Hi Terri,
Good job with setting the stage for the course. As the students are getting used to you and you them by going over the expectations and polices there will be no mistake as to what is required.
Gary
On the first meeting after introducing myself, I review the course syllabus, expections of the students and review all projects/papers that are part of the class.
Hi Cheryl,
A review of the material before presenting it a good way to make sure you remember all of the concepts and principles that you want to present.
Gary
I agree i also go over it day of it is fresh on the mind this way
During class I try to talk with students on a level they understand that if I put a standard in the classroom to follow I to must be prepaired to follow, Being on time is one of them, my phone is off during class, So on.
Hi Walt,
By using the syllabus as a learning tool as well as a contract you greatly reduce the opportunities for misunderstandings. The syllabus outlines what is expected, you go over it with the students and then they sign a sheet that says they have received a copy of the syllabus. This makes the course requirements very straight forward. Keep up the good work.
Gary
Hello Gary,
Sorry not to get back to this one earlier, (poor computer services at this end). I would have to say that the repeated mention of the importance of the syllabus, by other Maxknowledge students, underlines the necessity this great organizational tool. I liked the idea of telling the students that they would be tested on it! I had never heard of students signing the syllabus like a contract. Great idea. I would think the syllabus would be a vital planning reminder, along with the course outline, for the instructor also. Walt
Hi Dan,
I have found that in situations like this most of the students can be brought under control by talking with them privately and explaining what is going on. They often times don't realize how they have let the position go to their heads. After that when they get carried away I can just look their direction catch their eye and they realize that they need to back down a bit. I also will reassign them to another student with a strong personality and they will balance each other.
Gary
Hi Jay,
You have to make sure the students understand what is expected of them at the very beginning of the course. By using your approach you are making sure that this is being done.
Gary
Hi Patricia,
Right on! Be clear about expectations and the students will appreciate it. Your plan is just that. There can't be a lot confusion about what they need to do to pass the course. Even though I know you have found as have I that students have to be told over and over again about expectations and deadlines but that is ok. You can refer them to the syllabus and reinforce it for the one more time.
Gary
I use most of the techniques listed in this course with the exception of student self-introduction.
To ease a new student's transition into class I will pair them with a more senior student. This has seemed to work to relieve anxiety and show the new student that they too can assimilate the course material and skills.
I do have students from time to time that seems to let this facilitator role go to their heads, so to speak. I have been fairly successful in bringing them "back to Earth" but would appreciate suggestions in handling those situations.
I do a basic orientation to the class about such things as: 1) when homework is due; 2)when we will have test days; 3)the format of the homework; 4)the color of ink. etc. If the work is to be done in class and not taken out of class, I note that as well. I also let them know when I will have their grading completed; if there are any options to re-take an exam. Being up front with students about what is going to happen in the classroom and sticking with it makes things run a lot smoother.
Students want to know what to expect when they come into the classroom each day.
On the first day, I go over the task sheet step by step, explaining the procedures, and telling them the results I am expecting from them
Hi Donald,
By having a clear understanding of the course and instructor expectations you will be helping your students to get settled into the course. The first few days, even for short duration courses, are always a bit rocky as everyone gets settled in. Anything you can do along this line will be of benefit.
Gary
I tell them what is expected of them in the class room and in lab. Along with a hand out that has everything listed on it for class and lab. Along with a demastraightion on the things for lab.
On the first day I present a syllabus, it outlines our entire semester. I also lecture to let them know and allow for their input in some project ideas. I also introduce them to the lesson method at this time, mine is to lecture and demonstrate the goal or project, and then assign them the same project with their own ideas and expressions. During the lecture of each project I give an outline as to the standard of how I will grade each project included is also the requirements they must meet to pass the project.
Hi Ryan,
This is very important to do to get the course off on the right step and set the minds of the students at ease. They know this way what is expected of them and how the course will proceed.
Gary
Hi Martin,
The key is to keep your students fully informed from the very first day of class. By having a well developed syllabus and clear policies you will get the students off to a good start.
You can not give too many reminders, it seems that students no matter what age they are seem to forget what they have been told.
Gary
I tell them the course ojectives and how they will be evaluated at the start of the course.
The first day in class I give them a course schedule and discuss the objectives for each day of the course.
