Iuse some hand-outs and talk to them in detail about what the class requires. Also making clear my expectations. After making sure everyone is informed, I then hold them to our deal.
I go over the attendance, grading and quiz formats. I tell them that what the school, prospective employers and our industry partners expect of them, quality and understanding, not quantity and indifference. I explain how they will be received in the industry, on their first day, if the don't really understand the tasks that they will learn while in class. This approach seems to stay with the students better, throughout the course, without any further emphasis.
On day one, after roll call I give each student of Mr. Trask's Guide to Success, a thirteen point outline of what I expect from students and what they should expect from me. The first and most important point is mutual respect between instructor and student. We are all adults and are here to achieve a common goal, to be successful in our chosen field. With respect comes trust. When students trust you they will believe what you are teaching them is the truth and not useless information. Each day I list the objectives on the white board and review them with the class. I rarely have problems with my students because we work together to get the job done
Writen task sheet with course object.
i try to make it a situation that is a Challenging but were they can still can accomplish the objective. they tend to work alot more Efficient.
I make it a point in the first class to go over the class outline and grading system and the level of compentency needed to receive the specific training credits. I pass this out in paper form as well so the students can follow along with me in class and ask questions. When I finish the outline I again ask if there are any questions or comments they would like to discuss about the class. When we finish all discussion I have the students sign and date the last page of the handout and I collect that page and keep in a class file for the students.
Hi Mark,
Well said and thanks for giving some very clear examples of what your expectations are and how they fit into the preparation of your students.
Gary
I was surprised to see that after this module I find myself doing much of what is outlined on the first day. From meeting the students at the door to going thru the syllabus, what is expected of them and how we will get there. The one I find the most enjoyable for them and myself is having them introduce thereselfs and give a little info on why they are here, great way to start the course while putting names with faces and getting an insight of there personalities.
My first boss had me follow him around my first day while he did the job so I could see exactly what he wanted done and how to do it and I try to keep that in mind when I get a new class and I am laying out my expectations to them. I am very particular when I lay out my expectations to the class. I let them know that I want them to get the best grade possible and if the listen to what I tell them they will all have success in the class. I go through everything from how to fill out any assignments to how I will grade them. I also make clear what behavior is expected in the classroom and lab. I make an extra effort to make sure they understand how things are going to go in MY class no matter how things were done elsewhere because I may not handle things the same as their last instructor. I also relate school to work, their employer has a set of expectations for them to meet and if they are not meeting them they may not have that job very long. I go through each expectation and give lots of examples of people including myself (this allows them to see that I am human) who did not handle things correctly and ways to do things to meet my, or a customers, expectations which some times leads to input from the students about their past experiences. The main thing I try to get across to them is that this is not just somthing we do here,meeting someone elses expectations is what you will have to do the rest of your life if you want to be successful.
Hi Robert,
I'm not exactly sure of what you are asking. If you can give me some additional information about your students and classes I will be glad to supply you with some strategies that will assist you in your teaching.
Gary
I am very clear on the first what I excpect from them and what the should learn in the class. Iam very strait forword about this .this most like ly not the most correct way to do this.I also let them know what they can expect from me
do you have any preferred m ethods that routinely seem to be more effective than some others?
I use both verbal reinforcement and visual information that we discuss in an open forum in class so that everyone is on the same path to success.
A detailed outline is provided on the first day of class is provided to each student, and then discussed in detail. I try to relate the expectations to the field in which the students are learning. For example, "dress code" is on the outline. Then I state "If the school dress code (uniform) isn't followed, then will the same difficulty persist in following doctor's orders?" And "If punctuality to class is an issue, will there be a problem delivering medications on time?" A student may not initially see the harm in being a few minutes tardy, but when put in context...
Then the outline is signed by the student and returned, so at a later date, the expectations can't be refuted.
I am very direct in what will happen in the work place if they dont have a good grasp on what they are doing . I lay down the rules of the class the first day and what they will have to accomplish to pass the course .
Hi Hank,
Good example of bringing the world into the classroom and lab. These real world examples will help the students to see the relevancy of what they are being asked to learn, plus understand the reason why.
Gary
Using news articles or magazine stories that pertain to the topic covered that day. Relating those news articles in the field and what is being learned is a good motivator. Giving them clear expectations of what you expect them to accomplish and why, I believe applying the course to real world examples is absolutely necessary in motivating them to learn the material in your course. If the student has the perception that the skills learned in your course will be of value to them in the field and how necessary these skills are to their success after graduation,Thats motivating them to learn.
I alternate between writing expectations on class and lab assignments either on the white board or I print brief hand outs.I go over in class what I expect from them in class and lab how they will be graded. i also constantly stress the time frame in which each lab assignment has attached to it. also how each task relates to others. I use real life to get my points across. I also tell them I will be available during class,and lab, and after class should any questions arise. I stress to all pay attention,follow directions,and to be careful,and to ask for help before a problem gets out of hand.In the end I stress we are a team and I myself am part of this team,I want you to succeed, and I expect you to succeed. this works for me quite well, and I have been using this approach for years.
Hi Dale,
Your strategy for how you use the syllabus and focus on the important and/or key parts of your course through caps/bold is a good one. This as you know helps to keep the misunderstandings to a minimum. A good suggestion for other instructor to follow.
Gary
Some students are a bit scared of my rather long syllabus, but it contains all of my expectations. The most import are in all caps and bold. We spend time discussing during the first class and I reinforce during each subsequent class.
