I like to ask question abou the students expectionas after i review them. I will go around the room and have an open discussion on expections & will reviwe the ones that were missed.I have office hours so the student came come talk to me one on one if they still do not understand.
Use of powerpoint with rules followed by pictures depicting do's and dont's are reviewed with students. Rules are enforced so other students realize tolerance of rules.
In addition to posting expectations in the syllabus, I write "today we will cover..." on the side board so that students have a brief outline of the activities and expectations for the day. Also, I give students feedback on how many points they need to earn an "A", "B", etc about every other week (there are only 5 weeks in our modules), so that students do not get off track and they are able to know where they need to improve in order to raise their grade.
If my expectations are clear from the very beginning, I find that both myself and my students have a much more enjoyable experience in the classroom. For example, one of the expectations I set in the beginning of the course is in regards to their similarity score on assignments. I expect that my students are submitting original work, and tell them via email, a classroom announcement, and in both Unit 1 Live Chats that I expect the similarity score on their assignments to be below 24%. I tell them they will receive a 0 if their similarity score is above a 24%. I didn't used to do this, and I found myself having to answer a lot of questions and clarify my similarity score expectations. If I had just made the expectation perfectly clear from the beginning, students would not even SUBMIT assignments with a similarity score above 24%. Now, when I am being absolutely clear about my policy, most students adhere to it from the very beginning of class. So, the technique I used most to ensure students understand my expectations is clear, concise communication from the first day of class.
I agree. I give out detailed descriptions of all assignments.
I give a lot of handouts as well. This seems to reinforce the information that we have already gone over previously.
Michael I agree with you. I usually keep to the time line in the syllabus but there is usually some reason or another that I cannot keep to the due dates. One of those reasons is whether or not there are breaks in class meetings or not such as the school closing due to the weather or a holiday that I did not take into consideration.
1) I use repetition of my message and I reference the class Syllabus or textbook to help students understand my expectations of them in class.
I give a written copy of my class rules and my expectations on the first day. I go over them one by one with the students and then I have then to sign the sheet and turn them back in. I also give a copy back so that they have a constant reminder of what the expeactations are.
Prior to the first day of class the assignment sheet is posted on the student portal. Along with the assignmnets is the instructor contact information.
The first day of class I hand out the syllabus and it is gone over thoroughly. I ask for questions or concerns. I also write on the board my contact information and what is going to be discussed the first day. If it is new students there will be a "meet'n'greet". For returnig students a brief conversation of the past week's events or a news tidbit, etc. Then it is down to the lecture at hand.
I discuss my expections from day one. I also remind them at the beginning of each class what I expect for that day. The main thing is to be consistent in your approach.
My first day of class I am very firm yet friendly and approachable with my students. I stand on policies procedures and my expectations and do not bend. I would still have students try to bend the rules but I would not accept it which also showed positive modeling for the rest of the class.
Hi Paula,
Good strategy. The time spent at the beginning will be well worth in as you build the knowledge base of your students. They will know what the expectations are and can create individual success plans for themselves as a result.
Gary
I have to agree patience is most important. Patience and understanding that not everyone learns at the same speed nor can they all retain what we have all taught. It can be frustrating but then that is where knowing yourself and using that patience pays off.
I have only been teaching for 2 years and my background is nursing. I really appreciated this lesson realizing that perhaps I have not been giving enough time (on the first day) to make my expectations known. I am too eager to get started on content. I plan to change the way I have been doing things.
My teaching methods to help make my expectations clear to student include a course outline (syllabus). I also use the techniques of a class agenda written on the board at the beginning of each class, I use instructional handouts for practice work, and make students aware of tutorial programs within the college, or online tools to assist them with their studies or a better understanding of the coursework.
Hi Marianne,
Your comments made me smile. How many times have we heard that? No matter how careful and comprehensive we are in explaining our requirements there are always those students that immediately raise their hand and ask a question about what we have just covered. Patience is an important part of instruction, isn't it.
Gary
By giving a well-prepared syllabus and hand outs
I use a detailed course outline. I think this is important because it lets the students know right of front the requirements of the course as well as the information to be covered. I think it takes some of that fear of the unkown out.
I put everything in wrinting and go over everything the first day and continue to stress it to students in a group tlk once a week.
