Methods and techniques that I use to make sure that my students understand what I expect of them include the following:
- Give my educational and industrial experience relative to the course material to show my qualifications to teach this course
- Provide the syllabus of the course including goals and objectives of the course, textbooks and other materials to be used in the course, listing of what is to be covered each class session, homework due at each class session, how the grade will be calculated (classwork, participation, quizzes, tests, midterms,finals, homework,etc.)
- Expectations of arriving to each class in time, providing me in advance notice of not being able to attend class, privately communicating to me any special needs.
- Expecting feedback as to the class's understanding of the material and my pace of classroom instructions and interactions with the students.
In my first class or lab meeting:
• I introduce myself
• Onthe board, I write:
o The course title and number
o My name and contact information.
• Then, I ask students to :
o Introduce themselves
o Their major and what they expect from the course.
•Hand them syllabus and verbally I go over
the syllabus using PowerPoint
• Take the attendance
• Go over the safety and precautions and what
they need to know in case of emergency
• Try to answer any question regarding the
course
Thanks! There are lots of ways to approach this, but I have found that if you lay everything out right at the start - no hidden expectations - then students know what they are expected to do and what they should expect from me - no excuses.
The only thing in your response that I can relate to is your last statement - that the focus is on the need to understand the course material.
Instructors who teach in a "Virtual Classroom" do not have the luxury of physical interaction with their students; plus they do not have months to worth with students - but weeks!
This makes for a dynamic, fast paced environment that is not designed for a lot of daily reinforcement. As with all college classes, instructors usually see their students once or twice a week, and because we do not 'see' our students the only communication we have with them is via live chats, e-mails or phone calls.
These students have to be extremely motivated in order to stay on track. Those that falter, or assume that they can catch up are usually left in the dust. We mentor, but do not have the time or the ability to work with students who are non-communative, or refuse to use the tools provided.
Demos are great - I love to use them when I can. If I cannot use it in class, I make sure the students have access to each one.
I have a syllabus, but I am very lucky because I demo the product that my students produce. Its very hands on and when they see the demo and take notes it helps to retain the information. The students can ask questions as the demo is in progress.
I do utilize a course syllabus as suggested in the module. This helps to clarify expectations during our first class and can be used as a reference throughout the course. I also go through these verbally with the students in addition to the handout. It is important each class to also set expectation for that particular day and demonstrate how the one class fits into the overall course content & goals. I also help my students prepare by reviewing material more carefully that will be covered in their exams and practicals so they feel comfortable going into their exam. The focus is not so much on the grade and you must know this material to pass, but instead the focus in on the need to understand the material to be a confident & competent professional.
Hi Linsey,
Thank you for sharing your perspective on using a grading rubric. I recommend that instructors use a rubric for the very reasons you outlined. Rubrics reduce the complaints and help to increase the understanding of why points were awarded. A win win for everyone.
Gary
I have begun using the rubric and so far it seems to cause less confusion and issues in how grades are determined. I found that using multiple choice, true/false questions to assess can sometimes cause issues, as the students read into the question or understand the question differently, thus having me to take time and explain why the answer is what it is. With the rubric, I can say, here are the skills you need to demonstrate. If you do, you get so many points, if not, you get fewer or no points.
Hi Joelouie,
I like to use a grading rubric as well. The rubric gives the students more information about how the final grade was reached for their project or assignment.
In using the rubric have you found that there are less students complaints as a result since they can see where the points were earned?
Thanks.
Gary
I provide a "Course Expectations" document which informs students of what is expected of them in terms of attendance, participation, and activities and tasks
For me, I find it helpful to give specific examples of successful assignments and point out the elements that made them successful. I also like to include a rubric with the work I'm grading so they know how the grade was broken down and which parts were their strength and weakness.
Hi Donna,
This is a great way to lay everything out so the students know what to expect and what your requirements are. By signing the contract sheet they are saying they know and understand the course polices. This does much to set the stage for a successful course in the coming weeks.
Gary
After I have presented the course expectations, I make sure to repeat these expectations in my classes throughout the duration of the class. I may ask something like What was the expectation for writing a thesis on the first day?" Or "What were the three functions of an introductory paragraph/" By doing these oral mini-quizzes, I am able to repeat information, check for understanding and provide further opportunity to clarify the course expectations.
I go over the syllabus specifically with them and am very detailed in the expectations there - but I also make up a sheet of lab rules since I teach a lab based class which deals with animals. We also have a strict attendance policy - so we have students sign and date that as well - I go through each document with them - after they sign and date, we make copies for them and the original goes in their record - so if we do have any "issues" we can go back and show them that they signed the document. I don't want anyone "guessing" what is expected.
I reitterate what I have all ready given them in writing. I send email reminders and most importantly, I am consistent with all to show follow-up and fairness. I believe it boils down to accountability and credibility.
I have learned from having a special needs child that making expectations clear and maintaining structure alleviates stress and provides a better learning enviroment. On the first day of class, I go over my list of expectations and provide time for question and answers. My students are given a student contract to sign that states they have been informed and agree with the expectations.
i ask them to repeat those expectations.
On the first day of class, I will make up a list of items to discuss. I will put them on to several PowerPoint slides, and then go through the list. That way the student knows what is being discussed and I can make sure that I talk about everything I want to without forgetting anything or possibly mentioning it but not elaborating on the point.
Hi Barbara,
Right on with your "starting a new class" approach. This way you have reduced potential misunderstandings and frustrations. You lay it out, they receive it and then you discuss it. This lets the expectations, requirements and policies become known and establishes a working base for the rest of the course.
Gary
