<!-- Start of picture text --> L ‘Check to confirm if it is a Treatment 1 school. VERY IMPORTANT<br>2 Give a summary of the exercise to the class teacher and ask for their assistance in carrying it out with the Form 2<br>stadents.them" You can say: “We are doing a short exercise about student motivations and discussing personal goais with<br>3.- theGathersurvey.all studentsEstablish intoa therelaxedclassroomenvironmentand ask themwhere to students take a seat. Thankare not affaidthe studentsof speakingfor theirup andtime askingafter the testquestions.and<br>Adiiress the entire class about the importance of setting goals and achieving them You can use the following script:<br>importance“Thank you of so settingmuch forgoal:your andtimetarget: and patience. and strivingHopetoward:you enjoyedachievingyour thesesodas. targets.We wouldSett l i ngke togoai:talkis10a fmdamentalyou about the<br>‘Reapcomponentyou motivatedto long-termwhen success.you feel Goalslike giving help upyou focus and allocateyour time and resources efficiently, and they can<br>‘4, Tntvoduce the concept of Personal Best targets to students. You can say “When serting target: or goals for yourself it<br>is important to make sure that the target iz your personal be:t. For example, if you cored 85 out of 100 in your test,<br>‘that means that you are capabie af performing that well. Now when you set a goal for yourself for next year. should<br>‘pushit beio more thanyourself to85score or less?higher.Yes, This it shouldhigherbe scoremore.will beBecauseyouryouPersonal have onceBezt,achieved meaning85 itout isofsomething 100, it meansyou youhaveshouldyet 10<br>L Ask students to stand up from their seat Tell the students to stand up and reach for the ceiling as high as they can. As<br>* they are reaching. say, “Now reach three inches higher.” As students push themselves to reach higher, say, “Jthougir<br>‘you were already reaching az high a: you could. Where did you get the extra three inche:?” Have the students sit<br>‘down and respond to you about the folowing question “Whar is the difference between doing a good job and doing<br>‘your personal best?” Take answers from 1 or 2 stadents. Ifno one answers, say: “When you do your personal best, it<br>4 even better than good. Ir iz the best that you are capable of doing”<br>to<br>3, Tint the first page ofthe questionnaire. You can say: “We now want you to think about what you want to Be when<br>* you grow up. Write this down on the sheet we provided you. [4fter 2 minutes] Make sure no one has any questions.<br>“Now we want you to think about how the knowledge of Math can heip you become better at this profession. You can<br>write as many things as you can think of, and they may be very smail reasons. For example a carpenter needs to be<br>good at Math to take accurate measurement: ” Ask the teacher to go around the class and see if anyone is struggling<br>to answerthe question,<br>4, | Moving on to the goal setting questions: “We now want you to think about how weil you think you performed on the<br>Math test you just took. The Math test had 20 questions so it was out of 20 marks. Think about how many questions<br>You think you got right, and that should be your final score. Be az honest as possible. These scores will not be shared<br>‘with your teachers or peers. Now we would lize you to think about the exercise we did in trying to touch the ceiling,<br>and how you pushed yourseif to reach even higher after you set a higher goal for yourself. Think about how you smady<br>for‘yourzelf,your MathYou canclass do thisand bytest, first andlooking comeatuphowwithwellway: you thinkof improvingyou performedyourselfontotheachieveMath testan thateven youhigherjust targettook, andfor<br><!-- End of picture text -->

<!-- Start of picture text --> ‘set a personal best (PB) target for next year's Math test which will be very similar to this test. Your personal best<br>‘score should also be out of 10°.<br>5. Once the students have written down their Personal Best target/goals in Math. ask the class teacher to go over each<br>- theirstudent strengthsand check to ifcome thetotargetsa more reasonableare reasonable.goalIfto not, theachieve teachersfor them should spend time with the student and go over<br>¢, Forthe Math final question, say: “Now in the next question, write down what you cored in your Form I Math final<br>school exam. The exam that you took was out of 100 marks. If you don’t remember exactly what you scored, give an<br>‘estimate, and we will check with your teachers”<br>1 ‘Now ask students to fill out the rest of the questionnaire and let you know if they have any questions.<br>3, Collect the students goal setting questionnaires. Before you finish say: “It is important that you remember your PB<br>‘target score (out of 20) for any upcoming mathematics exams. Now that you have set this PB target, we encourage<br>‘you to remember this target as you prepare for your exams, since these tests will help you achieve your target score<br>in the newt math test. During the school year, we will periodically go over the goals you set today, and see where you<br>stand in your challenge to achieve them by the end of the year TM<br>9. ‘Thank the students and excuse them<br>0, Ask teachers to put up the poster in the classroom or school as a reminder to the students. Encourage teacher to sive<br><!-- End of picture text --> <!-- Start of picture text --> 1 Check to confirmif it is a Treatment 2 school. VERY IMPORTANT<br>2 Give a summary of the exercise to the class teacher, and ask for their assistance in carrying it out with the Form<br>7 2 students. You can say: “We are encouraging students to set higher goals for themselves. We want them to<br>think about their score in last year’s Math exam and set a personal best target for next year that is higher than<br>that score. We will then track their performance to observe if it actually does improve. At the end of the year,<br>those that meet their goals will be awarded at a grand ceremony at school.”<br>3, Camry out steps 2-8 same as that for Treatment 1 school<br>4 Collect the students goal setting questionnaires. Before you finish say: “It is important that you remember your<br>"PB target score for any upcoming mathematics exams. Now that you have set this PB target, we encourage you<br>to remember this target as you prepare for your exams, since these tests will help you achieve your target score<br>in the math final exam. During the school year, we will periodically go over the goals you set today, and see<br>where you stand in your challenge to achieve them by the end of the year. At the end of the school year,<br>students who meet their target will receive a certificate of recognition to be rewarded at a grand ceremony<br>in the presence of their teachers, school peers, and some role models. Those that exceed their goals will<br>receive a medal of “outstanding performance” at the ceremony, and those that don’t meet their target<br>‘will not receive any awards.”<br>=, _Thank the students and excuse them.<br>6 Ask teachers to put up the poster in the classroom or school as a reminder to the students. Encourage teacher to<br>° give reminders to students about their goal setting every month.<br><!-- End of picture text -->