The key to this question is to "make sure they understand" what is expected. It's not the deliver that is the focus but rather checking for understanding. The way to check for understand is through open-ended questions that require critical thinking responses. By asking a few students and letting them build on the responses of the previous, it engages everyone and shows the concept is important you as the instructor.
Students are given a course calendar at the beginning of the term that lays out what is expected of them each week. All assignments and exams are planned and they know exactly what is scheduled. I answer any specific questions as they pertain to the course and they are expected to be organized as to what they need to be turning in and studying for.
Lisa
I try to be very specific on my syllabus what my expectations and rules are. I found that I need to revisit these guidelines more often throughout the course. After a few classes I've had problems with students testing the rules. They do sign that they have received the information, but I would like to address them more regularly to head off any issues. Thank you, Richard
Hi Geraldyne,
I like your approach because it helps to keep the students on their toes. You are going to come at them with some questions about the topic sometime during the class so they need to be prepared to answer. This helps to keep them engaged.
Gary
Always 10-15 minutes 1st thing in morning to ask
5 questions about previous days subject matter.
I like to throughout the day throw out hypothetical "what if" fire drills. This helps
me to assess if my students grasp the material and have thought it thru or have they just remembered the answer. It's also thought pro-
voking, lots of time with group discussions.
The methods and techniques that I use to make my expectations clear include the following:
- ensure that they understanding what is the purpose of the course
- ask the students as what they expect to learn from the course
- after going over the syllabus, ask the students to discuss what parts of the syllabus will be most useful to them and those not useful to them
- how could the syllabus be rearranged to be most useful to them
-which topics in the syllabus do not seem to fit with the goals and objectives of the course
I use lectures, demonstrations, student excercises using the knowledge learned and discussions about a subject, focusing strongly on students opinions and ideas. I correct the students in a positive way, turning any negatives into a positive so the students feel comfortable with the criticism, not making them feel chastized.
I agree. I also think it's wise to ask students to give you an example or explain in their own words, what you have just taught.
I teach in an asychronous environment and so making my expectations clear is a challenge, especially as students are not required to attend my lectures. I supplement class live announcements with e-mails and reminders embedded within grading comments, but sometimes even these are not heeded.
To make sure the students understand the content i require returned demonstrations. This can be done as a group or with quizes/tests. I feel that demonstrating is the best way to assess learned skills.
I find that the question and answer method allows the quiet, shy students to remain passive. If I direct a question to a shy person, they instantly become uncomfortable and may not be able to answer the question orally even though they know the answer.
I have used an online poll, and students enter their responses with their cell phones. This seems to get more responses than a verbal question and answer.
I hand out an addendum to the class that states my personal goals for the class. we also review classrooms and makeup work policies.
Hi Brian,
Yes, it is. That is what keeps us coming back to the classroom. When students have "ah-ha" moments then our own excitement gets even higher.
Gary
It is quite a good feeling when students leave the classroom excited for tomorrow.
Hi Charlene,
Pivot Point is a excellent sequence for developing the knowledge and skills of your students. I really like how Pivot Point gives the sequence of steps to reach a successful conclusion. You are using good material so enjoy your teaching experience while covering the material.
Gary
I use repetition...If I keep the structure the same and the procedures the same but vary the content they know what is expected of them. Simply put, I use consistency.
I prepare an Instructor's Expectations List for students review and use. The list provides such things as what are some specific requirement areas in assignments and how these areas are associated with assignment grades, the penalties for late assignments, student code of conduct, and academic honesty.
The first day of the class, after the introductions and comments about the subject, I go over the course study guide, the syllabus, I explain why we are going to study this way. I tell them that the course was layed out to bring the important facts needed to understand the study
i always teach the pivot point haircut. that way I know all the studetns are doing the cut the same way.
asking questions that pertain to methods and course expectations
