Hi Kenneth,
With your approach you are helping the students to see the big picture of why they are enrolled in the course and what they are going to have to do to pass it. By covering your the requirements, expectations and policies of the course you are giving your students a foundation from which they can operate as successful students. This way they have the opportunity to see you in the roles of model, manager and motivator.
Gary
I list my expectations clearly on the first day of class, as well as daily
I start with a well planned syllabus and course outline. Then I review the syllabus on the first day of class in great detail. I elaborate on each element, anticipating many questions, based on my experience teaching that class. I then try to draw out any and all additional questions from students so they have as much comfort as possible that a) I have laid things out as clearly as possible; b)the course content is, in fact, ultimately manageable for them and c)I am willing to continue to clarify expectations as necessary for their comfort.
Additionally, I take time (with emphasis) to explain standards of professional behavior that I expect. I always do this because, though the students are, I suppose technically adults, some are barely so and do not necessarily understand the concept. I observed that in this course the writers assume the adult learner has a work history, but this is not always the case with many of our students. In this regard I take very seriously my roles as model, manager AND motivater.
Hi Scott,
Great plan. You are using review in a creative way and through repetition your students are getting "it". The idea of them creating their own final through the feedback they give and in concert with your Top 10 list is good. Thanks for sharing it with us.
Gary
I take on the responsibility that if they do not learn the material, I failed as an instructor. I feel this puts the students in a comfort zone. I bold the Top 10 most important terms from each chapter on handouts. I also use a Top 10 list each week of the ten most important "what you should know" from each chapter on the board. Talk to it at the start of class and at the end of class. The week before the final, I have each student write down their Top 10 most important subjects they feel that they have learned or the next class should learn form this class. I create my finals based on this feedback. I have yet to find any surprises.
Hi Christa,
Accountability sometimes if forgotten by students. They want to blame others when they miss a deadline or assignment. This way both you and they have concrete proof that they have been informed of your requirements, expectations, and policies.
Gary
To insure the students understand the course grading, attendance, and professionalism policies, I have all the information typed at the end of syllabus handout. The instructions are not only verbalized but they are in writing too, clearly stating what is required and what the consequences are. Each student is to keep the syllabus in the front of their notebook for reference through out the course. As we complete a section, I have them check it off allowing them to see their success as we go.
Also if there are any questions regarding the policies, I ask them to take the syllabus out and review what was discussed on the 1st day of class and they can't say they didn't know or that it was a surprise.
This is a great way for the students to be accountable for their professionalism, attendance, and especially with their future career. B-)
Hi Matthew,
Using competency based instruction is a concrete way of showing students their progress. It also shows them when they have not met the competency for the day. This should keep them targeted on their learning each time the class meets.
Gary
Our school has curriculum that is specific to a competency. Each day, we review the competency, and the expectation of the final product. We review the grading for that competency, and it's relevance to their career, and how it will effect them if they don't grasp it. Because we are competency based, any student who does not successfully complete a competency, must return on Friday to re-try at their competency until they succeed. (typically Fridays are "off" for students)Questions are always encouraged, there is no such thing as a dumb question.
Hi Michelle,
This is a form of customized instruction since you are offering assistance to your students as they work through their own projects. Also, I commend you for your willingness to provide the support you are. This is what I try to do in my classes and I find that it is extremely rewarding to both myself and the students. In addition, I get some very high quality work as a result of my being willing to review their work prior to the final submission.
Gary
I like to give a syllabus quiz at the end of the syllabus. It asks questions that were outlined in the syllabus to ensure that the students were read the syllabus all the way through and also that they were listening when we discussed the syllabus in class. At the end of the quiz I add a line that says: "I agree to abide by the rules and policies outlined in this syllabus and understand that failing to do so may result in my dismissal from the class." And then I have each student sign it and turn it in to me. This ensures that each student not only has read and understands the important points of the syllabus but also that they agree to abide by the rules of the class.
I have written guidelines for what it means to clearly exceed expectations, exceed, meet, fall below or unacceptable and I also use grading rubrics for written projects so they know what counts and how they can maximize their points. I also offer to proof and pre-grade projects so they can make changes before the due date and get a better score
Hi Fran,
Right you are in terms of needing to repeat and rephrase course expectations for students. When we hear something we do three things with the information, delete because it we feel it doesn't apply to us right now, distort it because we want to translate the information into a form we are comfortable with, or personalize it because it has meaning and application to our lives. By sharing the information repeatedly the students will start to make the information personal and then they will settle into completing the the assignments or activities.
Gary
of course the first day is very important the message you send need be clear and precise if i start in the right way i will end same way i will remain the students they came here to learn and school want their money to be worth
I remind them verbally and through information on the portal. I will often write on the board what is due the next day. I may also ask for volunteers to repeat back to me the verbal information that was relayed, so I can be certain that I am conveying the information clearly. As an assignment deadline approaches, I remind the students, inquire about their progress, and ask if they have any additional questions.
Communication is such a fragile element of our lives. I find stating expectations in multiple ways and at multiple times helps the students absorb the magnitude of importance that you are trying to stress on the expectation(s) and on their potential success.
Hi Katrina,
Way to go with showing your students the standard by which you want them to be judged. The examples you share give them a starting point so they don't have to wonder what does she want but can get to work doing the assignment.
Gary
I display the syllabus, which contains the schedule, rules and expectations, on the overhead as I discuss the contents with the students.
I outline what needs to completed week by week (unit) and I remind them of major upcoming projects.
I also bring in lots of examples and/or visuals of past projects. For example, if I need students to write a paper in my class I bring in an example of an "A" introductory paragraph. I then explain why it is a good example of writing. I also try to get the students to evaluate other writing samples so they have a clear idea of what I expect for their writing assignments.
Hi Lynn,
In our culture of blame shifting the signing of a document that says I have received the course syllabus which outlines the expectations, requirements, and policies helps to keep the focus on accountability for the students. This is why I use this method as well.
Gary
