Post items and directions via emails and on their portals.
I go over the expectations that are listed on the syllabus and verbal reiterate what I as a teacher expect from my students, as well as ask the students what they would like to gain from my class.
Being too nice is an easy opening for students to take advantage
Upon clinical instruction, I begin to think the use of a course outline/sylabus would be a usable method to aide students in their organization. Instructors must be clear, in regards to their expectations. As sugested in the readings expectations should be clearly defined upon the first instruction on class.
Hi Patricia,
What a great addition to the note taking efforts of your students. The expectation notebook has a lot of accountability associated with it. This lets the students in their own words develop ownership of their education.
Gary
In addition to the syllabus and assigment calendar, I ask the students to keep an "expectation notebook" that will be used throughout the course to jot down additional expectations I mention in class. It's a helpful tool to avoid the "I don't remember you saying that" syndrome.
I present my expectations in a positive light, reiforcing the skills they will acquire through completion of the course/class. I review class objectives verbally, as well as just being written on the board, so they understand the measures of acheivement expected.
Hi Debi,
Right you are about students having additional questions concerning the syllabus or the course. By having a well developed syllabus you are helping the students to see the course in a big picture way and then they can ask their individual questions so they can see how they fit into the course.
Gary
Their assignments are written on the computer in Blackboard and I also talk with them about every assignment.
I talk to them about it on the 1st night and we reason through the expectations so that they understand them and that they are fair. We also revisit them weekly so they can measure how we are doing.
I review the course syllabus in detail at the first class meeting allowing time for Q&A. I have found over the years, no matter how clear I believe the syllabus to be, the students have questions they need to ask for further clarification. I believe this sets the stage for open, professional dialogue about classroom expections and evaluations.
~ Debi
Hi Bernabela,
What have you found to be the most effective way to make your expectations clear to your students, when starting a new class?
Gary
I make it a point that students are aware of my expectations for them in order to meet our goals and objectives.
I give them a detailed syllabus and I write examples on the board.
Hi Mary,
Good points all but I really like your last sentence. In this age of entitlement students sometimes miss the fact that they have to earn a grade. There is value and pride in a grade earned. A grade given has little value to anyone most importantly the student.
Gary
The first and second meeting making sure that everyone has the syllabus, and understands what the course is all about. I share past successes and failures and why they happen. I tell them that at this juncture they all have an A and it is up to them to keep it. Missing classes and not completing assignments greatly affects maintaining the grade they want to earn. It is also important that they understand that I don't give them a grade, they earn a grade.
Hi David,
Well said and clear. You the instructor set the ground rules and expectations for the course. This way there are no surprises for the students they know what is going to happen in the course and what they are going to be held accountable for.
Gary
Hi Melissa,
Good points about clear expectations. By making them clear and sharing them with the students through the syllabus it reduces frustrations and confusion on the part of students.
Gary
Very simple, put it in writing. Define what you expect, exactly how one wants things to be done, etc. There is no room for students to interpret or "learn their own way, how they want, when they want." Expectations clearly set the methodology for the class from the instructor viewpoints, not the students.
Providing students with a written copy of campus policy and procedures, course description, schedule and syllabus on the first day of class.
Spending time in class to review these, answer questions and clarify instructor expectations before moving on to course content.
