Hi Rashidah,
Good point about the need for repeating the objectives and expectations. Students have a tendency to forget or get distracted at times as the course progresses so reminders help to keep them on target.
Gary
Written expectations are vital and having students sign such a list stating a clear understanding of what is expected of them. By having them review a plan-of-action throughout the process regarding test assignment, grading, homework assignments, attendance, etc, they can raise questions and gain clarity in the process right up front.
It keeps things clear with the students from the very start and sets an example (modeling behaviours), of how they too can begin to incorporate similar things in their lives - setting expectations with certain professional relationships.
My technique or method that I typically use to make sure my students have knowledge and completely understand my expectations is creating a Expectation document that specifically reads all my expectations as well as the school. It is describe in details the actions that may occur if they do not follow all expectations. In addition to this I have the students sign and date that they understand all expectations and understand at any time they decide to ignore or disregard the rules and regulations in the class there will be specific consequences. I try to be firm and consistent, this strategy works out well and illiminates confusion into the classroom.
I would ask questions frequently but random to make sure the students understand what is expected of them and make sure I answer their question if clearlity is needed.
I hand out a detailed syllabus, and then explain the syllabus to them. When discussing the oral presentation they will be required to give at the end of the class, I give them examples of topics they could do their presentation on. This not only gives them some ideas and calms them down, but it gives them some of the information we will cover in the class. I have found that this usually excites the student to learn about those topics.
I constantly repeat the objectives and the expectations. I let my students know in advance of assignements projects and tet as well as my expexctations for completion. If a student was absent I will email them to ensure they are ok. I do expect them to have th work completed by finding a peer to get in touch with.
Hi Karen,
Good way to start the class. By having a clear understanding of the course policies, requirements and expectations the students will be less frustrated and more motivated because they know what they have to do.
Gary
i feel it is necessary that students have time to go do some of the assignments under my supervisions so they can develop confidence in themselves.
I basically do the thngs that were outlined in this module. I tend to spend a little more time going over expectations and assignments because I want students to understand the importance of doing the assignments required.
Hi Jesse,
Good quote and one we instructors need to always keep in mind as we work with students.
Gary
General Patton once said, "Don't give instructions that can be misunderstood, give instructions that cannot be misunderstood". I strive for this goal through outlining what is expected of my students at every juncture of ambiguity.
I make sure that the students understand my expectations clearly and look for responses when I pose a question about the expectations
Hi James,
What are some methods that have been successful for you as you introduce the text and give work examples?
Thanks for your input on this.
Gary
I use the same method that healthcare professionals use when giving a verbal order. I make the students read back to me what they understand to be my instructions. If there are any discrepancies we can discuss those for clarification.
I introduce the students to the text, and show examples of the work they will accomplish
Hi Edmund,
I use a grading rubric as well and it really helps making the grading process easier and more understandable for the students. I have found that a rubric reduces the time I have to spend talking with students about their grades. When they receive 80 out of 100 that is very generic. But when those 80 points are located in specific categories then the student and I and zero in on the specific section where there are questions and have a discussion. Has this been the case with you?
Gary
Students are given a detailed outline for the quarter that includes all assignments and due dates.
Besides the syllabus, each assignment should have a grading rubric. The rubric should contain the criteria for the assignment and the point value for each section. The rubric should state what the instructor will deduct points for, such as grammar and spelling, and how much will be deducted. Instructors should also solicit questions from students to insure that they understand what is expected of them.
Hi Lois,
What a great way to start a class off. I like the way you share information and how you are engaging the students in the process by having them share what they are bringing to the table/bed. This keeps their focus where it needs to be and that is on the patients they will be caring for.
Gary
Hi Misty,
This approach gives the students a clear understanding of how the course is going to operate and what they need to do to be successful. This gets the class going and helps the students to be forward focused.
Gary
