Strongly agrre, students need to know where they stand with you from day 1
On the first day of class, I have ready for each student a copy of the syllabus, propectus, class policies regarding each course. The syllabus is provided by the college and tells us what we are required to do within the course. The propectus is by me, but based on the provided syllabus. This document shows the students how I plan to cover the requirements of the syllabus. It is written in more plain english than the formal syllabus. Lastly the class policies is a detailed document cover various topics including cheating, attendence, food in the classroom, repect, and the polices of the school which will affect us in the classroom.
These documents are also sent to the class portal where the students are able to access them at any time. The students are required to keep up with the documents and present them to me at both midterm and finals; as a part of building organizational skills.
At the being of the course, after introduction we go over the documents. I read the documents to the student explaining thier importance as I go and ask questions along the way. Afterwards, the students sign a document stating that they have both recieved the documents, understand them, and agree to comply by them.
Hi Ross,
Good plan for getting them to let you know what they know about course expectations. How do you get the information from them? Do you have them write it out, have small group discussions, or some other form of giving feedback?
Thanks for your input on this.
Gary
I asked them questions about my stated expectations and evaluated their answers to determine if they understand. I also use examples to highlight my expectations.
I give them quizzes and tests on all aspects of classroom activities.
Thank you. That is good advise that I have thought of but it has been on the just do it not thinking of why I do it line of thinking. Now that you have brought it out in the open I went back and made it a more conscious thinking
Hi Gregrey,
You are on the right path with your instructional planning. Keep up the good work. Make sure as you share the expectations of the course with your students that you keep the segments of both content and assignments small enough they can see how they can complete them. Often times students become overwhelmed at the beginning of a course and just give up because they don't see how they can do all that is required. If they are given the assignments one at a time they feel they can complete the requirements.
Gary
First my syllubus describes what is expected of them, policies, objectives goals ..etc. they are given a hard copy to read and I also first day of class go through the entire syllubus word by word , then I will ask them some simple questions in refrence to the syllubus. Lastly Igive them a little short quiz.
As a new instructor I have not established a method to let the students know what is expected of them. Reading the posts here there is a lot of good information. Speaking in a clear friendly voice and make the expectations sound reasonable, not to easy and not to hard that you scare them and they think there is no way they can accomplish the expectations
Clear expectations are must with student. This will give student guidelines and solid ground to stand on. By knowing the instructors and colleges clear expectations, the student will feel at ease. This will allow the student to make wise and sound choices to lead to success in the program.
Hi Catherine,
I really like this approach as well. I do the same thing because I want to make sure that the assignments don't get overlooked or buried in the syllabus, from a student perspective. The separate sheet helps to focus the attention of the students. Another thing I do is use colored paper for the assignment sheet. That way the bright green/blue, etc. sheet can be seen easily in the student notebooks and referred to by me.
Gary
Signing off on important documents does create a contract between the student and instructor. It does not insure a full understanding of expectations, that would be my responsibility.
I hand out two documents the first day of class: a syllabus that the school creates and a prospectus that defines each week's assignments. Having both documents ensures my students have an understanding of the campus' policies and guidelines and what is expected of them week.
I write in the syllabus what my expectations of the students performance must be in class. I make it clear that they will not be allowed to check their face book. I project the syllabus on the screen as I go over the different expectations. I also give them a digital copy of the syllabus and ask the students to make a paper copy of the syllabus. I do this to make it clear that the syllabus is the guideline for the course.
thank you
estevan arredndo
Hi Patricia,
This is a good way to give the students the big picture of the course requirements and how the course is going to be conducted. By knowing this the students can plan their efforts accordingly. Also, it gives you observation points along the way so you know when to have the private conversations you mentioned to keep the students engaged.
Gary
The course syllabus and school policies are provided to us by our school. I hand these out with a class prospectus that I have made out.. I also give them their assignments for the semester and I provide a sheet with my class policies. I go over all of this with them on the first day of class. If I find that they are not meeting the expectations of the class, I might have a private conversation with them to get them on track.
This is what our syllabus is intended to do at our school. All policies, grading rubrics and the course overview are part of it. I go over the syllabus the first day of class and will discuss the importance of all of the policies (attendance, grades/quizzes, homework, etc.) the first day of class and expect the students to understand that they, too, are responsible for living up to their end of the agreement if they are in class to learn and do well and hopefully succeed after they graduate.
Hi Eric,
So true. By being clear it sets the students at ease and they can get settled into the course much easier and focus on the learning that is going to occur.
Gary
Being crystal clear with the expectations for the course.
Hi Ann,
In these situations I bring in case studies or problem situations for the students to work through. This way they have to use the content they have received to complete the assignments. I give a significant point value to these efforts so they will put forth the effort to complete them and they see they can't pass the course without doing this type of work in addition to passing the test.
Gary
