I have used a pretest to prepare students for the format of tests to follow and as a prep for the difficulty of the course.
Hi Wendy,
You make a key point about feedback. Feedback that is immediate and comprehensive is essential to keep students progressing. This is how they grow and gain confidence in their skills.
Gary
Hi Pat,
You are right about not being able to assume that when a message is sent it is received. Students need constant reminders of deadlines and assignment requirements. It is part of what we do, meaning keeping the reminders flowing so they complete their work.
Gary
Along with an assignment sheet, which I go over together with them in class, I include a rubric type of list of three to five things they need to make sure they address in the assignment. Each item in the list includes a detailed description of what I am going to be looking for.
Setting expectations at the start of a course is essential in aiding the students to be successful. Expectations should be outlined in the syllabus. Once students have begun submitting assignments it's vital to provide timely and constructive feedback. Even if a student is not performing well, positive, directive feedback can be encouraging as well as helpful.
On the first day of class, I give them the syllabus. I also give them a Class Addendum in which I list that I exepect of them. This includes my policy on late work, absences and cheating.
The first class meeting is the key to a successful course. I take my time in introductions, syllabus review, course assessments and expectations. Too many instructors are in a hurry to start imparting knowledge and this will come back to haunt them if they haven't addressed eveything that can and will occur in class
I have found over the last two years that in some of my more entry level classes, I will need to institute an acknowledgement form. I get frustrated with students claiming they "forgot" or "didn't know" about an assignment, etc.
Unfortunately, I think each new class I have gets the brunt of my frustration from the previous quarter as I get more strict about certain things. I can't assume that just because my students are adults that they will be reading and understanding the syllabus.
Dave,
That is an interesting concept. If I understand you correctly, you have them post the grades after you hand back their assginments.
Do you find that most students participate in this or do they wait till near the end of the quarter and then say, Oh I did not realize I had not handed in such and such and could I do that now?
First by going over the syllabus and then the learning activites we will be doing for the next 28 days,make sure they know when there test days our how i set up groups and what time they must be done every day
Hi Dawn,
Good plan for getting students comfortable with the new class, each other and you. This way they will be ready for the next class meeting and not be worried about expectations since they will know what they are.
Gary
Hi Paul,
What a great day one. When you begin with Success as a goal where are you going to go from there but to more success. Talk about setting the tone for the class. This is great and I know is inspirational for your students.
Gary
Hi Matthew,
Good point about how to keep the syllabus a part of the class. By using it and referring to it students start to see the value of it as a map.
Gary
What methods or techniques do you use to make sure that your students understand what you expect of them?
I actually use many of the suggested methods presented in this course. I always call role and go over the syllabus. I introduce myself and give them my professional background information and then play a game to get to know each other. I have everyone tell the class three things about themselves, two of these things are true and one is a lie. The class has to guess what the lie is. This generally gets them laughing, comfortable and familiar with each other. I use this time to memorize their names and associate these items with who they are. I know everyone's name before they leave on the first day.
All of my expectations are clearly spelled out on the syllabus and I usually give them past examples of situations that have occured to help them to remember the policies.
I am not afraid to spend a good chunk of that first meeting time on going over expectation of the course and getting to know one another. I think if you rush through the expectations of the course and jump right into the material, you may loose some of the students because they may feel unsure or confused.
Hi Dave,
Great example of what the students are learning but they are using it personally as well. That really does make it real. Thanks so much for sharing this method.
Gary
Hi Mike,
The use of the examples and the employment opportunities is a great way to show the students their future. This is where they are now and this is where they can be upon completion of their training.
Gary
Hi Janet,
Great! This is how you can increase the expectations of students and get them focused on what is going to come in the course.
Gary
I divide my Day 1 activities into four sections.
The first is "Success" where I explain to the students what knowledge and skills that they can obtain in that course.
The second section is "Background" which is where I discuss my background, qualifications and experience. The students share their backgrounds at this time also.
The third section is "Assessments" where the syllablus, grading and assessments are discussed.
The fourth and last section is "Professionalism" which is where class room and school rules and policies are discussed.
By the end of the first day the students should know who I am, what I believe in, how they should act, how to behave, what is expected from them and what they can achieve. The goal from Day One is "Success".
i ask them if they get it, and have them explain it back to me
