I detail expectations in the syllabus. I email them weekly to reiterate the expectations in the syllabus. We set expectations for the following week in the classroom by reviewing the syllabus.
In order to ensure that my expectations are clear, I ensure that each student receives and reviews the course syllabus and the grading requirements. I also ensure that each student understands that just showing up and being a warm body in a seat doesn’t count. Part of the grade is interaction within the classroom.
During the first Live Chat, I use a PowerPoint slide listing the general expectations, and then address each one in turn to explain what I expect of them in each area. I also provide examples of my meaning and associate them with how they will be evaluated. I relate each area of evaluation to the measurable terminal course objectives in the context of what the course is all about. But wait, there’s more – I have found communicating expectations must not be a onetime event that occurs during the first class meeting. I discuss each assignment at the beginning of the Live Chat prior to when the assignment is due and provide clarification and answers to questions about the assignment. Also, after each assignment I offer instructor comments and general feedback to let them know how well expectations were met on the previous assignment. These practices seem to help reinforce students’ understanding of expectations throughout the course.
You should go over all expectations clearly and at a pace that is easily understood. Always allowing for questions in case further clarification is needed.
I use handouts a welcome power point and verbal explaination
For my clinical lab I hand out a script for the student to ask the "patient" that way the student knows how to address the "patient" and what questions to ask, this is for an ultrasouind clinical lab situation.
Hi Mary Kay,
Think big picture and then let your students know about what those expectations are. As a new instructor it is common to make modifications as you begin a course but if you have the constant of the overall goal of the course you will be fine. Don't surprise the students or make changes that alter the course requirements after the students have started work on their projects and you will be fine.
Gary
I have a lot to learn in this area since I am new and I don't even know what I expect until I get into the class a little further. In otherwords, how can I make my expectations clear if they keep changing as I learn more about what is expected of me?
For my laboratory section, I go over what I will quiz them on. For example if we did calculations in lab, covered a certain principle, or trends. This way they have an idea of what to study and review.
If you start the course with the expectations explained to them clearly they know what they must do to succeed.
Hi Ken,
Good point. Many students think they are "entitled" to success rather than having to earn it. We instructors have to make sure they know that it really is up to them to succeed. We are there to help guide, support and encourage them. They have to put in the effort.
Gary
I create a detailed syllabus and go over this during the first class period. I make students aware of changes to the syllabus as soon as possible.
Each class period I create a handout that lists the objectives for the class, the assignments due next week, and places for students to take notes on necessary items.
I make it clear to the students that I am 50% of their success and that they are the other 50%. I will put in the work needed, but they need to as well in order to pass.
Having the student reiterate what expectations were presented to them is one way to make sure the student understands the assignment etc...
I give very simple explanations of what to expect from the class. I explain about the type of test, project, and how they will be graded.
I like to "put it in writing." By forcing myself to write down everything I expect from them, it really makes me reflect on whether I know what I actually expect of them and whether I can make it clear to them.
Hi Willie,
Great example of how you can demonstrate learning progress with your students. As the progress in their skills they can see their competency development at each stage. This is a real motivator for students.
Gary
I have to admit, Amie, I maybe one of those "strict" types. lol I tell my students that directions are important. They are given to them to test them on a daily basis. I use examples to help illustrate this, like, running a stop sign and getting a ticket. Whose fault is it? Thiers? Or the officer who gave them the ticket? I try to illustrate that in the real world, if they do not follow the directions (or rules of engagement), they will be punished. The sample princiles, I think, should apply in the classroom. Failure to put the "Running head" in an APA document will cost you points. I don't reward for not following the directions. As human beings, we need to get used to following the rules. Even animals learn the consequences of following rules. For example, do we let our dogs do number 1 or 2 in the house? What happens if the dog does it? I want my students to know that they are consequences for every action!! Am I a "scary-strict" type?!?! LOL :-)
To ensure that students understand what is expected of them, I like to give them sample assignments throughout the course, especially online students. This not only gives them an idea of what the assignments will look like, but also gives them an idea of whether or not they can meet these standards. It’s a good idea, also, to have them compose some of the assignments in class. Also, having them submit drafts helps them to see more clearly what I expect. With each draft, for example, they get closer and closer to the idea assignment I have previously given them.
Through discussion at first class and detailed syllabus.
