I usually hand them a copy of the overall syllabus and a copy of the work and assignments to be addressed during the first week. This way they have a clear road map of what's to be covered and what is expected of them
A classroom expectations letter address to the students or an announcement is a direct way of saying what you expect and need from them for a successful class.
Our environment is somewhat untraditional so I have students for only 3 weeks at a time. I relly on "3peat" of expectations in firs 3 days of the course. I go over it with stud3ents index of the syllabus. Same day (5 hrs each) we go over in detail through work sheets of projects students need to acomplish and next day I project on power point the spread sheet for their grade. Spreadsheet is layed out in same sequance as their index.
i have them demostrate how do a certain task in front of me in the lab. i have a good idea of what they need to work on when they ask certain questions or do certain jobs incorrectly. in the class i will have students who understand things speek to the class they way they view a certain subject. i also try to use real life situations as examples
You are 100% incorrect and any true academic will disagree. What you have listed are mutually exclusive of each other. "Too nice" means that one will not adhere to proper and expected academic standards, holding the student responsible and being ethical in the classroom. This type of "professional" conduct/mindset is exactly what is wrong with education today.
It's ok to come across as "too nice" as long as you have made it clear that you will not compromise your standards for student success.
I agree, I give straight foreward synopsis of the requirements to pass the class. That way there is no confusion and the student understands their responsibilities in furthering their education.
Hi Cynthia,
As an experienced instructor you know how important it is to lay a solid foundation for students. You are doing that with the information you share with them. What are some of the most common issues that come up with your students after you have shared this information with them?
Gary
Simple straight-forward instructions/directions, a sound comprehensive syllabus, allowing time for dicussio/questions/concerns to be addressed, making yourself accessible whether it be via email or on campus are just a few suggestions....
Toni
1) Course introduction
2) Personal bio reference for them
3) Learning materials provided weekly pertinent to the assignments
4) Grading rubric supplied
Barbara,
I agree with your statement: "I see part of my role as preparing them for the "real world." They need to learn to take responsibility for themselves."
In the workplace, if you do not do your work according to your employer's expectations, you will be held accountable. Same rule applies in my classroom.
The university provides a syllabus for the writing course I teach; however, I provide students an additional handout stating my expectations and policies which they will be held accountable for in the course. In this handout, they are provided: a overview of the course content, learning objectives, types of assignments and grading criteria, the late policy and penalties, expectations for classroom discussions (via discussion forum), and supplemental resources they can use to support their learning in the course. I also provide a handout - Frequently Asked Questions - which provides answers to the most common questions I receive from students. Thus, the students begin the course knowing what to expect from their instructor and what is expected of them.
In our first class session, in addition to providing a syllabus (already provided by the university; I teach online), I provide a handout of expectations and policies which explains course content/assignments, the evaluation of assignments, late policies, study tips, and resources available to students. I want students to know that I will hold them accountable to my expectations and policies; thus, they are responsible for knowing what these expectations and policies are in the first week of the class. I have learned that it is important to clearly state expectations and policies concerning every possible issue which might arise in the class. Further, these expectations and policies must be applied consistently to each student.
In our first class session, in addition to providing a syllabus (already provided by the university; I teach online), I provide a handout of expectations and policies which explains course content/assignments, the evaluation of assignments, late policies, study tips, and resources available to students. I want students to know that I will hold them accountable to my expectations and policies; thus, they are responsible for knowing what these expectations and policies are in the first week of the class. I have learned that it is important to clearly state expectations and policies concerning every possible issue which might arise in the class. Further, these expectations and policies must be applied consistently to each student.
In addition to including my expectation in the course syllabus, I also discuss them with the students and allow them the opportunity to ask questions. When necessary I remind the students of my expectations and refer them to the syllabus.
Hi Daniel,
You make a good point. Students sometime need someone to help them connect the dots between school and the work world. You are doing that with your use of the "reason" for learning the material.
Gary
I use the required syllabus, of course, but in addition, I try to relate what they are about to learn to the area in which that knowledge/skill may be applied. I look for a 'reason' they need to know/understand the material. That way I can continue to use this 'reason' throughout the course to keep them more focused on the expected outcome.
Not trying to be argumentative but empahty when discussing the contents of a syllabus? Empathy for life events that have not happened yet?
The syllabus is a tool that outlines the requirements for the course and what is expected, the responsibilities the students needs to assume, etc.
If the student has issues, they can discuss separately as the need arises. The syllabus keeps them on track, not empathy/sympathy.
Hi Brad,
Way to lay out clearly what students have to do to earn a specific grade. This reduces confusion and frustration on the part of students. They know the requirements from the very beginning of the course and this gives them the standards for the course.
Gary
Hi David,
Students on the post secondary level need to have a certain level of ability and responsibility but there are times they may need some support to keep moving forward in the course. Sometimes life events intervene to the point that students need some empathy to help keep them going.
Gary
