At the beginning of class, students receive a document that explains the expectations. It is clearly listed what is expected for participation, due dates, policies for late work, course room etiquette guidelines, etc. While there are exceptions to every rule, I do try and remain consistent with these expectations from student to student so they know what to expect from me. Every week, I also provide a course announcement to discuss specifics for that week in class. I also have times throughout the quarter that I will “check-in” with each student to make sure they are they understand what is happening in class and to see if there are any questions. I also encourage students to always feel free to contact me with any questions or concerns that they may have as we move through the course.
The syllabus is the standard method. I also like to discuss the expectations and open the class up for discussion on what their expectations are.
Hi Jennifer,
The examples are a great idea. That way the students can compare examples with their work so they can see how they measure up. Also, I like to use grading rubrics. They really help the students to understand why they receive the points or grade they did. Helps to reduce complaints and questions because it is laid out there for them to see.
Gary
I provide each student with a written syllabus addendum that is very detailed as to my expectations and classroom rules. It also includes how their grade will benefit from meeting these expectations as well as suffer by not meeting these expectations. On projects that are assigned I provide them with examples of A work, C work, and F work.
The way I make clear my expectation is by reviewing the syllabus. Within the syllabus, I point-out the Assignment deadlines.
Hi Jim,
These are only suggestions and not meant to be strictly followed if they don't fit into your schedule or class flow. Take from the list what will work for you and when they will work for you and go from there. The beauty of teaching is that it is very flexible in how you approach your delivery and organization.
Gary
I am up front. I use a course outline as well as a syllabus
Grary,
Just a note about this unit. The information was very good. However, I think there was too much concentration on order. Cetain things need to be done at the beginning of class and certain things at the end. But an exact order is not needed.
Jim
Absolutely Gail. Losing control in the classroom creates an unhealthy learning environment.
Jim
Thank you for your post Tim. I think the key is to come across as Fair and caring. We want the students to know we care about them and their education (but we are not their pals).
Jim
I think that the course syllabus is the best way to start. It gives the students a written document they can refer back to as well as making sure that you do not forget anything. If course, the syllabus should expanded on verbally in class.
Jim
make them participate, make sure they ask questions, enroll them in class projects, and taking them to field trips and finally making sure that i lisent to their opinions about the school.
I create a course expectations documents that underscores the syllabus by expanding on the late policy, expectations regarding sources, use of APA formatting, communication and attendance. Students are responsible for the content in the course expectations document as we discuss on the first night of class and its posted in the class.
In an opening seminar or discussion, I go into detail on course expectations, and I emphasize that the syllabus is a helpful source they can refer to anytime for information on what they will be expected to do in the course.
In addition, I discuss each specific type of assignment that is required in the course (readings, discussions, seminars, papers, etc), and what the student is expected to do in those assignments.
I also make a connection between the course and how it relates to their degree plans and to their future careers, so that the student will see that it is valuable to carry out the course expectations.
To show that expectations work both ways, I also explain what the students can expect from me, to emphasize that I have responsibilities in the course, too.
John Ragan
I pass out a syllabus with school policies, my classroom policies, a calendar of assignments, and a list of graded assignments that will be turned in by the end of the quarter so students can see a breakdown of the type of work they'll be expected to complete to pass the course.
To make it more interesting to read, I give students a bit of time to review the syllabus individually and then we do a "scavenger hunt" through the syllabus for class and school policies that are most important.
Students are asked to sign a statement that says they understand the syllabus. This isn't perfect, as some still challenge policies later, but it does help.
I povide them with an overview of the course syllabus, task list, course expectations and so on. Policies and submission guidelines are discussed as well. I do a special presentation piece that explains what they should get out of the course. In the course I normally teach, the assignments build towards a final assignment; therefore, I show them where they are going and then chunk it to provide a map to success in the course.
I always go around the room and find out what has brought them to the class, in other words, where are they in their degrees. Then, we have a lot of conversations about my expectations for the courses, but also their careers.
Hi Skip,
Good approach to delivering content. By using different approaches you are appealing to the different student learning preferences. Also, by coming at the material three different ways you are using repetition to help "seal" that information into the minds of the students.
Gary
Speak clearly and slow
Make sure everyone understands
Ask questions
Be informative
I post an announcement in the classroom announcements sections, then repeat the announcement mid-way through the course. I also send them an email to both school and personal emails, then mention in my lectures. This usually gets the point accross
