It is one of the key characteristic in becoming successful. Setting goals and objectives for instructional processes are like shaping the destiny of the students. However, one major prerequisite is that the goals are rationale and achievable. Lousy and unattainable goals can be de-motivating as well as leading to lousy output from students.
Teachers need to set objectives and review their instructional methodology to have a clear idea of where to lead the students. One of the factors which are not attended to most frequently while setting goals is student assessment. If instructional goals are too specific it might hinder their learning and compel students to ask again and again and hence spoon fed. When students have personalized learning objectives they might as well reciprocate and try their best to achieve them.
As mentioned earlier, goals must be achievable. When students see such a goal they are likely to take it up as a challenge. This might include stretching old limits but since the reward or the sense of accomplishment is strong, students try their best to achieve it. When they know their effort or hard work would not go to waste, and rather it will be appreciated.
If the teacher evaluates and measures each student’s progress quantitatively, students reciprocate it with greater improvement the next time as the evaluation is now “measurable”. A huge amount of autonomy can be bad for the students. Similarly, a lot of dependency can be even worse and students then simply follow instructions. And an “instruct-follow” cycle forms which can also be termed as spoon feeding yields less or absolutely no reciprocal as it is not mutual because the student is simply following the instructions.
2. Mc Keachie indicates that most of students learning occurs outside of the classroom through assignments that encourage students to practice and/or apply the course information. Given the vast amounts of information in our society, this seems