Being nice or not is questionable, what is "nice" anyway? I am a nice person and can not change that, it's part of my personality. But in the classroom, I am sure to tell my students what is expected and since all is in written, the know. I say it in a nice way and I am always nice, but the rules are clear.
I usually dress like a student with my pants falling down, you know how kids are. Then I imitate how not to go through the course in parody mode. The kids have a good laugh and it paints a picture of the model of failure as a far cry from the reality of the students.
At the beginning of the class I give what is expected of the course. I affirm that if expectations are not meet, there are consequences. I also let the student know that I am here to help them to succeed and not here to see them fail. So I will do what I can to help. I also ask the students if they understand my expectations and if not I will talk with them as a class in whole or individual.
1) Clear expectations thoroughly described in the syllabus
2) Weekly overviews that describe the objectives of the week and offer tips on what I'm looking for in assignments
3) Model the behavior I wish to see
it's always important to discuss the expectations in the beginning of any class. incorporating the expectation in writing with verbal discussion in an open forum would make the expectations clearer to the students
I like to give not only verbally, but a written outline of what I expect from them. I also let them know I am available to them, and make sure I am approachable. I try to let students know that the goal for them is to learn all that they can, and then take what they've learned into the world and succeed. I am sure to convey to them that I am on their side, pulling for them.
I make sure my syllabus is as clear as possible and give my students ample opportunity to ask questions. I also outline for them how to get an A in my course.
Hi Susan,
Setting a professional tone like you do does much in helping your students to acquire the needed social/soft skills for career success. What you are teaching in the classroom is what they will need in the workplace as well.
Gary
I write an assignment list of what will be due through the semester. We talk about how we are going to cover that through out the term during class. I also layout a set of expectations of classroom behavior. I expect professional language, I expect the students to keep negative comments about others to themselves, and I expect them to be polite. I address them by sir or madame many times. This helps to set the tone of the class.
I talk to the students as if they are walking down a road giving them the directions to their destination. I try to create the mind set of all of them learning and passing the course by traveling dwn this path together. I teach culinary arts, people have been cooking for along time, we are not redesigning the space shuttle, so I try to show them the path for success and that it is a path that with work can be easily traveled.
Hi Bonita,
You should be proud of your excellent evaluations. It is obvious that you work very hard in planning and presenting instruction. By showing the students that you care about their success and provide them with support you are motivating and inspiring them to an even higher level of effort.
Gary
The first night of class I thoroughly explain the syllabus. then I explain the grading system. I tell them several times throughout the first night that I want them to have fun with the materials, encourage open discussion and that I want them to feel comfortable with the environment and the materials. If anyone is uncomfortable with "anything" we will stop the class and address it. This seems to put everyone at ease. I also tell them that I will give them a "pretest" of all the materials to help alleviate the "test gitters." This method works well as without exception, all of my instructor evaluations are excellent!!! Something I am very proud of!
In the first class meeting I discuss the rules and regulations set forth by the college and the course and that I follow these rules. That way I do not worry about being too strict or too nice. I tell them that I also expect them to follow these same rules as they apply to the student.
I hand out and go over the syllabus. I also hand out outlines of the course.I ask the class if they have any questions.
As I go over the class sylabyss and course content, I spell out my expectations as a class and then as each individual participant, then I ask the class as to what they expect from me as their instructor.
One technique that I use to make sure my students understand and expect from them when dealing with attendance is that if even one student is missing I will give a pop quiz. My class only meets once a week so it is so important that they are there every week. This helps insure that they make it to class, or if they have an emergency and cannot make it to class that they contact me to get the assignments and information.
I spent the first class day going over the course expectations and the objectives. I encourage students to participate in discussion of their own expectation from the course and the instructor.
I totally agree with Amie. I emphasize they have to be in class or in contact with someone and take responsibility for work done and lectures given. I emphasize their contacting me any time they need to for clarification.
Hi Timothy,
Good point. By being consistent with your polices you will reduce your challenges from students late in the course when they are struggling to complete all of the assignments. It is at this time as you well know they start having "memory lapses" to the point they often don't remember that the assignments were ever made. Surprise, surprise.
Gary
Review each category in the syllabus regarding course expectations. Goal is not re-read syllabus, but rather, to emphasize thosse points where issues have come up in the past.
