IRIS,
Great way to check for understanding. This keeps everyone informed and moving forward in the course. If someone is not moving forward then you can quickly identify where that individual needs some assistance and provide it.
Gary
Gary Meers, Ed.D.
After discussing my course expectations, I do a "word splash." Students come to the board, randomly, and write something they learned. For instance, "Essays are worth 50% of the overall grade," "Late papers lose 10 points," "Class begins promptly at 8 a.m.," and so forth. All students must write at least two items. This allows us in the end to point out any errors and correct them and also review the information.
I tell my classes that they need to do three simple things:
Show up
Do the work
Turn the wok in.
At the onset of a course I will provide the objectives of the course, the content of the course and my expectations as an instructor but most importantly I will open the forum and encourage student interaction... to ease that uncomfortable unknown and break the ice. These ice breaking exercises certainly speed up team bonding.
We refrain from covering down all of the "don't s" on the first day. We use the iPad for our courses so after short introductions we proceed to get the iPad up and running.
Once that is accomplished we run a PowerPoint which outlines the expectations, etc.
After that I will ask each individual to tell us their name a little about their background and why they have chosen our program and why they are here.
At this time they are more relaxed and we can have some friendly banter about their experience and aspirations.
Next I provide a short background story about my work history. I tell them that this isn't to toot my own horn but to show them that through hard work, continued education and doing a good job any of them can advance in the industry as I did.
Concise and effective communication is what I use on a daily basis, so that my students understand what is expected of them. By doing so, I approach each student individually by name for confirmation, by asking; are you okay? do you understand? is there anything you do not understand and/or need clarity?
I welcome them to class, introduce myself, ask them to introduce themselves and share where there are from and one thing that they would like to learn from my class. I then go over the Syllabus which contains grading structure, attendance, etc., Course Outline, Topical Outline, Expectations of cohort and instructor curtsies, and finally the technology policies (use of technology during class that is outside of learning the subject matter). We then begin covering the first chapter.
I use a variety of methods to make sure that the student understands my directions. Sometimes instructions are "clear as mud" for students.
Provides an opportunity to discuss student's responsibilities. Also a time to let them know what you will do for them and in return what they must do for success in the class. Provides a time to let them know that you expect everyone to participate in class, and that you expect them to come to class prepared.
Chase,
Good method to keep everyone informed and on the same in relation to course expectations and outcomes.
Gary
Gary Meers, Ed.D.
Handouts of course instructional materials and word of mouth from me.
Course Overviews
Uniform Policies
Disciplinary Polices
ETC
Terri,
This is such a great service you are providing your students. This will keep then informed and knowledgeable about the progress they are making and how they can achieve success in the course.
Gary
Gary Meers, Ed.D.
Michael,
Good plan because then the students have a visual reference point as to what is going to be covered that day. They then can align their thinking to the listed goals and objectives increase their focus on success that day.
Gary
Gary Meers, Ed.D.
explaining and reviewing the syllabus, on day one.
Students gather information about careers from a variety of sources, and television can be particularly influential in shaping perceptions. Before committing to a career field, a student should talk to professionals in the field to gain a more well-rounded view of the profession, and perhaps more realistic expectations.
To make some expectations clear, I have created a document in which I discuss with the class a section called “Acceptable Useâ€. This would include Acceptable Use of: time, materials, resources, etc… I list items that are considered “Acceptable†and “Non-Acceptableâ€. Making it interesting to where they will recall the areas of what is acceptable yet providing an impact of those areas not acceptable. This has become a highlight of the first day. I get class participation to demonstrate those areas. Calling upon students to perform these demonstrations helps me become aware of personality traits, volunteerism and allows the class to get to know each other. We laugh at some areas and some performances but they seem to recall this area clearer than other expectations. As far as other important expectations, I stress the how important they are in the level of priority so they are clear. I also let them know that I just might quiz them on the expectations periodically to ensure I am on track with them and they are on track with the course.
I like to give objectives and goals written on the board so students will clearly see exactly whats expected of them.
Jason,
Good way to reduce anxiety about what the instructor wants and how to past the course.
Gary
Gary Meers, Ed.D.
we lay it out on day 1.
everything expercted of the students
Sandra,
Consistency is essential if you are going to be the learning leader of your class. If you do not set and maintain standards then control will be quickly lost and the class falls apart.
Gary
Gary Meers, Ed.D.
