5. Exploring Goals With a Learner

Now they know a little more about their personality, values, skills and interests and they have talked a little about their dreams for the future, it may be possible to better describe a goal that they would like to work towards.

There are different kinds of goals. It may be useful to think first about the different kinds.

Some might be goals of independence or more personal. Others may be linked to learning and education. Or a learner might have a work-related goal.

You could structure a series of tutoring sessions around topics related to possible goals:

  1. Draw a mind map of ‘how you spend you time’?
  2. Read a story or text about housing, budgets, or health? Write about issues that concern you? Things you’d like to change.
  3. Play a shopping game – write lists, play bingo, read grocery store flyers – talk about shopping habits – good and bad.
  4. Explore different education websites – what courses are on offer, what looks interesting, what would be challenging.
  5. Read texts about careers/jobs or do some interactive checklists on job and career interests.
  6. Check out the resources on on the resource hub: https://literacyunlimited-resourcehub.ca/resources/other-literacy-skills/ or in the Goals section: https://literacyunlimited-resourcehub.ca/resources/learner-goals/
  7. The “A Dream that Walks” resource has a section full of work sheets and questions that you can use with your learner. Invite Steph into your breakout room if you want her to show you the worksheets.

Through activities like this, your learner may be able to describe areas of their lives they are happy with and areas that they would like to change. There are lots of resources

As possible goals emerge, encourage your learner to keep a note of them – journals or notebooks might be a great tool to introduce.

Brainstorm with your partner different goals that you and your learner might have in the three categories: Personal/Independence, Learning/Education, and Work/Job.

Use the whiteboard or chat in Zoom to record your ideas.

Compare your list with the one on the next tab.

Personal/Independence: Join a club, open a bank account, do the grocery shopping, find a doctor, write a Will, buy a house, use the bus

Learning/education: learn to use a tablet, improve my reading, complete a high school diploma, take a french course, register on a hairdressing course/apprenticeship.

Work: Apply for a promotion, find a job that I will enjoy and be good at, apply for a new job.

Think about one goal that you have discussed. Ask yourselves:

  1. Is it clear what the goal is?
  2. Is it clear how much time it will take to achieve it?
  3. Is it a reachable goal?
  4. Will it be clear when this goal has been reached – how?
  5. How will reaching this goal benefit the person?
  6. Does the goal reflect the person’s interests, skills and strengths?

Re-write (or describe the goal) if necessary.

Through this kind of ongoing process, goals can emerge and be developed. Once your learner has set their goal, you can now talk about how you, as a tutor, can support them. You can also discuss what other resources and support your learner will need beyond your tutoring session.

Scroll to Top