Talk about the objectives of the class and explain each with examples.
I also use grading rubrics. Rubrics can be helpful if there is also any grade challenge from a student.
For each assignment I create a direction sheet. Underneath the heading, I post the objective which contains the rationale for the assignment, what I want the students to learn from the assignment, and how the assignment will be graded.
Under the direction paragraph I model what I expect.
Last, I include a rubric that shows how I will grade the project.
This process removes all misunderstanding and gives the student the necessary information to be successful.
In addition to providing the students a written guideline of policies and procedures, we talk through everything on the first day of class. I couple those discussions with anecdotes from their experiences that relate to the subject matter, also. There is ample time for questions as well. At the end of the class, there is no question as to what is expected.
It is important to review the syllabus with new students on the first day of class in order to provide them with the information they need to be successful in the class. Often times, it is helpful to provide an example that clarifies the passages, for example, our student are allowed a specific number of absences and each absence results in a point deduction. I like to give the students an example of how an absence can affect their overall grade.
So true. I also find it is important for us as instructors to adhere to the process established by our schools. It lends consistency and credibility to our classroom which results in a reliable "customer" experience.
On the first day of class I thoroughly go over the syllabi to cover the expectations for the course. When I assign a research project, I sit down collectively and individually with each student to confirm their understanding of the requirements of the course.
I follow almost the exact procedure the module writers described in the module about meeting the class for the first time. I prepare a lesson plan that includes a check list; I write the course name and my name and availability on the whiteboard. Next, I take attendance and etc. I believe you cannot be over prepared for the first class. It is up to the teacher to set the tone of the class on the first day. One cannot wait until the 2nd week to set the standards.
Hi Wendell,
Good way to start off the class. Your students see you as a knowledgeable and caring instructor that wants the best for them. In addition, your expectations are made clear for them so they can be ready to go to work once the introductions are completed.
Gary
Hi Sabrina,
Great approach to making everything clear for your students and then reinforcing it through the individual contact you have with your students. Your students know you care about their success as evidenced by your follow up.
Gary
Sabrina, Sounds very thorough and organized! I agree that re-visiting your expectations of the class is an important step to keep them on track.Something else that I do is to very briefly talk about the final project. I let them know that if they want to jot down their ideas as we progress through the cirriculum, it gives them time to think without any pressure and if they come upon any questions along the way,I can help them with direction.
This is clearly one of the most important aspects of our job as facilitators and instructors. When we have clear understanding in this regard the course has a strong foundation for success.
I always go through the syllabus and establish an overview of what the course requires. I then specifically address what I will be expecting with regard to adherence to deadlines, what constitutes substantive participation and much more. I am of the opinion that I cannot over-inform in this portion of class time. My students come away with a clear understanding that the syllabus is both a guide and a contract for their learning. It is much easier to refer back to something we have discussed than to introduce it for the first time when an issue arises.
During the first class session, I introduce myself with a short history of my experiences. Then we cover the sylabus; the addendum; and cover in detail the rules and outline for the final project. With some question and answer time in between, the students do have an excellent knowledge of what is to be expected to succeed in the class.
First day of class, after I take care of Introductions and giving them their syllabus and text, ( in some cases their knives kit), I try to give them and overview of the course and segment that we will be working on during the 5 weeks to come. Then after setting our goals and objectives, I really dedicate a good amount of time to define my expectations regarding student participation. It is really important because our school is based in competencies, everyday student get evaluated by critical tasks that they need to perfome.
Giving my students knowledge of what do I expect daily, ( signs of progress), will help them realized that those competencies are like building blocks for future courses and for the final testing that they will have to endure at the end of school.
I try to be as clear as possible, and I really want them to know from the beginning that I do expect something from them; Some times,
depending on the group I do incorporate annecdotes during my time at school or so. For me is important that my student understand that every single competency will be relevant for their future as a culinarian.
At the end I go over about methods of evaluation.
During that first week if necesary I try to re-visit my expectations, more in a direct (one-to-one) interaction with each one of the students during that beautiful time of evaluating their daily tasks.
I was born outside USA for the same reason, it is really important for me to be as clear as possible, and I do ask if thay do need more information.
Hi Lacey,
Great idea! Thanks for sharing it with us.
Gary
Hi Rhonda,
Great way to start a class of with the requirements and expectations. I really like your use of a grading rubric. I use them in my classes and they really help to show the students where points can be earned and how the points break out. The use of a rubric really reduces a lot of confusion and debate about grading.
Gary
One useful application that I use to further describe expectations in the use of Jing and Screencast. I can tape my computer movements and my voice to explain an assignment or overall course objectives. From there I can send students a link to watch the screencast. I find that this really helps!
Lacey Finley
I post all of the terms content on my class website prior to the class starting along with a welcome note. I find that a lot of my students come to class the first day with the syllabus, class notes, etc already printed out. Then, I spend a lot of time covering the syllabus, course outline, grading procedures, projects, etc to make sure everyone is comfortable with the class.
I also go over the class syllabus and my addendum with my students on the first day of class.
For each assigned project, a detailed description of the requirements and grading basis is handed to them. For major projects I also give them a grading rubric along with the project sheet so that they know my exact grading criteria in advance and can use it as a guide to attain the grade they desire.
What you say the first class meeting will be remembered all quarter long. I always try to emphasize what is really important, like any papers projects or presentations, and when they will be due. It gives you something to refer to later in case of misunderstandings.
