This is similar to my method used. My expectations are presented in PowerPoint slides, supplemented with a handout that they can take with them. I first ask them what they expect of me, we list them on the slides, and then I end up with what I expect of them -- and they are always pleased to see that we have many (if not all) in common.
In order to ensure that my students have the proper understanding I will ask each indiviual student what their understanding of the assignment is. I will also correct the student if they are not giving the correct reponse to the question. I feel that by allowing the student to verbalizes their understanding it creates a calm and non stress environment because I am not signaling the student out in a group setting.
I give my students pop quizzes over the material that I use to gauge their understanding. They know theses quizzes do not penalize their grades and it helps them know where they stand as we work toward exam time.
First of all the use of the sylabus is the starting point for making my expectations clear. It is here where discussion about homework, quizes and other activities is discussed at length.
I provide syllabus, clear objectives,and plans to clear my expectations
A meet and greet is always fun..." why are you here, and what are you expecting to gain from this class" By giving my background first, I have given a comfort level that I am one of them, and they too can accomplish what I did.
I have to use very clear and precise words, because sometimes I ramble on and get of the subject. Therefore, I know I need to be sure to include full clarity, along with repitition to make expectations clear.
Hi Destiny,
Good strategy. You have their attention and engagement while sharing content. This is a real growth opportunity for them.
Gary
In between lecture, or after explaining/demonstrating a topic. I call on a student to give a specific example. I also walk around the room and have found that becoming engaged with them during lecture helps students understand what is expected of them.
By, Edwardo Mojena
I explain over the syllabus, what my expectations goals and objectives all are at the beginning of class and also explain what type of professor I also am and what I expect of them as well.
Hi Debra,
Good advice for all instructors about how to develop their syllabus. It does need to be clean and clear so the students will be able to grasp the key elements of what it takes to be successful in the course. I like and use grading rubrics as well. They inform the students exactly how they will be graded and help to make clear what they must do to be successful.
Gary
To make sure that my students understand what I expect of them, I give handouts. I review them throughly with my students and from there I have them sign documentation. By signing, it states that the students understand what is expected of them as well as they agree to what is stated.
I use what I call the standard. I write out our daily objectives on the board and put a check by each of them upon completion. This shows the outline for the day as well as monitors the progress.
As I stated earlier in one of the other forums, I love to have the students understand exactly what the course objectives are, how they are aligned with the course content and what methods of evaluation are going to be used. This has the potential of reducing the stressors thereby
reducing the stess for the student. You can use modifiers to reduce the stress as well by encouraging the students to use study groups to share what techiques they are using to grasp and understand the course objectives. (i.e. what do they DO to complete each objective)
I always make sure my syllabus is clean with defined things each student needs to know and do to succeed in the couse. If needed I add a rubric to each assignment so students know what they are being graded on and how they will be graded.
Handout, orally review handout, possibly enhance explanation with other method, such as demonstration or power point, and finally ask questions for evaluation of understanding.
Hi Yolanda,
Well said. Students do like to be entertained while learning so the more we can engage them the more effective we will be as instructors. Keep the humor flowing.
Gary
I love interactive lectures! I think that if I did not teach, I would be a stand-up comic, because when I lecture, I love for my students to be engaged as well as entertained! Students that are having fun are paying much closer attention and retain the information they are being delivered in a much more meaningful way. I use a variety of multimedia during my lectures as well as discussions and mini case studies throughout the class. Each part is broken into 10-15 minute sections, to make sure no one starts to drift off and lose sight of their learning experience. Having passion for the subject matter is key! If you’re not interested, why should your students be interested either?
I will do this in a couple of ways: Firstly, at the beginning of the course when outlining the course to the students, I will let them know what skills they can expect to have acquired by the end of the course.
Additionally, I will outline my teaching style and let the students know what they can expect of me. I will then clearly detail exactly what I expect of them. By making clear that we all have expectations of each other, it becomes a shared experience, rather than the instructor setting out expectations, with no expectations set for the instructor.
I ask my students questions to make sure that they understand what I am trying to teach them. I also demonstrate to them what they are expected to do and then allow them to practice the same thing until they feel comfortable with it.
