehow be visualized on paper, then do it. For example, if your goal is to lose 10 kg, then you can edit your photo in Photoshop and print it. Or if you want to go back to your previous weight, you can keep an old photo of yourself visible.
6. Implementation of plans. This is the main and longest stage, where motivation and self-control will help.

In my life I am guided by this plan. For example, it helped me lose weight. Then an example of a goal setting algorithm looked like this:

• first I determined how much and over what period of time I wanted to lose weight;
• then I decided on a correction plan (physical activity and proper nutrition);
• divided these elements into even smaller tasks (for example, what kind of activity, how many times a week);
• identified control tools - in my case it was not so much the number on the scales, but the volumes and subjective perception of my reflection in the mirror, although the number on the scales was in my mind (no goals are set without specifics);
• etc.

The effectiveness of goal setting depends on how much you are willing to control the process, admit mistakes and work on them, and adjust the strategy depending on changing conditions.

Planning and goal setting

The most important things for an individual who strives to achieve success in life are planning and goal setting. After all, achieving a goal means winning. Successful subjects win, unsuccessful ones try to win. This is the significant difference between purposeful and non-purposeful actions. First of all, goal setting is a goal that needs to be achieved. It follows from needs, acquires motivation, and then work directly on achievement occurs.

The need for goal setting and the formation of plans for the implementation of such goal setting is a basic need of the individual, distinguishing man and society from animals.

An individual’s happiness and satisfaction with life depend on competent goal setting.

Luck is a process characterized by a pattern, and it begins with making a plan. Success can be achieved much faster if there is a strategic plan. In personal strategic planning, goal setting reveals its potential most fully.

Strategic subjective planning contributes to:

• determining the most important directions, finding the purpose and meaning of life;

• making positive decisions and improving the future;

• concentrating efforts on what is truly important;

• achieving the highest results in the shortest possible time;

• a significant increase in the level of productivity of one’s own actions;

• enjoying greater balance, freedom and money;

• eliminating fear, anxiety, uncertainty and doubt;

• more effective use of your own skills and developments;

• increasing overall peace of mind and quality of life;

• more production, which ultimately leads to greater results.

Strategic goal setting is based on the fact that the lives of individuals cannot go according to plan if the plan itself does not exist.

The process of goal setting is inextricably linked with the hierarchy of needs. Maslow's hierarchy of needs was created without taking into account the breakdown according to the levels of its probabilistic implementation. The very needs of the individual are expressed in general forms and only in a specific internal relationship. It follows that satisfying a need at one level can completely close the issue of this need. This means that this need will not receive any further development. The movement is directed from satisfying the needs of one level to another. That is, the satisfaction of material needs precedes the need for personal development. However, as practice shows, the satisfaction of one material need entails the emergence of other material needs, and does not necessarily give rise to the need for development.

Thus, Maslow’s pyramid can be viewed from the perspective of a dual direction of movement, i.e. satisfying the needs of one level subsequently leads to movement in two directions: satisfying the needs of the same level or satisfying the needs of the next level.

It is this two-directional movement that is at the basis of goal setting - establishing what needs to be done and planning.

In this case, goal setting implies the implementation of two tasks. The first is to close the current level of the pyramid and move to the next higher level. The second is to move to a need located at a similar level of the next pyramid.

The same situation is with planning: what should be done to move to the next level, and what actions need to be performed in order to move to the same level of the next pyramid.

Strategic planning is a systematic, consistent and logical process, which is based on rational (reasonable) thinking. Along with this, it also represents the art of forecasting, choosing alternative solutions and research.

Generalized goal setting, depending on the levels of the pyramid, involves clarification by a certain person of his own tasks at the corresponding levels. For goal setting, the specification of individual actions and movement planning are implemented.