I completely agree. Providing clear outlines of assignments and due dates as well as grading rubrics with the assignments in the syllabus sets the expectations for the whole class.
My philosophy with setting expectations: Set the expectations high and the students will rise to meet them.
-Kristin
Hi Guy,
I really like how you give an additional deadline sheet during the second week once everything has calmed down, and the students are not so overwhelmed of hearing all the different rules, policies, procedures, deadlines, expectations, etc. on the first day. I am sure this additional sheet has helped so many students remember.
Patricia
Tanya, Patricia, Everyone--of course stating right up front what the expectations are for the class is important. The important--and specific details should be listed in the syllabus, and these expectations should be gone over the very first class.
Additionally, I give an updated (freshly articulated) "Deadline" sheet to students during the second week of class that we go over. This helps cement course expectations in student's minds, and also allows for formulations of the expectations that account for the confusions directly stated or overheard during the first week or so of the course.
In order to reduce student complaints and challenges, first and foremost I believe, teachers must develop and nurture an open line of communication with students. In my first class of each term I reiterate the Cardinal Rule of the class: Never leave the classroom with an unanswered question.
I tell the students that I hope that they choose to ask any and all questions publicly, because there is the likely chance that their question is one that others have but might be afraid or unwilling to ask. In these cases you are doing your classmates a valuable service. However, I add, if you are shy or reticent, be sure to see me at the break or at the end of class. I am here to help you succeed.
This tact is intended to set the stage for classroom protocol and to reinforce the idea that I'd like to develop a rapport with all my students. Yet, as propitious a beginning as this tact strives for, still there will be some students who will not consistently or candidly come forth with open communication. In these cases it is encumbent upon the Instructor (me!) to be aware of body language and other social signs that might suggest that things are "off" for a student. Continued chatter with a neighbor during class is one sign. Another sign that you might be losing a student is if, while sitting at the back of the room, a student continually stares at their lap. "I'll assume that you haven't peed yourself," is one of my ice-breaking statements in the first class of a term. Humor is about as powerful a vehicle for connecting with students that I know...
I feel that being crystal clear in your syllabus with all expectations and student responsiblities can help reduce complaints. There will always be those students that will not be pleased with how your classroom is run. I am too sure if there is a way around those. All we can do, as instructors, is the best we can.
Hi Katherine,
Absolutely! It is the role of the instructor to manage the classroom effectively.
Patricia
My strategy has been to have the student write it down. I do this so they can comprehend exactly what they are asking. I have discovered that if they are complaining about their instructor or another peer and it is really that important to them, they will do as I ask. If not, the issue is dropped. But I usually follow-up by asking them about it. I find their answer is usally "Oh, I solved it."
For the "sharp shooter" student who wants to "show up" the instructor. I find they have only acquired enough information to do just that, "sharp shoot." Usually they have not thoroughly researched a matter and so I allow the challenger to finish their point. I then begin to ask questions on pertinent applicable information related to that point which they should know, if they have gone this far. It adds to class learning and helps me to keep the class progressing. I summarize the issue for the whole class then simply state, "I hope everyone was taking notes on our discussion." I think knwoing how to ask questions is a key skill.
The instructor should know what is going on in the classroom with the students at all times.
Hi Roger,
What great tactics to utilize in order to minimize students' complaints. You certainly go the extra mile.
Patricia
Hi Patricia,
Make sure everything is in the open on Day 1 so that students do not have a reason to complain.
Patricia
I write very details syllabus,explaining about the course, assignments and projects to be done with date lines. Discuss the syllabus with the students and ask them if they understand or have any questions. Make them sign on every assignments, that they have knowledge of every do date for every project that come ahead.
Write in the board the due date for every homework, project or activities that are coming.
I think that we need to make sure that when we listen to the student that it is not done in front of the other students. If a student is upset they will only bring others in on the conversation fueling the fire. Take note of what the student is saying, because there maybe good cause, and others maybe confused as well. You can then address the class to clarify any misunderstandings
Make sure the students know what is expected of them in the course. This is done on the first day of class. I tell them that participation is part of their grade, the type of tests and quizzes I give, how I grade, and so forth. However, I do have students ask me certain basic questions that I have already cover in class. I just repaet what I said on the first day of class.
I tell them about the availablity of tutors and I will work with them as well. I tell them to let me know what is going on with them (they miss classes very Thursday). It is not I want to know everything about the student but when situations start to interfer with school work I need to know about it so we can work out a solution.
How 'bout presenting your syllabus as a PowerPoint presentation? Color, appropriate graphics, highights, verbally fill-in details.
More entertaining than everybody holding a sheet of paper and listening to us drone on.
Make sure everything is lined out the 1st day of class. Syllabus, test and reading schedules are given to all of the students then gone over during that class. Questions are answered at that time, clarifications made.
I go over the course syllabus and create a one page synopsis of the syllabus as a cover sheet. I also give them a memo later during the quarter with assignments and due dates. Each student signs a copy and keeps a copy.
At the beginning of each class I write on the board an outline of what that class will cover and what we will do the next class. All assignments with due dates are listed.
I go over this material at the beginning of the class and I have a student go over the material at the end of the class.
I offer extra study sessions if students need help. I also try to develop a rapport with the students. I encourage classmates to help each other and to go over course material outside of the class.
I also have to agree that having students sign an acknowledgment to the syllabus is a great way to make sure everyone has an understanding of what is expected and what procedres to take if they have an issue during the course.
If a student signs that they recieved the material only later to state they "didn't know" this presents an opportunity to remind them that they will be asked to sign all kinds of documents in the real world, and they had better know (read thoroughly and understand) what it is they are signing their name to.
The first day pretty much sets the tone regarding expectations as outlined in the syllabus, etc.
I find it challenging to explain why the students must follow a rule in my classroom that other instructors do not enforce. These are things like dress code and eating in classrooms.
I have thought of designing a simple contract which lists issues like that. On the first day we would go over it, the student would initial each item, and then sign it.
Has anyone ever tried anything like that to reinforce expectations?
Hi Linda,
That's just stupid is not the response to give. Students mut realize, it is not what you say, but how you say. This type of response will not go over well with one's supervisor. I will suspend a student that gives an instructor this type of response, if an apology is not granted.
Patricia
