I use the syllabus as a guide. Then I either give a quick oral quiz with yes/no answers, or I may give a worksheet based on the content of the syllabus.
Hi Andrea,
Good way to get a class started fast since it is only three weeks long. With the small class you don't have to spend an excessive time with introductions so you can get to polices, requirements, and expectations right away.
Gary
Hi Robert,
Right you are about the examples. These examples help to make it real for your students because they know what you are telling them is based upon students that have gone before them. You are not telling them anything they don't know you are just giving them examples that show them what the need to do to be successful. Simple but very effective.
Gary
Hi Enrique,
Good idea. That last parting review of the day's content is a good way to send the students home. They can reflect on what they have learned and be ready for the next day's content.
Gary
I always review the syllabus, requirements and grading proceedures. I teach algebra and explain that there is not much reading, but they must practice, practice and practice. The students(most) will not be able to get everything just by working along in class. Explain don't be upset if you don't get it the first time. I start each day asking if there are questions about the last class. I encourge questions - I tell students that if they don't get it probably others don't so you be the brave one to ask - asking what you don't know is extreemly important in a math course.
I use a course syllabus that I go over in detail on day 1, Handouts for their report and project, discussing both in detail and I ask for questions about both at the beginning of every class. On day 1 I also list everything that will be covered during the three week class so they can plan ahead. At the beginning of every class I have everything that we will be doing for the day on the board including page numbers. I am always asking my students if they have any questions about the assignments. The groups are small, so they don't usually feel shy about asking.
Without reading every prior response, one technique I use is to give specific examples from prior classes over the years - both positive (the success of students who understand the expectations and try to reach or surpass them) and negative (what has happened to previous students who have violated this policy or that expectation). I can preach all the platitudes I want, but frequently, nothing sinks in like giving them a specific example and the consequence of it in the past.
Hi Chan,
This is what developing rapport is all about. Creating a relationship with the students. You are doing that with the introduction methods you are using.
Gary
Hi Lisa,
I agree with you about not using the syllabus as a teaching tool boggling your and mine mind. Why go to all the effort of creating the syllabus if you aren't going to use it?
I like you use my syllabus as a reference point for what we are doing and will be doing throughout the course. Also I have found that if I don't use the syllabus my students start to dismiss other handouts I give them since they figure that if the syllabus isn't important nor or the other handouts.
Gary
Every day at the end of the class i try to go over the material covered and how it is renforcing previous learned techniques.
I love talk to students. I tell them all about me. then take turns. students tell me where they from, what they do before here. We talk about how be professional. Why want be chef. I tell them truth about hard work.
Hi Mary Jo,
Right you are about trying to reduce to a minimum any misunderstandings about the course requirements, expectations or polices. This way the questions asked by students will be to further expand their understanding of what is going to occur in the course. It helps to get them settled in much quicker with good explanations.
Gary
Robert,
I know exactly what you mean. I can hardly sleep the night before classes start back up. Meeting the new students each term is so exiting to me because I learn so much from them each term.
Also, I'm typically brimming with new ideas that I can't wait to try out and see how they work. I'm in my 10th year of teaching, and I cannot imaging doing anything else.
I am blessed!
Lisa Matthews
Gary,
I prepare a very detailed syllabus. In addition, as part of my instructional activity for each meeting, I begin by asking students to refer to the syllabus to find out what we will be doing during the class meeting and to discuss any homework assignments. Doing this each class period models that the syllabus is providing structure and guidance as well as functioning as our contract; therefore, I and I am expecting them to utilize it as such.
Often students report to me that other instructors give out the syllabus on the first day of class - - marking the first and last time the syllabus is every mentioned. This boggles my mind.
Lisa Matthews
The first day of class is crucial in getting your expectations across. I usually go through the syllabus first and tell them the expectations of the school, the course and my expectations from them as students. In the beginning of every class I also go through the schedule of the day and what we will be doing and give them the expectation for the day. To me this is very important so there is no misunderstanding.
Hi Brenna,
Good method to get input from the students at the beginning of a course when they are unsure whether they should ask a question or not. This way they can ask the question without feeling they are going to be put on the spot.
Gary
Hi Dawn,
You are right in your belief that open dialogue is important for students. By being willing to listen and respond to students you are sending a very clear message that what they have to say is important to you and the class. This really helps them as they develop respect and rapport with you.
Gary
Hi Dan,
Personal examples are very important for students to hear. They help to make it real for the students and they can apply this information to their own lives and career goals.
Gary
Hi Cindy,
This method reduces confusion on the part of students. It is there before them. They can read it and then ask any questions they have. This way they leave with a clear understanding of the expectations, requirements, and policies for the course.
Gary
Hi John,
This method also shows the students that previous students have been successful and so can they. Sometimes they forget that we have had many students previously and they have been able to do the work successfully. These examples take away that argument plus showing them examples of the standards you want them to achieve.
Gary
