Each and every class I cover the sylabus in it's entirety. I tell the students what they should expect from the class ansd what I expect from them.
To me this is a very inportant step. The studsents must know what is expected of them on day one. This eliminates any gray area between the students and the instructor. Students will have a tendency to use this gray area when ever possable. If their is a grade involved the situation can be more problematic. So in my opinion there should be a black and white copy that the students sign for that also explains the expectations. The instructor still needs to cover it.
Hi Michael,
Great way to start a class off with a lot of good information and the course requirements. This helps to keep the mystery out of the course. With your ice breaker how do the students respond to the ice breaker sheet you hand out? Is it individually, small groups or does the entire class work through the sheet?
Thanks.
Gary
Hi Trudy,
Good point about the ongoing reminders about where they should be with their work and deadlines. Even though given students need ongoing reminders of such things to keep them up to date with the course.
Gary
Hi Kristine,
Your last line in the forum response says it all. Not wanting students to be confused about how they will be graded. Learning is hard enough and there will be enough questions about how to do the assignments that the students don't need to be fretting about how their grades will be calculated.
Gary
On the frst day of class I make sure that I have an up-to-date roster of the students that will be attending my class with respect to each section. I handout an "ice breaker" sheet which includes several general questions and then I proceed to answer the questions first beginning with me introducing myself. I discuss my accessibility as well as the attendance policy of the university. I cover the master course syllabus and addendum from cover to cover, stopping for questions after each section; the syllabus includes the overview of the course as well as the course goals and objectives. the student expectations, and the basis for evaluation. At the first class session I review what I have titled "Preface Remarks--Creating an Effective Classroom Climate" I also run off and handout the glossary of terms and their definitions for chapter 1 of the text. We then begin a brief review of chapter 1 in their textbook.
Great idea to bring in student work the first day!
Review syllabus in detail which states amoung other things exactly what is expected of them and what they in turn can expect from me.I consistantly remind them throughout the course to help keep them on track.
I give a syllabus and an addendum. These clearly print out how the class is run. We go through this documents and then we bring them up again the following time we meet. I also do reminders of the syllabus throughout the term in e mails and powerpoint presentations. I never want anyone to be confused on how their grade is calculated.
Hi Christina,
Good job of helping your instructors with their professional development. This way both the instructors and the students are will become excited about learning.
Gary
Hi Shannon,
Yes, you are. Make the first class meeting an informative one as well as one that sets the stage for the upcoming lessons that are going to follow. This will help the students to become invested in the course.
Gary
Syllabus, addendum, class policy that we constrcut interactively (creates greater buy in), ice breakers and research paper milestone chart.
In addition to all of the points in the course (which all of our instructors are trained to use) it is important that they not go away with informaion oveload. I tell instructors to take their time in going over the policies, syallbus, addendum to the syllabus, etc. Send the message of welcome and excitement about learning.
If a research paper is part of the course introduce that on the first day to get past the fear surrounding it. Show that by having milestone deadlines it will be managed in nice easy steps. Get students excited about research and discovery!
I introduce myself and tell them which class they are in, and then go through the syllabus. It sounds like I am on the right track, because I do almost exactly what this section was discussing.
Hi Edward,
Great examples of how to get the class off to a good start. Your students should be very comfortable with the expectations and requirements by the time they finish the first class.
Gary
On the first day of class I do several things in addition to what was discussed in the module:
1. I try to bring examples of completed student work/projects for them to see so they may have a clearer sense of my expectations.
2. I access our student portal website and demonstrate how to access the resources I have posted for them for their specific class.
3. If time allows, and it is appropriate to the class, I may walk the students through a brief refresher on how to use our school's electronic library to their advantage.
Hi Lori,
You mentioned that when you notice a student falling behind you have gotten in touch with them to learn of their situation. How has the response to this effort been from the students? Do they appreciate the effort you are putting forth to contact them?
Gary
I am currently teaching my first course. I am teaching online, so the learning environment is a little different than being face-to-face in the classroom. I have provided a syllabus and an addendum for students. I have also communicated with them via email and voice messages to keep them up to date on my expectations each week. If I have noticed students falling behind, I have gotten in touch with them to find out their situation.
Hi Kirstin,
Way to bring the students into the course setting by having them engage in the discussion. The exchange of information will really help with getting them comfortable with each other.
Gary
Hi Kathleen,
Great way to cover the total aspects of the course while giving the students contact support for when they have questions. The feedback you get will really help you with modifying the course to meet the needs of your students.
Gary
