Hi Debbie,
Super! I love it!
Patricia
I draw a cirlce on the board to illustrate the student. Then I draw a house, a car and a dollar sign. Any amount of success to some of my students is huge! If they can visualize what they can actually have in life then perhaps they can stay focused and do the work. I also like to share my own story with them. "If she can change her life, so can I". I have had a great amount of success with this technique.
Hi Debbie,
Wow, I visualized the drawing! How exciting! What do you draw?
Patricia
Hi Debbie,
Students have no reason to guess at what needs to be done in order to be successful. You have things clearly documented.
Patricia
Hi Patricia,
Also, sometimes students quickly understand an explaination coming from the peers.
Patricia
Hi Laura,
I am sure your students quickly realize that you are there for them. Your students should appreciate you.
Patricia
Hi Kym,
You certainly make students aware. They should not have any excuses.
Patricia
I have them read the syllabus aloud in class. We go back to the syllabus at the end of each class to insure they know what is due for the following class.
I would use a colored sheet of paper to highlight the activities required to complete the course as part of the syllabus. I would verbally review the requirements and ask the students to feedback the information to me so I can determine their level of understanding. During this process I would also emphasize to them that I am here to help maximize their learning experience. I want to leave them with the feeling that I am here to help them succeed.
To make sure that course requirements are clear, I involve the students in the reading of the requirements and ask one student to explain a particular requirement to the class or to another student. This is a good interactive activity and makes the requirements easy to remember.
I like to outline in detail what my students need to do to succeed in my classroom. From attendance issues to academic issues. I also write daily objections on the board so they know what is expected on a daily, by hour basis.
I always remind my students of the possibilities that will become available to them when they succeed in my classroom. If they do the work with their hearts in it the opportunities and possibilities are really endless. I like to draw them a picture of what their life and the lives of their families will be when they acheive their goals
This may sound silly but at the end of each class I have students take out the syllabus and we go over what is due the following week. It's a way of giving them a visual reminder of assignment due dates/deadlines.
This is a great idea! I think I'm going to try this the next time I facilitate a new class. This is an excellent way of making sure the student has carefully read and understand the syllabus.
Brandon,
I do the same thing. I also have students highlight key information in the syllabus.
I give detailed explanations of each assignment along with assignment due dates and deadlines. I also give examples of the expectations. Finally, I give a rubric to provide students with a visual of what grade to expect depending on the items listed under each category in the grading rubric. So if a student is aiming for an A, B, C, etc., they know what they must do in order to reach their goal. I try to leave very little room for misinterpretations.
I spend a lot of extra time during the first session when I cover the requirements. I specify what the tasks are and what is expected. I then inquire about the status during each session and reemphasize the importance.
I take the first class of each course to review the expectations of the class and get to know the students. This class is semi structured allowing me to share with the students and allowing the students to develop a level of comfort in the class. I do not read the syllabus but do review key/specific areas of the syllabus. Each student has the syllabus available to them and they are encouraged to ask questions.
This time allows for the class to establish the class "personality" and I state in articulate terms the expectations of the class. The ground rules are established: punctuality, mutual respect, and class preparation. We also get to know each other, I share information about myself and the students share information/experiences about themselves. This sets the tone for sharing and learning for the class.
I like the idea of a syllabus quiz and will add it to my new class.
I have my students complete a "syllabus quiz" the first week of classes. It is a short 10 question quiz that covers course requirements and allows them to review what I cover in class the first day. I have students take the quiz home and bring it back the next class period so they are forced to comb through the syllabus once again for answers on their own.
I find that a syllabus quiz is also a great way to set a precedent for turning in assignments on time. I notify students on the first day of class that in order to receive 5 points on the syllabus quiz, they MUST turn in the assignment the next class period. I stay firm on the deadline and don't accept late quizzes to show students how serious I am about due dates.
