I review the course syllabus and course expectations on the first day of class. I have each student read a paragraph and allow them an opportunity to ask questions as we are discussing and after we have reviewed the syllabus. If questions come up I refer back to the syllabus and review it with the class or individual students. I feel that it is important to review the syllabus on the first day of class. It really helps students understand what is expected of them and sets the tone for the rest of the class.
Students require accurate information about the demands of a course, So I like to state in such terms which are realistic, but also encouraging and welcoming using visual aides ie equipment and/or supplies that will be used, and helping them understand why this course is relevant to their program ,also relating the course to real world experiences. This will minimize disappointment arising from inappropriate expectations, and can help to avoid complaints.
Hi Patricia,
I concur with your statement. I have found that making requirements clear upfront saves time latter on in the course because you don't have to keep explaining the requirements. Further being clear up front will reduce potential discrepancies with regard to course standards, student performance etc. Failing to be clear upfront with course requirements will rob educational time from the class and aggravate both the students and you degrade the course results.
Hi Paul,
Students are more at ease whenever clarity is provided.
Patricia Scales
Hi Timothy,
I like the idea of providing students with examples so that they can clearly see exactly what is required of them.
Patricia Scales
Along with using the syllabus, posting the course requirements to the bulletin board helps. Further more periodically reviewing the requirements with the class to make sure they understand the requirements.
To ensure students have a clear understanding of course requirements, I take extra time to explain projects, tests, papers, and other significant assignments. I use brief examples of past project submissions to illistrate acceptable and unacceptable work, and ask for student feedback about the requirments. In addition, I promote group activities to encourage cooperative learning to strengthen the classes understanding of course materials.
Hi Jane,
Super, students love it when we make learning apply to the real world.
Patricia Scales
The first thing I do is write it on the black board then I explain in great detail what I wrote on the broad. after that I have them explain to me what it meant in there own words to see if they got the concept.
I go through each topic on the syllabus (Intro to Psychology) and give them a real-life example of each topic. So, THIS is why we've included all of these things in the course. The students get into it and start asking questions, which gives me a good idea of their basic knowledge level before we begin.
When we go over the syllabus on the 1st day of class they get a course calendar that lets them know what is expected about assignments and due dates. When I start a new chapter I also reiterate that the homework or project that is due with that chapter should be completed on time for full credit. It seems to work oout pretty well.
As a currently employed, college instructor, I handle the "presentation of the syllabus" portion of day (or session) 1 of the course very meticulously. I read through the most pertinent parts of the syllabus with the students and keep them engaged during this process by observing their non-verbal communication and providing many opportunities for feedback after each section of the syllabus is discussed. By this method, I can be confident that the students not only clearly understand the objectives and directives presented in the syllabus, but I am made aware of any of their initial concerns regarding the course as well so that I can address them immediately, rather than later in the course.
Hi John,
Super! I like how you use different formatting, such as bold and italicize to call attention to certain areas.
Patricia Scales
In accounting class I use columns in the syllabus template for Class Meeting Number/ Subjects covered/ Assignments with page numbers / Chapter Quiz / Date Due /
I use bold for Exercise, Project numbers and italics for titles of chapters
I have a hard time keeping to the rigid schedule but try the Dates due are one week after the material is assigned--the second class period after the material is presented.
Hi Amanda,
You do a fabulous job of making things VERY clear to your students. Your students can not say, "They did not know."
Patricia Scales
I cover the syllabus line by line on day one. I list every chapter and assignment and what weeks they are due. For all assignments in class, not only do I announce them in class, write it on the board, I also email it to all students. All handouts in class are also uploaded to their Portals so if it is lost or they miss a day, they have easy access to it. The late work policy is reviewed in class on day one and it is also emailed to all students.
Hi David,
I like how you make things visual and tangible to your students. Students tend to really get the idea when they can hold it and see it.
Patricia Scales
Hi Melissa,
This is also a good time to let students know that they NEED to mark their calendars with the important dates shared.
Patricia Scales
Hi Zita,
A thorough overview of the syllabus causes a lot less stress for everyone in the long run.
Patricia Scales
I feel that students should be shown a few things that they will be dealing with and have some visuals as well as having an example of what the end product will be. I find that if someone is aloud to hold as well as see the end results makes them feel more a part of the whole process.
