Hi Patricia,
Immediate use of newly acquired knowledge is important to students. They need to have examples of how they can apply their new knowledge. Your forum comments show how you are doing this. Thanks for sharing this information. Keep up the good work.
Gary
My expectations are repeated frequently during the class, especially in the first half of the quarter. The students' do not start a remedial class with a lot of confidence. They must understand that I understand that they have studied the material before. They also must feel that I respect them as individuals. If they have even a hint that I might think they are "dumb" because they tested into a remedial class, they will not put forth the energy that is needed in the class.
I teach exclusively online and use an 'expectations' document that lays out grading rubrics and other specifics. This is really important to stop disagreements as it is posted from day one. But...to make sure students are aware of the document...I send out course emails directing them to the document and I post announcements doing the same thing during the first weeks of the course.
I also do this through specific comments on course assignments. If a student really blows one, I don't crunch the grade to the point of disappointment, but instead, I explain where it lacks and what is expected...then if on the next one the expectations aren't reached...the grade is lowered further.
I also go over the syllabus section by section, but in addition I show students where to find these items online for future reference. I also provide samples of assignments so that that can see citation requirements and other things specific to our subject field. I even provide an example of an "A" level discussion board initial post and reply for students to model their work after. This helps tremendously when first grades come out and they wonder why 1 sentence posts didn't score well!! Addressing problem areas before they become problem areas saves me a great deal of stress each term. I add to or otherwise revise my first day strategies each term as I become more experienced in guiding the students through the material.
As others have stated, being as clear as possible is a method that has helped me the most in my experience - this clarity has come through a written section on my syllabus that I review out loud on the first day of class, as well as reinforcing my expectations to the students throughout the course. Articulating my expectations for the students, and allowing time for them to ask me questions, even to share their own expectations of me as an instructor and the course, has proven to be helpful.
A very detailed syllabus, a question and answer period for any and all issues to be discussed and clarified, and very detailed hand-outs for each component of the assignments/tests. I also use anecdotal examples to show them that many scenarios come up in the course of a class and that there are many ways that issues can be handled (for example, a student who had to have emergency surgery in the middle of a course).
Hi Jeanne,
I have had the same experience with ESL students so I like you have to be very clear in my explanations. I try to graphically show them the expectations, requirements and deadlines as well. The combination really helps to get the message across.
Gary
I find that clarifying expectations is much more important when I have ESL students from more than one background.
I usually go over some specific expectation each class period throughtout the semester -- especially if there is an ongoing project or paper due.
Hi Nicholas,
Good job of reinforcing the course requirements. This way your students get to see, read and hear the course requirements. This really helps with retention of what they need to complete in order to be successful in the course.
Gary
I state the expectations to the students in writing through an class outline or syllabus. Then I review that information verbally at class level, giving examples and methods or success strategies to achieve positive results.
Hi Charles,
The bullet points are a good way to remove the mystery from what the course expectations are. This way from the very beginning the students can see what they must do and when they must do it.
Gary
I sum up my expectations by clearly stating them in 3 or 4 bullet points. I tell them that I give cues to crucial information while presenting lessons that can help them in the professional world. I also make sure everyone in the class is able to ask questions if they do not understand the expectations.
Hi Jessica,
Great job of outlining how you conduct the beginning of your class. This way the students will, as you say, have no excuse for not knowing the expectations and requirements. I like your stand on being in class on time. It is mine as well. We are training individuals to be successful professionals and in order for them to be successful they have to be on time each and every day.
Gary
On the first day of class, I thoroughly go over the syllabus so that the students know what the course is about, what we will be covering throughout the course, and what I expect them to be able to do by the end of the class. I also let them know grading policies on day one, so they do not come back two weeks later wondering why they were penalized 10 points for an error instead of 1 point. I let them know what type work they will be doing in the class, what type of homework assignments they can expect, and that they will be quizzed and tested regularly. I also go over the school policies we have that are the same in every course so that no one ever says they never knew about a policy because they did not read the syllabus. I let them know, also, that I expect punctuality because I do not wait for late students in order to start class. I start class when class begins, and I sometimes give pop quizzes. They know on day one that if they are late one day down the road, they may miss a pop quiz that they cannot make up. I also open the floor for any questions that way they have clarification on my expectations and everything.
Hi Stephen,
What a great way to balance the first day of class. You cover all of the bases while giving your students your expectations and requirements. They get to see and hear success stories and equipment they will be working with all. All of this serves to get them motivated for the coming classes.
Gary
On the first day of class I go over the syllabus and class expectations and desired outcomes. I also attempt to describe what makes a successful student, in terms of performance and attitude. By keeping it positive, i.e. what to do instead of what not to do, it helps give the students a guide or roadmap for what they should be doing. Then, when I do demos, i try to describe what characterizes a successful end product- i.e. what I'm looking for when I evaluate their competancies. I also try to frame the coursework as a series of solvable problems, and the class becomes about recognizing the situation and developing the skills to solve the challenge at hand.
Hi Tim,
Good balance to how you set the course up for the students. This way they know the requirements and expectations. They are given examples of what they will be doing plus your own personal experiences of how you achieved career success.
Gary
Hi David,
Well said. Your forum comments outline the core of why teachers to what they do. That is show students they care about their success and give them content that will enable them to achieve their career goals.
Gary
Hi Joseph,
You make a number of good points about the way you introduce your course to advanced students. They need to see how your course is a part of the building blocks toward career success. This sets the stage for relevancy and application on the part of the students.
Gary
Written - The syllabus acts as a guide through which I discuss the more pragmatic concerns of the class: meaning, grading structure, class format and exercises.
Verbal - As we discuss the syllabus I offer my justification for including each requirement and exercises in relation to the larger goals of my class but also in relation to how these skill sets will assist them in the career endeavors.
Illustrative - Throughout the discussion I relate stories of my professional experience which describe how these skill sets were acquired by me and why I believe so strongly in there value for each student.
