I devote my first class to the overview of the course and course goals and objectives. However, I provide the students with grading criteria for each assignment. I review the grading criteria before and after the assignment and I follow the grading criteria when grading assignments. Grading criteria has helped the students understand the assignment expectations. The course goals and objectives have also helped the students.
I explain reasonable and obtainable goals from the start. I also explain the benefits to them for reaching the goal. Get “buy-in†from the student.
I like to spell everything out for my students. Many of them are new to the college environment so I make it clear how test will be organized and I hand out a schedule that I try to adhere to as much as possible. Also, I make it clear that I will guide the students through the course and won't let them "sink or swim"
One technique that always works well, especially for those students who are not experienced in the field, is to use scenarios, examples or past experience, not just from my side as a professor, but also have others who have been in the same boat, to also add this. I have noticed that interest sparks quickly and discussions become stronger as this is all discussed.
Key to the effective communication of expectations is clear and concise language; brevity; time for questions to clarify; patience in answering those questions (some of which you'll repeat); and confident reasoning behind those expectations with a clear line of sight on how they help meet learning objectives - students need to see a clear tie between instructor expectations and student benefit/achievement/success. It's not enough in the classroom to say "father knows best" so to speak and stop without explaining and then illustrating why. Make ALL aspects of the class participative where you can.
I think a syllabus needs to be presented and all plans, procedures, rules and expectations need to be articulated 'out loud' - as well as in written/printed or digital form - so that it becomes a sort of contract between student and instructor, as well as student and student.
I think the best way to help each student to understand the course requirements and expectations is preview and discuss the outline for the course, the goals for each student, the objectives to help each student reach those goals, and an example of the first project, reading, quiz or exam which should measure outcomes.
Hi Michele,
Good point about balance. You have two levels of responsibility and it sounds like you have found how to work within both roles. The results will be a better prepared group of students leaving your program. Good job.
Gary
Hi Tammy,
Great example of what can happen when you advocate for yourself. Thanks to an understanding instructor you now have a successful teaching career. Keep living the legacy.
Gary
I am not super strict either but also am the Dept. Coordinator so sometimes it is hard to find that balance. I try to let the students that I do have dual roles but am there for them individually also. I expect that if they are disciplined, they learn from it and we move on for more learning.
I agree, play the scary role first, and hope that adults know that they have to play by the rules. I was a student at one time, and asking to retake a test was one of my biggest request. Yes, I got to retake the test! And here I am.
I spend time during the first class explaining my expectatiions with clear and concise examples.
I do this in a step by step manner.
I continue this practice throughout the entire course at the begining of each class.
I have found that this has eliminated confusion on the studnet's part and helps them to learn all they can in my class.
After explaining what I expect, I ask individual students questions concerning what I explained in order to find out if each one has grasped what I wish them to do/learn.
I explain what I expect and ask if there are questions about what I have said.
After I explain what I expect, I ask if there are any questions or if any student wishes to have an example or more.
This is exactly what I learned when I was in school. That was many, many years ago and I still have trouble not smiling.
I generate a discussion on the syllabus and the course learning objectives as well as attendance expectations and participation exceptations. I have them give examples of classes where they felt they didn't learn anything, and classes where they were well engaged. I believe this method of spending time on my expectations up front lets them know not only what I am looking for in my evaluations of them, but also how important it is to me as an instructor.
Read the course outline in class and ask if students have questions.
Hi All,
Thank you all for you input on the need for making your expectations clear. It is essential that you do make your expectations clear if you are going to get the students settled into the course and feeling comfortable with what is going to occur over the coming weeks. Student frustrations with unclear course requirements leads to classroom management issues that can be avoided by being upfront and clear with your polices, requirements, and expectations.
Gary
