Clarifying Your Expectations To Students
On the first day of class I go through the Syllabus from cover to cover. I also go through each weeks assignments both group and individual, as well as policies and procedures, and the grading criteria.
I state at the start of class our goals for each session.
I clarify what projects are due and in most cases I also
follow up with an email to remind students of projects due and upcoming deadlines.
this should be done the first day of class because it sets the tone for the rest of the quarter/semester. students feel less confused when they know the expectations from the get go
What methods or techniques do you use to make sure that your students understand what you expect of them?
Hi Elizabeth,
Your students are receiving a comprehensive set of materials with the three components. This should really help them to get started in the course with a clear idea of what they are going to be doing.
Gary
Hi Robert,
Thank you for this excellent discussion on the reasons for using a grading rubric. You are dead on in your analysis. I use a rubric in all of my courses for the reasons you stated. In doing so it reduces many questions from the students because the earning of points is clearly spelled out within each category. I want to support your comment about the call from the parents and lawyers. The past three years have been a challenge because parents (helicopter parents as they are called) are calling about their son or daughter all the time. The grading rubric has been able to resolve all of their questions and the issues have gone no further.
Gary
We have a standard syllabus for each class that we are not allowed to edit, but we all make an addendum to describe our classroom expectations. Mine includes my attendance policies, my assignment policies, my exam policies, and my professionalism expectations. They also receive a rubric describing how their professionalism is graded.
A big benefit of a clear and specific rubric, in addition to the obvious classroom use of it, is what we might euphemistically call the "CYA" benefit. Some posts have hinted at it and referred to it, but let's discuss it head on. Unfortunately these days, we are a very litigious society, and students are increasingly savvy about their rights, the institution's responsibilities, the teacher's performance, etc. Even if they're wrong about their suspicions or accusations, they'll pursue it to the end. I don't want to sound bitter about students, but I think we all know how manipulative some of them can be if they perceive any hint of bias or inconsistency or arbitrary decision-making. There's where a good set of clear rubrics can really protect us.
When I introduce my rubrics in my writing classes, I'll jokingly refer to those high-school teachers we all had that would put a circled number grade at the top of the essay - "87" or whatever - but there would be no real clue or indication about where that 87 came from, or where the 13 points went.
These days, it's not just the conscientious student that wants to know how their grade was determined, for their own improvement, it's also the suspicious and combative student that wants to know why their project received an 87 where their peer's project received an 88. We have to be able to justify and quantify our grades as thoroughly as possible without ever having to fall back on some variation of "Well, in my opinion and experience, that's an 87." For an increasing number of students, that won't be a sufficient explanation, nor should it be. Good rubrics are not just helpful or beneficial; I think they're necessary in today's climate where so many of us have either been called by a student's parent, or (as various of my colleagues have been over the years) even been called by a student's attorney. It's a sad reality, but a reality regardless.
When meeting my students for the first time I take the time to outline with them exactly where expectations for the class lie. I follow this up with a question and answer period to make sure there is no confusion. Additionally my expectations are given in writing so they may refer back to them in the future.
I review the syllabus in depth on the first day of class. I find that a well written-syllabus is critical for this because it allows them to refer back to the expectations we set together on the first day. My policies are well laid out and always available to them.
I tell the students that without self-discipline, building a career in my field is very difficult.
Hi Jean-rene,
I like your approach of listening to the students as well. This is critical to keeping them in the course but if they do leave school they know someone is there that is willing to listen and support them should they come back. This has been an important connection that many students reflect on and use when they do decide to come back to school.
Gary
we have a syllabus to follow , the students has some rules to respect: example they are not allowed to use their cell phone in class, they do not have to quit the class without permission, but I listen their requests
I expect the best to my students, for that I use a syllabus I ask them why they have choose this course I explain them the school rules "the and the don't", example: you are not allowed to use your cell phone in the classroom.
In first I work with a syllabus,I use my experience,my skills,make many demos I ask them to participe, I ask them many questions they have to find the answers We play a "game".
Hi Caitlin,
I like rubrics because they give students a clear picture of points, values and flow. By using rubrics in your instructional methods you are helping to give them the big picture and reduce confusion about projects and course success.
Gary
Well first I use a very generalized rubric to help my students understand what is generally expected of them then for each assignment I have a specific rubric available to the students before the Project is due.
Upon completion and grading of each project if I deem necessary I will speak about the projects as a whole to let the students know what things were done correctly and how to improve their grades on the next assignment.
Hi Andrea,
Good plan. I am a big fan of using rubrics because they help you see the big picture and stay organized.
Gary
I actually use rubrics for each assignment and/or project. I have them developed before the class begins and I had out samples during the first class period to ensure that the students understand my expectations and are clear on the grading procedures.
Hi Ian,
You hit on several things that really impact students and those are a clear syllabus and ongoing feedback. These are essential to keep the students forward focused and engaged in their career growth.
Gary
I highlight the important portions of my expectations in my syllabus the first evening of class, I reiterate my syllabus throughout the course as we are moving through the material and fulfill each expectation and I continue provide them feedback, whether through grades or one-on-one discussions, on how they are doing as we move throughout the course.
