the first thing i do is to make sure the students know that i am the instructor. i am load and very positive in what i say. i am also very confedent in what i say. this seems to put them at ease right away because they know they will get the most correct anserwers to their questions. i will tell them if i do not know the anserwer i or we will find out the right anserwer.
Hi Dr. Ernst,
Ice breakers are a great way to start a class. The enable students to get to know each other better, get an idea of how you are going to conduct the class and lets them settle into the flow of the course. Getting to know the names of students quickly is a must and these ice breakers really help with this task. Thanks for sharing.
I like to use ice breakers that help with the introductions plus others that let the students use some basic components of the career/class area in a fun or competitive way. I have a Jeopardy game on PP that works just like the TV game. I loaded in my own questions and answers with different point values. This ice breaker lets me get an idea about the students' knowledge as a baseline so I can plan the first few days of class around what I have learned during the game.
Gary
Hi Dr. Ernst,
Thank you for sharing your strategies for helping both your students and yourself with understanding their knowledge status through questioning. These techniques give you a baseline for how you will approach the next section of the course content. This way you will have your finger on the pulse of the class at all times.
You make a good point about revisiting the expectations of the course in relation to each student's needs. As you know students need constant reminders of course requirements, assignments and deadlines. This part of teaching seems to never change whether you are teaching elementary or adult students.
Gary
The technique that comes most natrually to me to determine whether or not my students understand what I expect of them is to ask them questions. Their response will give me an indication of whether or not I have explained myself fully or whether they need further clarification.
Another method would be to ask the students to paraphrase what my expectations are--either as a group or individually on paper. A third method would be to summarize the key expectations and then contiually review the key expectations. For example, if I had some key expectations on turning in a paper, I would continually remind the students of what those are verbally as well as in written format on the assignments.
As a Communication Instructor, the ice breaker can be a key to setting the expectations for my class--specifically that they will need to participate actively in class. A good ice breaker will also help the students become comfortable with each other and comfortable with sharing their ideas with the class. One ice breaker that I use frequently is to have the students form a large circle with their chairs (this may need to be adjusted depending on classroom size and number of students) and each one takes time going around the room introducing themselves and sharing something unique about themsevles. After one student shares, I then repeat their name and what makes them unique. I do that after each student shares--including repeating what every other student had said. This ice breaker does two things: 1) students will see commonalities with other students, 2) helps me learn names!
I go over the mission and objectives of the university, which is also in conjunction with mission of the course. assignments and dates, grading, absences and email address to communicate regarding various situations. These are repeated throughout the period of the course.
Hi Ken,
Great way to start a class off. No misunderstandings about expectations and requirements. Many schools use the signed sheet as evidence of the students having received the syllabus. I like this idea as it helps the students to get off to a good start in the course by knowing what is going to happen over the course phase.
Gary
In addition to the typical introduction methods such as: instructor background, course syllabus, course overview I prefer to include a schedule of course discussions, quizzes, tests, and other pertinent information with specific dates as applied to the term. This lets the student know exactly what will be covered or required at any point in the course.
Also, adding a sheet to the syllabus which the student signs and turns in is a suggestion that I plan to incorporate into my syllabus and lesson plans.
Hi Mark,
Good approach. Clear expectations are a must for starting a new class. The students have many concerns about how they are going to do in the class and so they need to have a very clear picture of expectations laid out for them from the first day on.
Gary
On my first day I make sure the we go through the syllabus together, and that students are 100% clear on what is expected of them, and of me. Then I have them sign a sheet that documents this and we go from there.
Hi Glenda,
Good idea. Bullet points are a good way to get the students focused on key points. They know what you consider to be important and essential for their success in the course.
Gary
I find doing this in bullet points on the board can reinforce the info in brief to recap and check for understanding before moving on.
Hi Sean,
Yes, both of the suggestions will work. The small quiz can be set up to be a fun activity and a form of a ice breaker to allow the students to have fun and get to know each other better. At the end of the quiz activity you then could have a Q&A activity to wrap up the introduction section of the syllabus and course requirement discussion.
Gary
How about an informal Q & A session after going over the syllabus? Or even a small quiz? Both tasks should give the instructor an excellent idea of how much information got across as well as providing a review. Again I'm speculating, not having taught a class on my own as of yet.
Hi Mary,
I commend you for all of your preparation. By keeping the students informed of expectations and their progress in the course you reduce the concerns that students may have about their status in the class. Also, by them knowing the policies for the course they know the consequences of not doing the work, or being absent, etc.
Gary
this is a very important point to be successful.
Together we go over the syllabus, assignment sheet, and classroom policies which include extra credit, late work, work that cannot be made up. The syllabus includes purposes and student objectives (goals), grading percentages, type of course (lecture, lab or just lab). As we are discussing the goals or skills to be learned, a list is displayed on the screen in simple format for the student to see, read. The syllabus, assignment sheet, and classroom policies are on handouts for the student and I to refer to throughout the 15 weeks. I have not been putting due dates on the syllabus, but I like the idea, since we train many single mothers and dads.
The coversheet of our syllabus states the purpose of the course and the objectives (what skills the students should be obtaining). Also included is the grading percentages. The second sheet states what we will be doing that day, week, 5-weeks, etc. We have also included another shee about extra points, late papers, and when are they considered late, what can be made up and what cannot. It is not as detailed as I have previously done due to guidelines from our corporate office and from the accrediting agency.
I review these every 5 weeks which is the being of a new module. Usually all my handouts are ready by the first meeting of the new group. Using overhead project I have on the screen the skills listed that we are going to achieve that five weeks.
Hi Richard,
Good job with laying out the steps of expectations for students. They are given the syllabus, textbook and supporting materials so they can see clearly what they are going to be expected to do in the coming course phase. This way they can see what they are going to have to do to succeed in the course.
Gary
Going through school policies and also a syllabus.
