On the first day of class I would let the students know what is expected of them while they are in my class. I demand respect from day one and also give respect.
Policies and procedures: Always in writing, copies to each student first day of class, and read out loud to entire class with examples of what is acceptable or unacceptable. Having students sign the policy and retain in student file. Always allowing time for Q/A and clarification after going over policies but before students sign.
Evaluations: Always provide students with the evaluation criteria before hand and Lecture guides throughout the course on topics covered.
Use of text test bank questions reduces the possibility of developing a poorly designed question that are unclear.
I believe it is very important for expectations to be clearly defined and discussed.
I give examples of quizzes and finals exams. I explain the important of attending all classes and having regular study time which will result in higher test scores. I express to them that I expect them to come to me for help if needed.
One method I will use is through demonstration. If a person can reproduce the activity and comment on why something is done, it is a good way to know what they have learned. Yes it only shows that they can reproduce something, but in my field being able to reproduce an activity, is essential because that is what is done daily for particular diagnosis.
One other method I plan on using or at least trying is to have students be the instructor to teach a portion of an activity so that they can explain the activity in terms that can be understood vs. the technical jargoon. I see this as a way for self learner to be self taught, and to a way to have students understand what instructor have to do to teach a subject or task.
I make sure that I am consistent with, not only the other instructors, but also from class to class and from person to person. I don't want any inconsistencies to arise, because then my authority can be undermined, and students may perceive me as being unfair, or having favorites. Having said that, I explain my expectations, answer questions regarding my expectations, reiterate my expectations time and again, until everyone "has it" - and even then, there are always some that "don't get it."
In my class I hand out a class syllabus at the the first class meeting. We go over the syllabus and if there are any questions I address them at that moment.
Attend class regularly
Follow rules during class as set by school
Take notes of important material
Finish assignments on time
Review notes periodically in preparation of required exam
Review recommended sources besides assigned text book
Improve on comments made on their returned assignments
If I am able to demonstrate the skill or task (E.G. venipuncture) that will be learned upon completion of the course, this will engage the students. I also ask the students to repeat what is expected of them. I would then restate why this is important.
I have found that making a power point with a course overview has been particularly helpful. I review course logistics frequently and give students the opportunity to ask questions about the syllabus and and other logistical issue to ensure that expectations are clear from the outset.
Hi Scott,
Thank you for sharing your instructional evaluation format with us. You have balance in the way the points are earned and distributed. This gives the students ample opportunity to be successful.
Gary
Explain WHAT should be done and WHY it is done that way. Then demonstrate the skill and have them attempt on practice labs that are graded. Labs can be re-attempted for up to 80% of full credit if they are unhappy with the grade earned. The skills finals mirror the practice and are graded very similarly, but they are first pass, final result. Our course grades are divided as 60% lab, 30% finals, and 10% professionalism. This grading is explained and in the syllabus. After the first difficult test I usually need to run the numbers on the board to show why they need not stop trying after that initial difficulty.
I clearly explain what we will cover during the semester asking every step of the way if the students have questions or concerns. I ask my students what they expect of me and explain whether or not I can meet their expectations. I also explain that adults are responsible for their own learning and that their learning will take place not only as a result of my presentations but also from the contributions of their fellow students.
Simply, I discuss expectations of me and them in detail. I also provide contact information, tutoring sessions, and total accessibility. I give examples of grading criteria, and explicit examples of what the work should look like when submitted to me. I encourage questions because it is my job to give them exactly what they need in order to pass this course.
I try and be very clear on the first day what my expectations are for the class. I try to give them all of the information on day one like the syllabus and presentation guidelines, etc. I am alittle strict on day one and have found that I don't have to be so strict the rest of the term.
I believe that laying out my expectations in a simple and easy to understand mannor and then following that up with consistenicy and routines.That will make my expectations easy to understand and easy to follow.
Hi Winsome,
Good way to start the students out. They are all A students, it is up to them to maintain that grade. It is not a gift but an opportunity to demonstrate their growth in both knowledge and skill development.
Gary
I like to place my expectations into the syllabus but also highlight those expectations in the first class and throughout the course especially if it seems as though the majority of the students have forgotten the expectations.
On the first day of class I go through the syllabus and explain how I like things done. I point out that everyone is currently an 'A' student and that poor attendance, lack of participation, and failure to submit homework can greatly affect grades.
Expectations should be clear, fair. A teacher should however remain approchable and not scare students that they are afraid to ask questions, however there is a limit of being nice and when to be strict.
