I start out with their course objectives and follow those. This not only help the student but also guides me, so I won't get off track.
Besides being very explicit on the syllabus, I always real the relevant parts aloud--and ask students to parrot them back. Some are half-listening and miss important information; this not only provides another avenue of learning but promotes "ownership" of the knowledge because the students have themselves recited the requirement.
Hi David,
Old technique still very effective. Repetition is an effective learning too. Thanks for sharing it.
Gary
Making your expectations clear from the very beginning is one of the keys to maintaining control over your class.
I like to use and old sales technique:
1. Tell them what you're going to tell them
2. Tell them
3. Remind them of what you just told them.
I set realistic expectations for my 4 hour long class and have it clearly written in exact timeframes on a dry erase board for all to view throughout the class time.
I strongly believe in the question and answer method. Without asking questions and listening to responses, we won't ever know if the students are understanding the content. Many times I've found that students are shy when it comes to answering questions, but this is one sure way of knowing that our expectations are clear and understood.
Mary,
I agree that providing models or templates is a good strategy for visual learners. I get permission from former students to use their papers as models (just remove the identification of the student).
Brief quick little quizzes are a great way to help students discover what they do not understand. Students have to learn how to ask good questions. Some will just state "I do not understand any of this." Then, I ask, where are you with the assignment -- what step? Have you decided a topic? Have you narrowed your topic? I just start asking questions.
To make my expectations for assignments clear, I have a handout prepared for each assignment which defines learning objectives, stages/parts of the assignments, and additional class or online resources. I teach online, so in the first chat session of the week I go over the assignment expectations and provide time for students to ask questions. The second live chat is the "workshop" which allows students to discuss their writing topics in more depth, trouble-shoot any misunderstandings about assignments, and build on skills they are working on in relationship to an assignment (e.g. a mini-tutorial on APA; thesis development; structuring an argument; researching etc). This format has worked well for my students.
I use a few approaches. First, I post a student expectations document before class begins. Second,in the first class period, I discuss the assignments, and give them guidelines in approaching the assignment. And third, when I grade their papers, I let them know what they did correctly, and what they missed. If they did a particularly good job, I let them know that as well.
I go over the syllabus carefully and point out these parts that I'm strict about (i.e. no late work without an excused absence). I also have students sign a form acknowledging that they understand the syllabus and what I expect from them.
I have them clearly stated on the syllabus, we spend a good amount of time going over them, and I remind them often of my expectations for them. I stress communication with them very strongly, and continue to reinforce this notion that in order to be successful in the class, they need to communicate with me often, and I agree to do the same with them; it works out well, although, of course there are always those who will refuse to abide by it!
In my college we have a problem with English Language Learners and it is some of the students and some of the instructors. This leads to problems when the English Language Learner student and instructor speak different languages.
On the first day of class, the syllabus is the document that sets up the course description and class expectations. After going through the syllabus with the students,if students have questions about the class, the questions are answered so that the students and the professor are on the same wave length, same understanding.
As the class progresses, students have assignments, clarification of the assignments, assignment due dates, and assignment points posted on the student portal. If the students need further clarification, my email is posted on the syllabus, and students are highly encouraged to ask questions or ask for clarifications.
During class, students practice the concepts or skills that are needed for the out of class activities. Students also have two student contact partners that they use as support and peer resources. Getting others' point-of-views can often times bring a clearer perspective and understandng of the expectation.
Using methods of instruction that appeal to various learning styles such as the students who prefer visual, audio, kinesthetic, or reading/writing techniques increases the chances that all students will understand the expectations of the assignment.
If the student is an English Language Learner often times, I will meet with the student one-on-one to clarify the assignment or expectation.
Hi Ben,
Good strategy. Students like to problem solve and you are giving them such an opportunity with very little pressure being put on them. Keep looking for these type of techniques that will enhance the involvement of your students in the learning process.
Gary
I make my expectations for the entire course on the first day of class and have then sign a form that lists those expectations. I then refer back to that list monthly to show how many of those expectations have been met and how many more still need to be completed.
For each individual session, I start the class with a list of my expectations for that particular meeting. At the end of the meeting, we go to the board and check them off...if any are left, we make sure that they are what start the next session.
I try to use a variety of technics, however I do not consistantly use these techs.. I do feel as I become more familair with the material and course expectations that I can more readily involve and include them more regularly...One technique I like to use is to use twoimaginary people as the regular Joes' who have all these issues we, the class , try to solve..I am not sure why I dont use it more often as the results usually bring a lot of laughter to the room.
I'm very verbal with my students I tell them what I expect. And if it does not get done they won't get a good grade or the one they fell they deserve. Any questions after I will fully explain so no one is left in confused.
As the classes are quite large, I try to use as many methods as possible. I will write it on the board, give handouts and verbally go over it in class. At the end of the class, I will ask random students what expectations have been communicated to them. If there is any question, we will go over that point again.
