Hi Pam,
From your comments it sounds like you are doing a great job of keeping your students informed of expectations, deadlines, and requirements. As human beings we seem to always need reminders of what we need to be doing and how we can hit deadlines. One suggestion I would make is you develop a number of creative reminders that can be shared with the students. I have used floating Power Point reminders that are on the screen before class and they “float†or scroll for 5 minutes before class starts. Another successful technique is to use cartoons that remind the students of what they need to be doing or what is upcoming. I know we are dealing with adults, but adults like to have fun just as much as children, plus it is a technique that is an attention getter.
The key is to keep reminding the students of expectations in such a way that they don't know they are being reminded. Ironic isn't it we want to be reminded, but not nagged about what we are suppose to do. This is the fine line instructors must tread as they work with their students.
Gary
Hi Gary,
Instructors should schedule orientation for the new beginging students with clear presentation of the syllabus as well as policy and procedures for the classroom so that there can be no misconceptions of what is expected of the course and How it is going to be presented in what different formats. Students can also be given a chance for feedback.
Having students sign the Class Rules and explaining the grading process is a good way to get the students started in the right direction.
K Malhotra
I try to place myself in the shoes of the student. I ask myself "What information do I need to be successful in this course?" I then make every effort to convey the necessary information to the students, in a timely and understandable format. On the first day of class, I review the course syllabus with them, which details important information regarding resources/texts used, and quiz/test format, grading and scheduling and expected behaviors, course objectives, and finally a daily schedule. At the beginning of each class session I review what will be covered that day. At the end of each class session, I review what will be covered the following day. I remind the class ahead of time of any upcoming tests or quizzes, and any report deadlines. And finally, I make myself available to answer any questions or hear concerns before and after class.
Hi,
Good job with making the expectations clear. It is amazing to me how as the course progresses and the projects/assignments become due how the level of “misunderstanding†increases. When the students hear and become aware of the assignments at the beginning they really don't in many cases digest what is really being required, but later on they start seeing the big picture in terms of needed completions. Anything you can do to reinforce the course requirements needs to be done. I use constant reminders of what deadlines are coming up and how the assignments fit into their learning paths. As the old saying goes “Repetition to be retained has to be repeated over and over againâ€. The key is to make the repetition presentations in such a way as they appear to be new and refreshing in order to capture the attention of the students and reinforce that nothing new has been added to the requirements, just reminding them of what they must do.
Gary
Hi Gary,
To facilitate an understanding from my students I present them with a syllabus on the first day of class. I also include my expectations on a monthly basis.
I have my students write a paragraph explaining the expectations as well as a small paragraph on why they chose this field?
J Kanso
Hi Diab,
You made several very important points about being clear on your expectations for students in your classes. You have to make sure there are no misunderstandings in terms of outcomes. One suggestion I would make is that you can solicit input from your students concerning expectations, assignments, projects, etc. through the use of anonymous student feedback. I hand out 3x5 cards and have the students respond to specific questions I ask them about expectations, etc. I have found that this is an excellent way for me to know exactly where my students are in terms of understanding what I expect from them. By being anonymous, the students give their opinions freely and I am able clarify any misconceptions that exist.
The role model aspect is critical. Students can only model what they see be it good or bad. Instructors have to set the example for the field in which they are preparing students.
Gary
You can facilitate an understanding from your students by presenting and explaining the course requirements (syllabus) at the beginning of the course thoroughly. This will help the students recognize what is expected from them throughout the course.
Be a role model, lead the classroom by setting good examples through your actions, conducts, speech, honesty and fairness.
Diab
Hi Loree,
Right on! You have laid out the steps to follow to keep student misunderstandings to a minimum. As you mention, not only though explanation of expectations but through examples as well you reduce student confusion.
Reinforce, reinforce, reinforce. Students have a tendency to do three things with information. Delete it, distort it, or generalize to it. As an instructor you want the students to generalize to it, so you have to have effective ways of moving through the deletion and distortion phases. By having it written, explaining it, and then giving examples of expectations you will go far in reducing confusion.
The key point of soliciting student feedback is a good one. Student explanations will give you a clear picture of where your students are. Another way of getting student feedback is through the use of 3x5 cards. The students can put down their understanding of the assignments, projects, and requirements and hand them into you. Since the comments are anonymous you get candid feedback that will help you in your planning.
Gary
Expectations should be clearly and effectively pointed out on the first day you and the students are introduced. This should be outlined and explained, always, allowing time for questions. My job is to continue to emphasize the importance of getting an underestanding by providng examples and/or allowing time for them to provide feedback of their understanding. This should be on my "To do List" each class session-making sure all is understood.
Another way is to put in writing my expectations as a handout to all students. Each expectation may require different standards, but each needs to be understood by all. I will also make sure I am accessible after class in order to answer questions of the shy and introverted ones.
At the end of every assignmeent I will repeat and ask for feedback or request several students to explain their understanding of what has been previously conveyed.
Lily,
By developing trust and giving respect the very first day of class you will have a head start on the course. In addition, by being well organized and giving the specific course requirements clearly and accurately you will reduce much of the wonderment on the part of your students. Some wonderment is to be expected just by being in the class the very first day, but the students should leave knowing exactly what is expected of them.
Gary
From this section of the course I learned how important it is to prepare well for the first day/initial meeting with your students. The first day is the day to convey to your students just how much you want them to achieve and learn for themselves, as well as the fact that you as an instructor only wants what is best for them and their futures. Sincerity and trust are key components of the 3M's.
Hi Ann,
Again you are correct about expectations. Consistency is the key. Explain expectations, teach to the expectations, test to the expectations, and then illustrate to the students how they achieved the expectations and you will have achieved your goal of helping students achieve their career goals.
Gary
Hi Carol,
Right you are about being clear in your expectations for your students. No one likes surprises unless they are presents. When a student is working hard to achieve a certain level of success in a course and is thrown a curve in terms of expectations or additions to what was shared as being expectations then the learning curve starts to change. Instructors that constantly change requirements will soon find themselves with a rebellion on their hands and when this happens no one wins.
Gary
Explain in detail the first day, both vocally and in print, the game plan for expectations. If anyone is absent, review it the first time the absentees show up. Then, stick to it, come hurricaine, tornado, snowstorm, sandstorm, terrorist attacks, network failures, or the second coming of Christ. Don't waver.
In order to facilitate an understanding on the part of students as to the expectations of the course, it is necessary to succinctly articulate couse content, outcomes expectations, and class/school policies and procedures. The more students know about expectations and requirements the more prepared they will be to perform to an acceptable level. Handouts developed with the instructor's expections along with a discussion of the topics on the first day of class will help to establish the classroom climate and expectations for the remainder of the term.
Hi Larry
You have captured the essence of how to create student comfort in the classroom setting. By giving them the requirements and then helping them meet the requirements you will be doing what you are suppose to do as an instructor, help students learn.
Consistency is the by word of instruction. Enough cannot be said about this, but often it is forgotten and instructors find themselves in difficult situations that could have be avoided by simple following through with what they said they would do.
Gary
Hi Andrew,
You have captured the essence of how to create student comfort in the classroom setting. By giving them the requirements and then helping them meet the requirements you will be doing what you are suppose to do as an instructor, help students learn.
Consistency is the by word of instruction. Enough cannot be said about this, but often it is forgotten and instructors find themselves in difficult situations that could have be avoided by simple following through with what they said they would do.
Gary
Making sure that your students understand what is expected of them is an extremely important aspect of successful teaching. An appropriate course syllabus is important, but more must be done. You need to explain clearly what you expect in addition to the obvious things which are stated on the syllabus. For example, I teach many of the legal classes by asking questions of the students. Their responses are then discussed and comments are solicited from the class. This is an important part of the learning process and I expect all students to participate in these class discussions. It is very important that I explain my expectations the very first day of class. If this is not done, students are uncomfortable and will feel that they have been tricked or mislead. Knowing what is expected and what will happen in class puts students at ease. They are more receptive to learning. Surprises and uncertainty create anxiety and make learning more difficult.
Once the mission of the class is defined, presenting it in written form (syllabus), dicsussing it and operating form it makes the student more comfortable in that they know exactly how to prepare for each event. The most upsetting factor to a student is unpredictability. Likewise, the instructor must then adhere to the syllabus and execute it as closely as published to maintain the students trust.
Hi Keith,
By making the requirements of the course clear and carefully explaining your expectations for student performance at the very beginning of the course will help both you and the students to get off on the right foot from the start. There is enough confusion for students just getting settled into the course without them worrying about what the instructor really wants. Make it simple, make it clear and you will do well.
Gary
