George,
This is a good way to inform your students about the course and get them thinking about what it is going to take to be successful in the class. Gets everyone on the same page of understanding.
Gary
Gary Meers, Ed.D.
The first meeting of each of my classes the expectations are followed with several handouts and demonstrations: Syllabus, Addendum,Code of Conduct, Classroom conduct emphasis, and Safety. This is conducted during the first hour then a 10 minute classroom break. After the break class resumes and then expectations and outline for the course is discussed along with a question and answer session. Periodically during the term I will conduct short overviews of the campus and course achievement expectations.
Joshua,
This is common as I believe college students have selective hearing. So I refer them back to the syllabus for the answers to their questions. I do announce to the class due dates as we get closer to a major project or quiz to make sure that they hear me one more time. Sometimes they do sometimes they don't.
Gary
Gary Meers, Ed.D.
I usually simply go over the syllabus with them and explain how often tests and exams will be. I explain when homework will be due and what if any projects will be assigned. I also pass out a rubric for any large assignments. It never fails though that someone will come to me later in the term needing all of this information again.
I do it for the entire first term when I get new students to work them into the way I teach and Instructor the class. Giving them time to get use to the way I teach the class and my expectations. I might get new students every term but sometimes I don't.
Susan,
Through syllabus you give them the big picture and then you break down the requirements in smaller segments. Always give them the objectives for the class for that meeting, and then outline the expectations for a project that is upcoming. This may be several class meetings or weeks depending on big the project is. For example I have a major project that is assigned six weeks in advance. At each class session (we meet twice a week) I go over the assignment and ask if there are any questions. I remind the students where they need to be in relation to finishing the project on time so by the time the project is due most everyone is ready to hand in their project. Then I move onto the next assignment. If I give them two many assignments at a time they become overwhelmed and start to get a glazed look in their eyes.
Gary
Gary Meers, Ed.D.
Joselyn,
Instructors that do not see the value of a well prepared syllabus need to consider your comments and think about how they communicate the course requirements. Without clear and concise information in relation to course expectations and outcomes students will be lost as well as frustrated. Walking them through the syllabus will reduce their anxiety and get them focused on what they need to do for success in the course.
Gary
Gary Meers, Ed.D.
Sue,
These are such fun sessions for students. They let the students get settled into the course and feeling comfortable with their instructor. Also, they help them to get to know their classmates a bit better and learn how the course is going to operate.
Gary
Gary Meers, Ed.D.
Ashley,
I am in the same situation as you. I'm just about to finish my first 10 week term as a sub. I assumed I would pick up where the previous instructor left off, which didn't happen. While taking these courses, I have realized all the little things I could have done to make life easier for me and the students. Live and learn, I know better now. I'm excited about using these new skills in the future.
I really like your strategy of giving the students a few expectations at a time. Do you do this over a period of a few hours, days, weeks or longer?
Managing expectations, and making them clear is a constant process in the classroom. However, a preliminary task in this effort may be the course syllabus. The syllabus is fundamental and provides the student with a sense of where they’re going , a feeling about their classmates, awareness that the instructor cares about their subject matter, and an expectation that the course will be valuable. During each class session it may be useful to reiterate expectations and have them clearly defined by objectives in the whiteboard or power points for course material and contents.
I do a half hour get to know you on the first evening of each class of asking random questions of them and then they are allowed to ask me a question back. After that i then go into what i expect and the rules which are also written out.
Deborah,
Students listen in segments and you are meeting their listening format via your sharing of a few expectations at a time. As the students get into the course they start to understand what the expectations are and then they are ready for more information about course outcomes. Good strategy.
Gary
Gary Meers, Ed.D.
When I talk to my students about expectations. I first give them a few expectations at a time. Then I give my students a chance to ask questions as we progress through my expectations as their Instructor. I've learn over the years to give a few at a time instead alot expectations the all at one time. This reduces confusion and frustrations.
Katie,
Thank you for reinforcing the value of using a check list. With all of the demands that are placed on instructors it is easy to forget to do something or follow up with a student. A check list helps to keep us on target and moving the course forward.
Gary
Gary Meers, Ed.D.
Erwin,
Your approach is a good one because you are letting your students know exactly what they can expect. You might want to create a game type review for your students. I use a Jeopardy format and my students really get into the review while playing the game. Also, since it is a game format they don't get as up tight about the review because they want to win points for their team and as a result they surprised themselves at how much they really know.
Gary
Gary Meers, Ed.D.
I have a check list of everything that I must cover day one and let them see that I am clearly checking everything off the list. I have found that it supports my suggestions to them to make lists when it is important that they follow through on commitments. I ask how many of them have heard about me and usually follow up with some sort of a comment about how it wont be as hard as they heard it will. that usually gets a bit of a chuckle from some and it also give a light hearted message that it will be a bit of a challenge.
I give out all hand outs and also show them the portal location of all materials and the on campus server location so there is no question as to what is expected.
I like to outline the dates of all quizzes and exams and wag chapters will be covered on those quizzes/tests. I will give two reviews loosely based on what they may experience and really emphasize the core aspects of a certain chapter. I feel students respond positively to thus for the most part. Is my approach appropriate?
I provide students with a detailed calendar of events that includes the specific chapter, project, due date, etc. From the first day of class, students know what they have to prepare and when it is due.
Diana,
What are some ways that you do this in your classes?
Gary
Gary Meers, Ed.D.
