“Goal setting is deeply implicated in any expression of agency, for example, in expressing agency, students set goals based on their conceptions of self and vision of themselves in the future; youth act based on their goals for change, and they reflect on their progress toward their goal and modify these goals as necessary. An essential part of developing agency is recognizing and articulating one’s unconscious goals, defining conscious aspirations, resolving conflicts between competing beliefs, and acting in a way that aligns with one’s most valued intentions. ”

Basu, S. J. (2008). Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom. Science Education. pp. 255 

I chose this passage from Basu because I think there is a lot of power in giving space for students to create goals for themselves and then continually checking in with them about their progress. Adolescents can be such a confusing time. You’re changing and you’re friends are changing, both physically and mentally. Sometimes for adolescents I think it’s often  unclear to decipher what they really want when they are being sent all different messages about what they should want for themselves. I think we can help students have agency and feel more in control of their lives by goal setting as Basu writes about. I think this is also a great way for teachers to check in with students and build relational trust. In the article, Basu explains how the student named Grant had the goal, or the desire “to change his identity at school from one of a troublemaker to that of a leader and scholar.” If a teacher new this goal of Grant they one, would not only know him better, but two, could help him in this goal. Maybe Grant needs help developing skills of organization and studying. Or perhaps, as was the case  in the article, Grant needed a school project that he could get excited about – such as a physics project connected to his vision of himself as a mechanical engineer. If we know the goals and hopes of our students we can more easily make class relevant to them and help them stay engaged. I know we have a lot of language educators in this course, so maybe if there was a student like Grant in say your French class, as assignment could be to explore the French contributions to mechanical engineering. I think this would not only engage Grant, but show that you care about who he is as a person and value his vision for his future.