Hi Larry,
Students really need to know how to compute their scores so that they know where they stand. There are many students that do not know how their grade is derived. I hear students say all the time I only need 1 more point; and they mean this literally. They simply do not understand.
Patricia
Hi John,
I like your choice of words you use with your students to motivate them; we must continue to boost our students confidence.
Patricia
Hi Richard,
I have found that by sharing a weekly lesson plan at the beginning of the week, I have to make barely or if any changes at all. The weekly lesson plan works a lot better for me, and the students seem to be very happy with it.
Patricia
Hi Maria,
I like your words of encouragement. We must be our students biggest cheerleaders!
Patricia
make sure the students are aware of all lab procedures and the correct way to follow threw
My syllabus is clear and specific as to what is required in class. I read the syllabus at the beginning of each course and then allow students to ask questions as to the expectations of the class.
Hi Karen,
The real world is no joke. Each man is for himself in the real world. We need to teach our students how to go about reminding themselves, such as a calendar, things to do list, etc.
Patricia
I like to review the syllabus in detail on the first day of class. I also emphasize what is most important such as late assignment and honesty policies. I will in the future have the students to sign an agreement that they understood the syllabus so that later on in the semester there is no discussion. I also explain grading and evaulations of the course and make sure I cover due dates and rubric and make sure I take questions and answer them accordingly.
It is important for this course that you have a good dexterity and good emotional stamina, some of you this will come natural, but some of you will encounter some problems.But don't worry as we move along with the course you will learn how to manage the instruments, with practice and persistant you will be able to overcome any problems and by the time you finish the course you will be ready to go outhere and performed your skills with no problems.
I agree with you Tony and Annette. I remind them by telling them when it is due and by writing it on the board. They are adults and should be able to remember. Consequences in the real work world are a lot harder to deal with than while being a student.
I prepare an addendum to the course syllabus that lists what we will be doing in class each day and also what homework assignments are due on that day. I indicate on the addendum that the schedule is subject to modification, based on how the class is progressing. I pass this out at the first class. I find some students are still "upset" if the schedule changes at all. Any suggestions on how to handle this issue?
High Larry,
This is Chef Marziale at Le Cor Don Bleu in Pittsburgh. I believe that this concern should start in admissions. If a student is not aware of this and are not sure of their skills this could be very frightening to them on the first day. A buffering lecture by the instructor will help and they will already be aware of this. When you are the first to reveal this info I will always try to include good points with the requirements of the course. EXP. - GREAT DEXTERITY IS REQUIRED BUT PRACTICE WILL MAKE YOU BETTER IF YOU DONT HAVE IT NOW.I recieve many students that do not have alot of faith in them selves and I consider it my job to make them aware of the skills they do posess. It is hard some times but I sometimes will tell the students ( How do you know if you have not tried yet).
CHEF MARZIAL
Great minds sometimes think alike. I have done similar things at different times like showing how to compute their scores. I think this empowers them to take control of their learning.
I would like to submit a comment for feedback to the forum.
Sometimes a student is processed through admissions, financial aide, and then scheduled for classes for a career they think they may be interested in.They are now sitting in class with the instructor. Some of the core courses require the student to have good dexterity and emotional stamina (i.e. human body fluids). Let's say there are two strict academic standards that must be acheived too. One is an overall end of course grade of "C" minimum. Second, competency skills require a "B" to pass on one of a maximum of three chances. While selling your course requirements you must also explain the strict standards that must be achieved.
I would like some forum feedback on how to stress the dexterity and emotional stamina to students who may fall short here and how to minimize discouragement from strict standards.
Explain and discuss the syllabus, give them guide lines and let them know what are the requirements, I things student need to learn that in the real world of a job, the manager of a supervisor is not going to be reminding them all the time about the requirements that is something you have to learn at once and pay attention to complain with the requirements.
excellent ideas and practices
I provide a Course Prospectus.
The prospectus has boldened Roman numeral sections. These sections list text being used, course/ class activities, policy on attendance, late work & test grading criteria, conditions for successful course completion, grade weighting, grade scale, and a brief section on academic integrity code.
The prospectus has each week numbered and off-set, underlined, and punctuated by a colon. Behind the colon will be the chapter covered for that week, any assignments plus due date, and upcoming quizzes /or written exams with due dates. I give a brief synopsis sometimes of the chapter and relate why it is important to their careeers.
I also verbally remind the students of due assignments for the upcoming week and place the classes daily agenda on the dry-erase board.
On the first day as I go through the syllabus which contains the objectives, the topics and the grading system, and the policies for tests and quizzes, the one thing that stands out in the new students' minds is the actual grading scale. For the first few semesters I taught I covered the grading scale on the syllabus but did not break it apart for the students so that they could actually see what the scale really meant. At some point the light bulb turned on for me and I realized the students need further examples to understand the percentages. Consequently, I took the percentages that the students typically see on each syllabus and broke them apart so they see actually understand how these grades are determined. Then the light bulb turned on for them. Most students attended class more regularly, completed their assignments, took their quizzes and tests and finished the course. Their time was important to them and they wanted to succeed. I gave them the tools to succeed by fleshing out the skeletal form of the grading scale.
Set clear expectations for student participation in discussion sessions - Initially, at the beginning of a course, I like to make sure every student is aware of the discussion requirements and expectations. Letting students know of expectations early, allows them to organize and plan ahead so that they can get online and fully participate.
Hi Nicole,
I like the idea of the calendar so that students cannot use the excuse "I did not know." Students will try to play this card every opportunity they get.
Patricia
