Hi Sharon,
This is a good idea because it helps to reduce confusion and many questions. I use a grading rubric for every assignment as well. This way the students know where the points can be earned and how they were earned as a result of the rubric. This way their questions if there are any are very targeted and as a result beneficial to the students.
Gary
I hand out a Grading Criteria outline along with the syllabus on the first day. My students can then see exactly how I calculate their production points for the class period. All of my expectations are spelled out as well as how to avoid loosing points and how to gain additional points for the day.
I use the class syllabus and communication. I let the class know right from the 1st day what I expect of them. My class syllabus follows my verbal communication and acts as a confirmation of what I expect from them.
Hi Melissa,
I really like your approach because you take the mystery out of how to be successful in your course from day one. "Read the syllabus, do the work and put for effort in all of the activities and you will pass." Simple and straight forward for everyone to understand.
Gary
I do weighted grades and explain how much each category is worth. I have a well layed out syllabus that I keep adding to each time to discuss the consequences of not being in class or not submitting assignments by the due date. The university holds a very hard line on attendance and since I see the value in attendance I do not have a problem enforcing it.
I strive to make sure that my course doesn't have any inconsistencies. I keep to my plan that was well laid out from the begining. Also, all power point slides, text book learning, inclass discussion, and final exam questions are all the same. I tell my class there should not be any surprises.
I put everything in writing. If there is a project due, I put all the points I want to see in writing so that there is no guess work on the students part.
I try to stay away from grey area terms and give my students the clearest explaination of my expection of them.
Hi Nancy,
Thank you for these comments about how the syllabus can serve as a valuable tool in education planning for both the students and instructor. You are right about your idea of the syllabus being a skeletal framework. The fun part of teaching is getting to put the flesh on the skeletal outline during the coming class sessions.
Gary
I put this in separately under the title, "Skeleton..."; however, I think I needed to reply to a facilitator, so I have transferred it here as well:
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Expectations for the course are set at the first meeting; however, as the course evolves, the class can evolve as well.
Each class is different, so the expectations may in one class be exceeded, and in another, not live up to the printed page as a whole. Each class, however, has an overall chemistry, and sometimes a teacher can receive a class that reaches the "heights of civilization" in thought, critical thinking and writing. That is when the syllabus and expectations take a backseat to the emphiracal evidence of the miracle that just happened in your classroom.
However, in theor, the syllbus to me, functions as follows:
The syllabus is the skeletal framework for the course. The teaching, along with additional resources, such as multi-media, handouts, activities, and instructor experience in their field provides the "muscle and sinew." The "halo" is the charisma, knowledge and demeanor of the instructor.
Putting together the skeletal framework, muscle and halo creates a package that when delivered to the students, creates a terrific learning environment, and, one that can be exceeded over the syllabus!
Hi Tamara,
This is a very good way to start the course off. As you say the students know what the expectations are. How do you go about introducing your expectations? Do you refer to the content printed in the syllabus, use a PowerPoint, Q&A, etc.. Thank you in advance for sharing your strategies with us.
Gary
I use my first class to make the students aware of the expectations of the class. By articulating this one idea, I am able to clarify the end results. Which increases the likelihood that the studen will see the same end result.
In going over expectations-I ask students to define expectations as well. I also am curious what their expectations are of a classroom and an instructor. It sometimes generates interesting discussion and food for thought!
Hi Shawn,
I'm not exactly sure of your situation but in my setting I would talk with each student individually about the behavior I expect in the class and ask for their compliance with the expected behavior. By doing that I have set the stage for the next step which is if they continue I stop the class and address the behavior in front of the entire class. I tell them to stop the disruption and to put their cell phones away. I expect immediate compliance. If they don't comply I dismiss them from the class. The other students have paid to receive an education and I will not let these students interfere with that. I only have to send a couple of them out and the others get the message loud and clear. This solves the problem and I am able to go on with the course.
Gary
What do you do when you fully explain all your expectations, enforce them, but they still do such things to still disrupt the class with out bursts or cell phone use?
Hi Mary Anne,
The approach you are planning taking is a nice balance which will enable you to work with the students and provide support as needed without letting them step over the teacher student boundary.
Gary
All assignments are presented at the beginning of the course. I explain at the first class meeting that specific expectations for each assignment will be shared during the live chats. Every week I post an announcement indicating which assignment will be covered in which online chat. I also have a detailed assignment rubric prepared that students can refer to for guidance on general expectations. Finally, I use grading comments as another tool for reinforcing expecations.
I would not want to be branded as a terror instructor but I would want to let them know that I am approachable and will be willing to help them out if there will be someone who's falling behind. On the other hand, I would want to set boundaries, as being approacheable can be also misunderstood.
I have not stepped in to teaching as of yet however, I think being clear on my expectations on what I want my students to do and I want them to be. Also being consistent to all with the policies and requirements such as with attendance and due dates of assignments. Liniency can be misunderstood. I think once students percieved the teacher what she/he meant is what she/he says then the students will take this as no joke and take the course seriously.
Hi Nancy,
I have a handout similar to yours. I want my students to see the importance that I attach to certain course requirements like attendance, and meeting assignment deadlines. I put these requirements on one page and the I run it on colored paper. Generally I use something really bright so I get their attention with the color. We go over the requirements and then I have them put the handout with their syllabus. This way as I look at their notebooks and course packets throughout the course I can see the bright sheet in the stack. Every so often when I think the students are wearing down or have forgotten the requirements I will tell them to pull out their bright yellow/green/pink sheet and we review it again. This always ramps them back up.
Gary
