Hi Carolyn,
Good comments about repeat and remind needs. Even though the students are preparing for their futures by taking these courses, they seem to drift away when it comes to assignments and deadlines. You have a comprehensive approach to getting them to meet those deadlines. Keep up the good work.
Gary
On the first night of a new class module, I hand out the syllabus and emphasize key elements, one by one. I allow time for questions to confirm students' understanding. Then I ask them to calendar important dates for quizzes, exams, research projects, oral presentations, etc. We re-visit the calendar at the beginning of each subsequent class, to re-confirm that we are all on the same page. I've learned through experience that it is necessary to repeat, repeat, repeat, remind, remind, remind. If I don't, someone invariably had a different understanding of my expectations, due dates, etc. Our college also has an on-line portal where instructors can post assignments, exams, etc. with due dates and grading weights. This providers another "reminder" resource for students.
On the first day of class I usually go over the course syllabus and make clear exactly what resources they will need for the course, as well as the grading process and what types of assignments and activities they will be involved in.
Each class I issue my "Mrs. Slusser rules for the class!" It directly outlines the school/classroom policies, I also add a little humor to it for example..."no food or drink in the class, if I am hungry I may eat it!", students have always got a chuckle from little comments I add, and I rarely have policy issues in my classes, I think it also eases their first day jitters. I always make sure the point comes across.
This is so true. It is vitally important to practice and implement these things prior to a real world job. Just makes the transition so much easier.
I like to ask the students what they have heard about the class from prior students. It gives me a chance to confirm or deny information they may have already heard.
Some methods and techniques that I use to make sure that my students understand what I expect of them is to distribute documentation on everything they need to know about the course and requirements as well as clearly state and discuss what is written in the documents and what I expect of them. I give an overview of the course and its syllabi which lets them know about the course. I also discuss the course goals, objectives, and expectations, asignments, due dates, and so on, which allows the students to know what is expected of them and what will be accomplished throughout the course. On the first day of the class I have each student sign a receipt of syllabi form, a class guidelines form and a student expectation form. With doing so it shows that the student recieved this important information and understand the course material in its entirety as well as what is expected of them as students. I also periodically reinstate what is expected of them as students throughout the course.
I have a "welcome" ppt that I use for the first class meeting which includes my contact information as well as my philosophy about online instruction and the importance of communication and participation; in addition, I send out the syllabus and discuss key aspects of that: quiz/test frequency, weight of quizzes/tests, and percentage needed to pass the class. I pepper in background information about me and about the class, specifically how it fits into the overall puzzle of their course of study, and information about how each class session runs. I think it's critical that students know why they learned what they just did in the previous course and why they need to learn the material in this course.
I also find out where students live; it makes a difference knowing the time zone of students, especially in an evening class. I need to know that for some of my students it isn't 8 p.m., it's 11 p.m. That makes a huge difference to their ability to learn. I also like to know who works full- or part-time, who has a family, and the general ages of students. It helps give me a picture of their world beyond the virtual classroom.
Back to the question, though: I spend about half an hour during the first meeting reviewing me, the course, the syllabus, and the general content. I find it helps set the tone for the class.
Viewing their work, observation and discussion all help me determine if they understand what I expect of them.
I always give out a course syllabus. Listed are the course objectives, goals, and expectations for the class. We look at this together and discuss the students concerns or confussions. Documentation and signatures give the instructor support if the student later comes back and challenges what was and was not taught in the class.
I give the students a packet on the first day, that has the syllabus, the assignment rules and class rules. All of this is gone over on the first day of class and then they sign the Acknowledgement contract. I explain to them that any business they work for will have a set of policies and rules. To ensure that they understand the rules I give them a pop quiz over the rules the next class period. I also remind them every class period about the rules.
I have learned a lot over the past few months that no matter how clear the expectations are, they seem to miss this unless it negatively impacts their final results. This is human nature I am afraid, I tend to give to many opportunities and as a result the student lags behind in the expectations. If however they miss an opportunity, I have been simply directing them back to the original plan or expectations so they can measure for themselves that they need to be through in their reading, understanding of the course and instructors expectations. This has shaped one of my classes very nicely, I have also learned that some folks have more life's crises than others, and they quickly learn to achieve may mean altering their own behavior. I have stopped altering mine for them unless it is a true emergency. Oh how quickly we all learn. I have a saying that I use a lot, “people only do to you what they allow you to do to you†Oh yes how true.
Go over the syllabus and expectations with the students and ask if there are any questions after each "category".
One is given to each student every semister ( a syllabus and prospectus)
Policy handbook...syllabus
I give each student a prospectus and we discuss it the first day of class to make sure every student understands it.
Hi Douglas,
Dead on. With all the different forms of communication we have today, one of the overlooked forms is direct conversation with each other. We need to remember that as we work with our students. They appreciate it when they can talk with us.
Gary
I think that plain old communication helps. I think that also there is a need to open a discussion and to determine if everything is in stone or are things negotiable. If you come across like a firm but fair human being and treat the students like adults, the class will meet its objectives.
Hi William,
I agree with you in how you are approaching the sharing of the goals and objectives of your course. This way the students know what they course expectations are and what they have to do to meet them.
Gary
In my online classes, I post a syllabus and an additional Course Expectations document. I cover both documents thoroughly during my first class session. I believe this helps the student better understand the class and feel more comfortable to start the class.
