Get Your Students Hired
An explanation of the course content and brief introduction of the course. Utilizing the Syllabus is a great tool for delivering this message and becomes a quasi contract with the students and the instructor allowing for expectations to be set and formalized holding everyone accountable.
Making sure that you give them the correct information goes a long way. Such as your email address as well as cellphone number.
On the first day the students are told that they will be expected to behave in class as if they are working at a job. Each day we work on professional behavior and attitude toward the instructor and each other.
Andrew,
Good way to establish a clear understanding on the part of students of how the course is going to operate and what the expectations are. This way the students can leave that class session knowing what they are going to have to do to have success in the course. This sets the stage for the sessions to come.
Gary
Gary Meers, Ed.D.
Making expectations clear starts with having a written description of the expectation in the syllabus. As a class we will read over and discuss with examples clarifying the expectations. It is very important that things be spelled out clearly in the syllabus. In addition I like to ask the students to tell me what I just said in their own words. It help me make sure that they heard what I said and read with them.
In any new class expectations are very important to set, but they are especially important for students new to the college experience. Students need to have a clear idea of what is expected of them. It is important for the instructor to keep reminding these students of the agreed upon expectations as the course advances.
With some modeling and creative delivery most students will adjust well to your expectations and if you see them in future courses they will have a good idea of what to expect from you as an instructor.
The first day of class I spend an hour introdcuing amyself and letting them know what to expect from the class as well as providing an inspirational talk and letting them know how my class will help them with their chosen field of study
Francine,
Like your style in terms of showing your students that they must earn their grades, they are not gifted. By laying everything out for them you are helping them get settled into the course and preparing them for what they have to do to be successful. Then it is up to them to fulfill the course requirements and earn the grade they want.
Gary
Gary Meers, Ed.D.
It is very important that all the requirements for the course and my outline are very detailed in the expectations of the student in my class. I describe attendance, homework, class participation and proper attire along with needed materials for each and every class. I expect my evening students to phone or text or email me if they have a problem with attendance, homework etc. I like to make sure there is nothing misunderstood in my directions. I make it clear that I am their to instruct and guide but they have to do their part. It is liking having a job I explain to them. " Nobody gives you a paycheck for doing nothing." You have to earn it!
Benjamin,
Glad this information was of help to you. I am excited for you and the impact you are going to have on the lives of your students as you continue your teaching career.
Gary
Gary Meers, Ed.D.
Dr. Meers,
Ok, so you are saying that information on the first day that is the most important should be repeated a few times to make sure students understand it's importance? That makes sense since, as you said, they will be receiving a lot of information, so pointing out key points will help get them ready for the how daily classes may go. It would also give them a small insight into an instructors teaching style and hopefully get them ready to understand how the instructor stresses key points, etc.
Thank You!
Sheila,
This is a comfortable sequential way to start a new class off. The students get settled in and learn more about each other as well as what the course expectations are. This gets everyone on the same page and thinking about the course to come.
Gary
Gary Meers, Ed.D.
I like to introduce myself, then have them tell me a little about themselves, just the basics to open a line of communication. From there I introduce the course basics, expectations and responsibilities of the class, including mine.
Stacy,
This is what classroom management should be about. You lay out your operating policies and then are consistent in enforcing them. This reduces confusion and gets everyone on the same page in terms of how the course is going to operate.
Gary
Gary Meers, Ed.D.
When you make expectations clear on day one regarding attendance and behavior, as well as expectations, I feel you have less issues later. Students are aware of the rules and are more likely to abide by them.
Heidi,
Your approach is a good one in that you are not only sharing course content but you are helping with their professional development as well. The students need to see how they dress, speak, and conduct themselves has a major impact on their employment success.
Gary
Gary Meers, Ed.D.
I set my classroom expectations with a syllabus and through verbal communication. I also feel it is extremely important to follow through with the classroom expectations. I checked enforce our dress code and code of conduct each day. Sometime I recieved the "eye roll" but it makes the students accountable for their behaviors.
Benjamin,
It is easy to overwhelm them at the first class meeting. I spread my expectations out over several class meetings. I start with the most important ones that we will deal with in getting the class started and then add the others later on as we meet. Also, students of all ages have selective memories so they may have been told something but they will claim they never were told. I call this the Bermuda Triangle of Memory. Where announcements and important information goes to never be recalled again. So I repeat the information several times until they start to recall it and see the value of why I shared it in the first place.
Gary
Gary
Gary Meers, Ed.D.
In reading through this forum, I came across a post that I really feel will work for me. In setting expectations, it should always be a two-way street. "Here is what I expect of you..." "Now, what do you expect of me?" This will give information both to the students and the instructor and allow for both sides to begin to build the student/teacher relationship already knowing what the other is hoping and expecting from the other.
Question: I know students will have a lot of information given to them on the first day, so is it possible to give too many expectations? Where should the cut-off be?