Linda,
Thank you for these comments about the value that comes from having a well prepared syllabus. Since the syllabus is a standard one you don't have to worry about coming up with and listing all of the college policies, requirements, etc.. As you mention you have developed a detailed addendum so you can share even more specific details with your students about the course. I think this is a very important element to include because as you say one more informational item provided to the students can reduce their excuses for "not being informed" of expectations.
Gary
Gary Meers, Ed.D.
As Adjunct Instructors, we are instructed from our Direct of Education to go over the syllabus and code of conduct. I found this to be most beneficial as a new instructor, as I did not have a platform to create from on my own.
Even though the code of conduct and syllabus are very detailed, I did find that the next quarter I needed to expound on other expectations that needed further clarity. Mostly, these items related to study habits, preparation, due dates, etc. Honestly, things I hadn't realized would need to be stressed upon adult learners. Creating an addendum to the syllabus outlining in greater detail what the student can expect and what I expect from the student regarding attendance, participation, preparation, evaluations, due dates, grading rubrics on projects and calendars has been very helpful. The student cannot later use the excuse "but I didn't know."
Nelida,
Good way to gain the trust of your students and start the process of earning their respect. Knowing that you care about them and their success goes a long way in establishing a positive learning environment.
Gary
Gary Meers, Ed.D.
Joan,
I use the separate handout method as well for the reasons you outlined. I am a big advocate for using grading rubrics and this way I can share the rubric and any current information that I want to put in the hands of my students in a clear and concise manner.
Gary
Gary Meers, Ed.D.
Making my expectations clear help me place a line of respect and trust. I always introduce myself and tell them my academics background and what I'm expecting from them. Also I let them share some of their worries. When you make yourself clear, the students will see that they're the student and I'm their instructor. They will then comprehend what is expected of them in class.
I have all assignments planned out ahead of time. Often times, I will have a separate handout for course assignments. This handout includes an explanation of each assignment, the requirements for each assignment, the due date for each assignment, and when applicable, the grading criteria for the assignment. For example, if it is a writing assignment, I provide the writing rubric I use to evaluate the writing portion of the assignment. I use a similar approach if the assignment is a presentation, by providing a speech or presentation rubric.
Ramon,
I do the same. Even though I have a well prepared syllabus I also give out a one page summary of the grading rubric, due dates, and required projects. I put the handout on colored paper so it will stand out and I refer to the handout throughout the course so the students will be refreshed about upcoming assignments.
Gary
Gary Meers, Ed.D.
I give students a hand out of my expectations and I go over it with them so there is no question of what I expectations.
Toni,
Good clear way to lay out the expectations and help the students to see how the expectations are going to be met in the course.
Gary
Gary Meers, Ed.D.
Kevin,
This is an important first step because this gets everyone on the same page in terms of how the course is going to unfold.
Gary
Gary Meers, Ed.D.
Katherine,
This is an important way to establish the foundation for the course. This way you know they know what the expectations are and can build on them throughout the course. This reduces student frustration and anxiety because they have the expectations right in front of them and have gone over them.
Gary
Gary Meers, Ed.D.
Kim,
Repetition of expectations is important because they reinforce the content you are sharing with your students and what you want them to take away from the course.
Gary
Gary Meers, Ed.D.
James,
I like the way you have your expectations laid and and how you demonstrate them. This way your students know you are serious about them meeting your expectations.
Gary
Gary Meers, Ed.D.
I WRITE THEM OUT AND HAND THEM OUT THE FIRST DAY OF ORIENTATION. I THEN GO AROUND THE ROOM ASKING EACH PERSON TO READ A STATEMENT. AFTER THE STATEMENT IS READ, I ASK AT THAT MOMENT DOES ANYONE HAVE ANY QUESTIONS ABOUT WHAT WAS JUST READ?!
I just really take the time at the beginning to make sure they understand the syllabus, policies, grading, requirements, etc. so that the class runs smoothly.
We go through the syllabus line by line so the students are aware what is involved and expected of them in this course. They have the opportunity to ask questions to clarify any misunderstandings. Our course at times can change direction or go faster or slower because it is a clinical course, so we try to empathize to the students to expect some altercation to the syllabus. We review important points necessary with them regularly especially if it involves changes from the first syllabus. To clarify, most of the changes involve clinical testing because of more or less practice needed. The material covered stays consistent.
Put them on paper. Put them on the board. Repeat them often. Ask students to repeat them.
I concur Martin. It is imperative that students know and understand the course requirements and the instructor's expectations. It is the road map whereby students can confidently know that can achieve success in the course.
Christina,
I think this is a great way to introduce the students to what to expect when the class meets. They can get a feeling for how the course is going to operate this way.
Gary
Gary Meers, Ed.D.
I put my expectations in writing, then cover them in lecture. I also model the behavior I expect of my students.
