Completely agree. You see the faces light up of shy students when someone else asks or points out something they have been holding back on...
Indeed, giving it to them IN WRITING and then going over it thoroughly, answering ALL questions, works best for me...
Hi Shawn,
You have a very comprehensive way of checking for student understanding of the course requirement, expectations and polices. I am sure that with this information your students get off to a really good start in the course and feel that they know what it takes to do well in their studies.
Gary
First, I clearly define the expectations in the syllabus through timelines, grading procedure, and participation. I believe that you can never over explain you expectations. Therfore, I also use the question and answer section to reflect on the subjects discussed to gauge if something has been lost in translation. If needed I use a review format where I discuss the subject in practical terms and allow the students to formulate their repsonses through critcal anaylysis.
Hi Melanie,
You have a very clear and comprehensive format for your courses. This method clearly guides the students as to how the course will operate and what the outcomes are going to be. This is really helpful in getting students settled into the course and ready to learn.
Gary
First, I make sure that my expectations are clearly outlined on the syllabus. After I've reviewed those expectations with students on the first day of class, I will then repeat them as they relate to an assignment. For example, I have a late work policy that I go over on the first day of the quarter; however, by the time the students are submitting their first formal writing assignment, I know that some of them may not remember the late work policy. Therefore, I make sure to review that policy with them.
Second, I make sure to be extremely specific on my assignment sheets. To me, saying that you want the student to write a comparison and contrast essay is a good start; however, I believe that reminding students that an essay should contain an introduction, a thesis statement, multiple body paragraphs with topic sentences, and a conclusion is necessary. The assignment sheet itself is like a mini-checklist for the students. After they've completed a draft, they can go from point to point on the assignment sheet and assess whether or not they are meeting the minimum requirements.
Finally, I give the students a rubric before the assignment is due, which helps them understand what should be included in their essay as well as how many points each section of the essay is worth. Plus, I also explain what the letter grades mean in terms of what's included in the essay they submit.
I didn't always give students a rubric before they submitted their final drafts; however, I have found that giving them the rubric before they submit their final draft helps reduce the number of students that are confused or unhappy with the grade they earned. Basically, the clearer you are about what you expect of students before they begin completing activities, the better.
I would use Q&A method to make sure my students know what I expect of them
The methods or techniques to make sure that your students understand what you expect of them is very important to portray from day one. I always have a clear syllabus and agenda for the whole class that I had out to every student. We read through it and I have the students sign an agreement that they understand the policies and expectations. I always leave teh fl;oor open to what the stduents expect from me and I clear of my expectations of them as well.
Hi Steve,
With you a well developed syllabus you have given your students the course expectations, requirements and polices. This really helps to reduce any misunderstandings and can help to keep the students focused and engaged in the learning process.
Gary
The syllabus sets expectations. I go thru it in detail during the first class. At the end of class I pass out a brief questionnaire covering course expectations. There is an online component with all classes. I use a dialog online to again bring out any confusion. And when we do meet on ground I post the daily plan on a board.
And in a case when I think the class has gone off track I have an open discussion about the issue at hand.
I am a very hands on instructor. I find that I just jump into projects without making my expectations clear at the beginning. This is going to be something I will focus on more in the future.
Before class begins each day I write the material we will be covering during class on a white board with a schedule that shows them exactly how we will be moving through the day (it's a hands-on Culinary Arts lab).
Since their syllabus, including each day's assingments and the production that will be covered each day, is distributed previous to the first day of class, the students have all the material they need to stay ahead of their learning.
This also helps them understand that they are responsible for their own learning and it is not only up to the instructor.
I think this is an area that is often missed. As instructors we can get caught up in the transmittal of knowledge that we forget to remind the students of our expectations.
I greatly appreciated in the lesson planning module the reminder that when you are preparing your lesson plan you should include what you expect them to learn from the lesson.
Writing the goal/expectation right on the board before class starts so all can see what it is and work together towards it is helpful.
Reminding students along the way of the "basic" student behavior and policy expectations along the way in a course may also be needed as well as each meetings individual goals.
I outline the expectation, give examples and then ask for additional examples from the students. This can outline additional information, but primarily outlines where I may need to be more clear.
In a beginning of a class, I explain to the class what the course requires. There is always an opportunity for the class to ask questions and clarify things that are unclear to them. I let the class know my goal and objective and in turn they will also share their goal and objectives.
Every person both personal and professional operates in a realm of some sense of expectations. We all want to know what is expected of us. Bringing this to your class is no different. My students are give an informal contract that they sign and are given a copy to refer back to that are highlights of what is expected of them and what to expect from me as their instructor.
Cathy Dutertre
It is very important to lay-out your expectations for the class on the first day of the class.
Firmness in explaining your expectations.
Ask questions of what has just been discussed.
I give them real life examples and tell them
exactly what will be expected of them to pass
their course.
