Get Your Students Hired
Hi Michelle,
Good points all. Your last point about going over the day's activities is a must. The students need to know what is going to be covered so they can settle into the day. They can see how things are going to unfold throughout the day and line up their thinking with those activities. They also can at the end of the day see the progress that has been made. Keep up the good work.
Gary
Clearly outlining your expectations to the students is an extremely important feat that must be accomplished on the first day of instruction. With this said, a detailed syllabus must be provided to each student. As the instructor it is my responsibility to not only go over the syllabus with the students but I must also make sure that the students have an opportunity to voice their concerns and questions. Rather than just reading the syllabus, I find that it is more effective to read a section of the syllabus and then rephrase the section in another manner. After the "rephrasing" it is very important to make sure that all the students understand what has been said. Therefore an ample amount of time must be allowed for questions on the first day.
Also, as instructors we must be aware of the fact that there are many "shy" students that may have questions about the syllabus but are reluctant to "speak up". In order to better service these students it is important that we announce that if there are any questions about the syllabus, the student can also email the instructor. This invitation to email the instructor with questions allows the introverted student to express his/her concerns.
Also, I believe that it is extremely important to begin each class meeting with a brief overview of what the students will be learning on that particular day. This not only provides direction for the student but it also clearly outlines the expectations I have set for myself and for my students.
In my opinion class discussions are a good way to find out if the course information is bieng absorbed. I think the best guage is in the testing scores as well.
On the first day of the class, I too go over the syllabus in detail. This gives them an idea of what will be covered, what activities and/or projects are planned, and what the grading breakdown is. I also impress upon them that we do have other activities planned like field trips, guest speakers, etc. I try to make it sound exciting and fun and I am very relaxed in my delivery. I want the students to feel they can talk to me easily.
After reading some of the responses in the forum, I think that I will adopt writing the objective on the board for that day's lesson. I don't think that I point out what we learned enough. Sometimes seeing it in writing makes it more concrete for the students.
A full explaination of exactly what is expected from the students with regards to both tests and labs is reviewed on the first day. In addition, I review the tests and labs with the students as they are completed.
Hi Elaine,
Right you are. This is where the 3 M model becomes so important. You have to be that model, manager, and motivator or teaching is going to be a very hard job.
Gary
Hi Charles,
I commend you for your approach in terms of expectations and policies for your class. This way there are no surprises and the students can focus on the content since they already know the requirements.
Gary
Hi Audia,
Well said. A good plan for being ready to teach a class and meet student needs.
Gary
Like most people, I go through the syllabus. I also dress appropriately and model the organization I'm seeking from my students. I learned in the military that "you can't teach what you don't know and you can't lead where you won't go."
I start out strict and loosen up as I gauge the class' level of attentiveness and maturity. You can never go backward...start out too loose and you'll never get the control of the classroom back.
I give my students a course map listing all required assignments for each learning module. I review each assignment and give instructions on how each project should be completed, as well as when the assignments are due, and how each assignment will be graded.
I also make sure students know when the grading period ends and my policy on make up work.
I MAKE SURE EVERYDAY THAT THE OBJECTIVE FOR THE DAY IS ON THE WHITE BOARD.I THAN EXPLAIN THE PURPOSE AND REASON RFOR THE DAYS LESSON PLAN I SPEND ABOUT 10 TO 20 MIN. ON THE THEROY OF WHAT WE ARE GOING TO COVER. AFTER WHICH I ASK QUESTIONS ABOUT THE LESSON AND OUR LAB THEY ABOUT TO START ON.THAN I SPLIT THE CLASS INTO GROUPS TELL THEM WHAT IS EXPECTED OF THEM AS A GROUP AND WHAT I EXPECT THEM TO COMPLETE AND THERE TIME FRAME.
It is very important to let the students know what your expectation for them are. It is just as important to inform them of the expectations for yourself in concert with them during the course. Well defined expectations, along with a good course syllabus, brings about a good working environment that allows individual creativity. This enhances the learning process for the students.
I hand out a syllabus the very first day of class and go over it line by line. Sometimes I call on students to read sections of the syllabus for a little participation and to open them up a bit. After the syllabus has been covered I explain my personal expectations of the students as individuals and as future professionals in their field. Later, as a review, I will have a "syllabus scavenger hunt" whereby the students have to find the answers to specific questions by using their syllabus. It is a chance for the students to interact with one another and reinforces the information.
I introduce myself and go over policies and procedures. Cover the course syllabus front to back. Go over my expectations and ask the students if they have any questions with regard to what I covered.
I am clear and concise. I try not to convey more information than is necessary so the point is not lost in too much verbiage. I also ask if what I said was understood, sometimes having a student repeat it in their own words, so that I know they understand the message and context.
Hi Russell,
Internalizing new information is critical to learning. You are trying to create a "working memory" file for the new knowledge or skills that the students can store and then recall when needed. The process that you are using will help the needed memory development. Are there any special techniques that you use to help your students repeat back the instructions to you?
Gary
To make sure the student understands your instructions/expectations, you have the student repeat the instructions back to you. Basic communication states: sender gives information, receiver reapets information back to sender, sender conferms or corrects information.
Hi Marsha,
I like your "ice breaker" idea. It gets the student involved, moving and interacting. This is the way to get a class off to a good start. By doing this you are also attaching value to the handbook since you are using it in your ice breaker. Many times the handbook is given out and then never referred to again yet the polices and requirements for the course are contained in it. This method has the students using the handbook for the games.
Gary
The student handbook is an invaluable tool for a wide array of reasons from student services to the mission statement. A review of the handbook and then perhaps a scavenger hunt of the premises allows for students to become familiar with their new surroundings. Its an excellent "Ice-Breaker".
Hi Paul,
Good way to lay the foundation for the students. They know the expectations and have a clear understanding of how the class will be operated. Also, they know you are the subject matter expect and that you are ready to share with them that knowledge.
Gary