I review the syllabus and supplmental syllabus with the students at the beginning of the class, and ask them for questions, comments or concerns. Throughout the quarter I reinforce expectations and have mini counseling sessions with students to assess progress and comprehension throughout the quarter.
Hi Raymond,
Great ways to make sure you are providing clarity to your students. It is imperative for students to know exactly what is going on.
Patricia Scales
Hi Heidi,
I like how you introduce the objectives, teach the objectives, and then review the objectives at the end. Your students should fully understand the requirements of the course.
Patricia Scales
On the first day of class, each student is given a syllabus and I go over it with everyone. It includes a breakdown for the 10 week term, classroom rules, campus regulations and grading format. Then at the end of each week, I talk a little on what will be covered the following week. At the beginning of each class, I tell my students what the plan is for that day. This procedure seems to work well for me and my students.
I use the whiteboard and write class objectives at the beginning of class. As I go through the topic of discussion, I check off the objectives. At the end of the class we receive the objectives and I ask the students what they learned.
Hi Steve,
The syllabus is certainly an important document. When the syllabus is clear and thorough, students have a better understanding of things.
Patricia Scales
Making a clear and concise syllabus and explaing it in full so as to alleviate any fears as well as keep the student informed
Hi Bruce,
You do a fine job with providing clarity to your students. Day 1 is key for laying ground rules.
Patricia Scales
I list all of the requirements on the syllabus and I go through them in detail on day one. I also continue to discuss them as I officially assign them and frequently ask students for questions regarding the requirements. As I teach writing courses, I have my students write journal entries or response papers specifically on the requirements to ensure thatg they not only understand them but they can explain them as well. I will also use groups, at times, so students can discuss the requirements amongst themselves, in order to get a better understanding of them.
Hi Randall,
Lay the ground rules on Day 1 and things will flow a lot smoother for you and the students, thus making all have a better experience.
Patricia Scales
Hi Sherry,
Super! We can't depend on our students to read the syllabus; most won't. Great job of discussing the syllabus with your students on Day 1.
Patricia Scales
In going through this lecture I have recognized this is an area I could use improvement. Up to now I have been using the course syllabus to identify and explain course requirements. In just the short time I have been reading I recognize areas that I could do a better job explaining the course and my expectations. Which include general expectations and specific expectations on certain topics.
Hi Maria Estela,
Great way to keep students on point and provide clarity.
Patricia Scales
Hi Malerie,
We do the same thing on Day 1 at my institution. Students can not play the card that they did not know because the syllabus is covered thoroughly.
Patricia Scales
In my class, i always make an outline of the course requirements. Everyday I will remind them where we are at the course. Sometimes if time permits, we summarize what we have learned.
First day of class we go over the syllabus which has all the information regarding assignments, lecture topics, due dates and test dates. I have found that just because you make the syllabus available to the students prior to the start date of the class, doesn't mean that the students will actually read it. So the first day, I take time to go over the syllabus in detail and answer any questions. I also bring a copy of the syllabus for each student.
At our college we review the Syllabus with the students on the 1st day of each class. We also write on the board daily what we plan to cover and achieve that day in class.
Jennifer-
Great point. I often have students ask questions about something that is in the Syllabus. So, I take out the syllabus and review what the assignment question is. Sometimes, the information is not in the Syllabus, and it is at this point that I realize that I have to revise it for the next term.
Herbert-
I really like the idea of showing a Powerpoint while going over the Syllabus. I never thought of doing this, but since some students are visual learners, this is a great idea!
I always review the Syllabus during the first class period. I ask students if they have any questions at the beginning of each class. I encourage them to ask questions. Better to ask than do it wrong--is my motto!
