Hi Raymond,
You are doing a great service for your students by helping see how what they are doing now will lead them to a rewarding future. The fact you are a former student I know gives you a lot more status their eyes.
Gary
I give my students a clear outline (typed handout) and then we go over it in detail. We discuss each learning objective and how they will be assessed, and in each discussion I track what questions the students have so I may add it to the next class's handout if needed.
Going through the syllabus during the first day of class is one path that I take for setting expectations.
My class size is usually 16 students maximum, so I also make a point to talk to each student on a one on one basis in casual conversation to see why they started school in the first place. I also ask them if they have any plans for their externship for their final semester.
By bridging my expectations of the student for school along with expectations of the industry for where they are headed, the students respond and react very well to the challenge(s).
I was a student once where I teach currently, in informing my class of that, their ears perk up when I set forth class expectations.
I constantly remind them of what they will be doing in class that day as well as the next day or wee of class.
I ask for an assignment to be done that clarifies there understanding of my expectations for the materials presented.
As a librarian, I mostly do one-shot instruction sessions in the classroom or computer labs. Before starting, I always go over what will be covered in the session. I then tell the students that I expect them to be able to use this information in completing an in-class exercise as well as in completing their paper/assignment.
I generally set an atmosphere of safety where students will feel empowered to ask questions and clarify information without threat of repudiation. I frequently check in and ask for feedback, questions, or concerns. I address each one in a respectful manner so others will feel encouraged to follow suit. It is also helpful to write down your expectations because once it is in writing, it is viewed as a contract and is taken much more seriously.
I frequently remind the students in a positive way, that there are certain things that are optional, and others that are mandatory. I also remind them of deadlines, particularly when students seem to be lagging. Most respond positively to this.
Hi Natalie,
I like your use of the real world setting to impose real world standards on how you will operate your class and evaluate the students. They are getting ready to enter such a world so they should be prepared to be successful in it. Way to go.
Gary
Hi Laurel,
Good approach. You are right on target with the methods you are using. In spite of the best of attempts to inform students still forget and the reminders serve to help them to "remember" deadlines and test dates. This run up to the actual event should reduce much stress for both the students and yourself.
Gary
Hi Sharlen,
Good approach. Be concise, be clear and be specific and the students will understand what is going to be expected of them in the coming classes. By getting their feedback you will know what areas you need to provide additional information in or expand upon.
Gary
Hi Allina,
Good plan. Through examples and repetition your students are getting the competencies they need to be successful. The use of student questions is good because they often come up with questions that takes the material a different direction or opens up new perceptions about a situation or problem.
Gary
Hi Sara,
Thank you for sharing your method of informing your students about expectations and performance in the class. The idea of the walk through or role playing gives your students a graphic illustration of expectations. This should really serve to reduce misunderstandings.
Gary
Hi Samantha,
The more information you can give your students the less misunderstandings and concerns you will have. You have a good plan that really helps them to be informed about what is going to occur in the coming course.
Gary
iterate...iterate...and iterate ;p
I go over syllabus, written exams, practical exams, papers, etc. so they have a clear idea of what is going to happen and how they will be graded
To make sure that the students understand how I will present the material, I introduce a scenerio that they could find themselves in during a real work situation that relates to the topic material in the course. I let them know that we will continue to view the material from this vantage point and that all work will be assessed as it might be assess in a professional work setting.
This is my first course that I'm teaching in an academic setting (usually I train in a business setting) so I only have this one course to go by so far. But the method I have been using is to lay out the expectations far in advance so there is plenty of time for questions, clarification, and letting it "sink in." For example, I will tell my students two weeks before the mid-term that it is coming up and continue to mention it up until the day of the midterm. There is a project due at the end of the quarter and I make sure to mention it and ask if anyone has questions nearly every class meeting. Preparing the students well in advance continues to remind them and also catches anyone who might have been absent another day.
I go through everything in detail on the first day of class, and continue to reiterate those expectations on a daily basis.
On the first day of class I hand out my Instructor Info sheet as well as Syllabus. On our Insrtuctor sheets it has our names and contact information on them as well as our office location and hours. Included on this info sheet is classroom requirements such as professionlaism and uniforms policies. I go over all test days and project due dates. And then I will give an overview of the class and what we will be doing for the class.
Hello Gary,
It is important to students to have clear-cut expectations and requirements. These can be written in the syllabus but it is important to go over the syllabus and class requirements. Many times, the student does not know what to ask, so I believe that it is important to periodically ask the students if they have questions concerning papers or class requirements. During the first class, I ask them what they want to get out of the class and how we can work together to meet the goals and objectives of the class and still help them reach their goals.
