I also find doing a series of mini demonstration helps move the success along in stages and removes the unknowing or the long remembering from the mix.
As all students learn in different ways I try to have methods in various forms such as wrtten for them to refer as well as verbal at the same time a demonstration. Using students to question each other and answer lets students engage in tne understanding.
Hi Rebecca,
The use of examples from previous classes really does help in reducing frustration and anxiety on the part of new students. I tell them I don't mind you spending a lot of time on the project doing it, I just don't want you spending a lot of time wondering how to do it. Examples helps to get them focused and moving forward on the actual work.
Gary
Hi Laura,
A grading rubric is a great way to clearly illustrate how projects or papers will be graded. By providing examples of these projects and then showing the students where the points are going to be earned you are helping them to understand where they need to focus their efforts.
Gary
Repetition is key. They say it takes anyone three exposures to something for it to actually be digested. Not that students are unintelligent, but even if they are listening, it typically takes several times for it to sink in.
I typically start with one area of focus, and when they have mastered that, I commend them and ad another area of improvement. By doing this, they are less likely to become discouraged.
Examples are also a great tool. If my students have a project or paper due, I typically give them an example of "A" work from a previous semester. This can eliminate hours of confusion and questions.
I have created a handout that defines the specifics when presenting a project or paper. This handout out not only shows basic requirements and parts I am grading on, but it also prepares them for formal presenations in the workplace. This handout is given day one and I explain it to them that although this seems kindergarden, many people skip on these areas and they really need to focus on their preparation and craftsmanship.
Hi Jim,
You have shared with us a list that I think most of us instructors could do down and check each item off saying we have had the same questions ask. I am always amazed that students will pay all that money to go to school and then not want to get all the benefits they have coming from their program. Yes, entitlement becomes a big issue with these students. Continue to hold the line on professional dress, behavior and knowledge. You earned your degrees through hard work and have developed a skill base that you are willing to share. It is a challenge but students need to know that you cannot compromise on the requirements you have or they will not be prepared at the level they need to be for career success.
Gary
That is a huge word that slapped me in the face my first teaching experience...EXPECTATIONS...
I did not then realize how many facets it had:
...are 'we' (students) expected to be here every day?
...are we really expected to wear scrubs?
...do you really expect us to be on time when we work our 'real job' right up to class time?
...are we really expected to have the work done on time?
...where can we expect to find our make-up work when we miss class?
...are we expected to really have the text?
...are we really expected to take notes?
...yada, yada, yada
I presumed that 'adults' entering a career college would have been 'gun-ho and ready to go'. I did not expect the sense of 'entitlement'...we are paying a high tuition, therefore we are entitled to PASS...with an A+
Not only do we cover these things in our syllabus, I ask them to fill out a survey sheet near the end of the first day, asking what they expect of themselves, and what do they expect of me? I also ask on it what they would say are their strengths and what would they like to change about themselves... Just remembering that they'll be answering this, I feel the strong obligation of being clear about my expectations in addition to class goals.
Hi Beatrice,
Sorry to hear about the challenging group of students you have the quarter. I have had such groups before and they really force you to be creative in your approach and content so you can help them to develop problem solving skills. The last time I had such a group a student approached me and said "Would you please just have us memorize terms and dates because we have to work too hard when you give us case studies and ask us to solve problems? When you do that we have to think too hard?" Needless to say I didn't do that but I did work with them on seeing the value of the application and relevancy of what I was teaching them.
Gary
Hi David,
Right you are about making sure the students understand the course requirements, expectations and policies. Keeping excitement for the course during the entire course is critical if the students are going to be retained and ready for their next career step.
Gary
Hi Anne,
I like your approach to the classroom. I am sure your students really enjoy your classes. I only wish I could do a French accent or any other accent for that matter beyond my southern one. It would sure catch their attention plus let them have fun with what they are learning about the assignments.
Gary
I do the name thing, check to make sure students are in the right course, classroom, and section, and have them do introductions. We go over the syllabus and I made the students each read a section of it. After each section I ask if there are any questions? I think the voice changing and having students read materials keeps the other class members interested in the subject matter. I then hand out a sample quiz so that the students know what to expect as far as my testing format, writing style, etc. We then do a fun exercise demonstrating that we do do fun things in medical terminology. In the end before the students leave I haul out the syllabus again, go over their homework assignment, etc. I also write it on the board over break with a red marker and point to it as I talk. I think visuals are good.
Like most instructors I go over the syllabus with the students. Given that I teach students who are in a certain program that is filled with required classes, I am part of a sequence. Based on how their last quarters have gone, sometimes they are excited and interested about the class and sometimes they are not so excited or interested. Based on their responses and results of the first quiz, sometimes I have to revise the syllabus a little. I don't like doing it but!!! This quarter I am having trouble with the class. Clearly the students want to learn to pass the tests. They don't want to learn to learn. It is the first time I have had such a class. I teach to teach!
post on the student portal the information prior to the first class meeting then give a verbal overview and teh begining of the fist class meeting, even passing out a short quiz on expectations helps.
at the end of teh class a review of expectations and reassurance that I am available after class
On the first day of class I go over the syllebus with them and then have them explain it back to me. I also tell them what can happen if they don't complete the tasks on time. I do not exept late work, etc.
I do not beat around the bush. I introduce myself, talk about assessability, and my expectations from students as far as classwork and being on time. Then I will go over the syllibus. When I am finished there is no gray area. If students need a second time I will go over it. It is very important that the students leave with a clear understanding on this. I like to leave them excited ab out being in the class. This is needed for students on a daily basis and not just on the first day.
I have found that students seldom actually read assignments sheets that are handed out to them, so when introducing a new assignment 1)I have one of them pass out the sheets then 2)I show them examples of previous student work from the assignment while summarizing what the assignment is about and 3)I read the assignment sheet out loud and make certain they follow along. Sometimes to add humor, I'll read the last few sentences in a French accent, so it doesn't sound so monotonous, then I ask if there are any questions. I then begin a demonstration of how to get started and sometimes ask a student to plunge in and try the hands-on with me, just to get comfortable with process and materials.
On the first day of class, I introduce myself and the class, going line by line on the syllabus. I then have the students introduce themselves to the class. From there I give a 10 minute introduction into the course and what I expect from the students. I make sure that I do not overpromise what they will get from the class, but I like to use my experiences from the IT field and what students can expect when they get jobs in their fields.
explain the course, give study plan an the evaluation methodes
