Syllabus, Lab Tour, Uniform Review, Start/Stop time review
I think its important to be clear on the expectations of the class and for me to follow through on enforcing the rules as well. If I am willing to let some students be late on an assignment but not others, what kind of instructor would that make me? I think consistency is important and respected.
I have also been instructed not to give students my personal phone number. However, my email is pushed directly to my phone so I have immediate access if needed.
I explain each of my expectations in detail and ask students if they have any questions. I then make them sign an acknowledgement agreement that I keep in the students file.
Miguel,
Good way to inform your students about how the course is going to unfold from the perspective of the goals and objectives and then give them on an ongoing basis the study outline and weekly lesson plans. This way they know exactly what is going on at all times in the course.
Gary
Gary Meers, Ed.D.
I've had good experience with the sylabus covering that information, including dress code, attendance and grading methods. Once the sylabus is presented, wich cover the course objectives, I like to presente a study outline and weekly lesson plans. Wich later on it will be broken in to daily lesson plans
Benedict,
Good strategy to follow because you are helping your students to develop "soft skills" needed in the workplace via your contracts. They are being held accountable for their own success and I think that is very important in their career development.
Gary
Gary Meers, Ed.D.
Russell,
You have set a standard and you are enforcing that standard by not letting late students in. Students need to understand that you are not just being hard on them but you are helping them to acquire the behavior needed to be successful in the workplace. Being on time is a critical part of job success and they need to learn that as students so their transition to employment will not be as difficult.
Gary
Gary Meers, Ed.D.
we do a number of things so the students know what is expected of them. we have a behavior contract. a safety glasses contract, a grading contract. a attendance contract explaining the policy. and a what's expected of you in class contract. all of which they sign. and they take them home for there parents to sign so all parties are aware of the policies in class. I recently change the way discipline is written out.
making it more of the way that it is done on the job, verbal warning, written warning with consequences. It has seemed to help quite a bit.
Day 1 is very important in relaying the information to the students about being on time, professionalism, course expectations and your expectations. I lock my door at the start time, if anyone comes late they are to sit outside until I am finished with the first part of lecture. After which I walk out to speak to the student(s) enforcing the importance of timeliness and professionalism. They are then required to write a paper on professionalism to receive credit for the missed time.
Alicia,
I use grading rubrics as well for the reasons you mention. They really help students to see exactly where points were earned and lost so they can plan for how to meet the course requirements in their next assignment or quiz.
Gary
Gary Meers, Ed.D.
I like to give grading rubrics for course projects on the first day so the students have time to ask questions, but also know how they will be graded
I spend part of the first day reviewing the syllabus with the students. I bring their attention to specific policies. In addition to behavior policies such as cell phone use, being on time, and dress code, I also review academic policies because some of our courses have a "no make up" rule for the mid-term and final exams. I never want a student to come back later and say, "I didn't know."
Lilly,
I have found that many students have "selective hearing" when it comes to objectives, projects and due dates. So the more you can review these requirements with them the better. This helps to keep everyone aware of expectations on a regular basis.
Gary
Gary Meers, Ed.D.
I review the course objectives one-by-one and ask if there are any questions.
I review school policies regarding due dates for class assignments and ask if there are any questions.
I go over the goals for the class and show examples of the work and assignments that they will be doing in class.
Robyn,
Good way to hold them accountable for having received and reviewed the syllabus. Takes the excuse away that they didn't know something about the course.
Gary
Gary Meers, Ed.D.
I hand out and read through the syllabus and have them sign that they understand what they have read.
Kyle,
Spoken like the role model that you are. You are helping your students to see what a professional in their field is like through your language, dress and conduct. By having a well prepared syllabus you are outlining what your expectations are and how the students can meet them. This reduces their questions and anxieties about the course and enables them to focus on planning how to meet the course requirements.
Gary
Gary Meers, Ed.D.
At the beginning of a term I always lay out the course guidelines including the syllabus. I go over the entire syllabus with the class. If I am teaching a laboratory I go over all of the safety guidelines as well, and make sure that they understand them by giving them a quiz over said guidelines. I also have them sign a safety contract and if they misbehave in lab I refer back to that contract. By going over all of the objectives, the outline and the class expectations, the students have a clear understanding of what the class will be like. On day-to-day basis, I always dress professionally, and never act inappropriately.
Course overview, expectations, policies, and requirements are listed in the syllabus and then gone over and emphasized during the first class meeting. It is important that students understand what will be expected of them in the course as well as what they can expect from me.
