I prefer to give my students written instructions on first meeting of class and go over the details making sure students understood what is expected from them. Going over important dates and assignments during first class meeting will allow students to ask questions and get clarification on projected class activities.
This is standard educational practice. Do students actually need that much hand holding? Where is the students accountability?
I often review the rules & regs both of the school as well as my classroom rules. I don't let one student get away with not following directions since if I did, then, another student would either take offense when they are counseled for violating the same thing. So, the rules are for everyone even myself. If I don't let the students chew gum, I better not be chewing gum. I model the expectations I want from the students by following the same rules & expectations.
I have all the assignments and assessments listed on the syllabus. Then I will give notice to students at least one week in advance when an assignment is due and follow up with them each day until it is turned in.
In the first class meeting I spend time going through the course expectations in detail. I explain the requirements for successful completion of the class (papers, discussion participation, late policies, grading guidelines, communication, etc). After discussing each item, the floor is open for questions and answers before moving on to the next topic. In breaking the discussion into segments it helps the students to absorb that information before moving into the next course requirement.
To reinforce these requirements, I also post a detailed course expectations document within the classroom. Students are then able to take a copy or refer to it within the classroom throughout the session. I refer back to it often to reinforce its value for successfully navigating the course.
In addition to this initial discussion of expectations, each week we discuss expectations for that unit’s assignments and the rubrics are shared with students as well.
On the first day of class I hand out a seperate sheet of paper that has my expectation on it and we discuss in detail. The way it is formatted discusses what an A grade standard is and what a B standard is ect. This has always been an effective method.
Clearly communicating expectations serves several purposes:
1) demonstrates they are important to you as a unique person and that you're interested in helping them achieve success
2) creates a positive relationship between you and each student
3) models that by having high expectations, you feel positive about them and their potential to perform at a high level if they put forth effort
4) clarifying course information including materials, course content, activities and evaluation tools makes them more comfortable while aligning the course objectives with their school and career goals.
Firstly I prepare a complete syllabus that includes a "calendar" of learning. The material to be covered in the course is planned out day by day so the students know where we are going and where we have been.
The syllabus also lists quiz dates, clinical assignment due dates and other importand deadlines.
I find it helpful to place a caveat in writing that these dates are not necessarily written in stone and that their attendance is required everyday so as not to miss anything.
I also assure my students that if a quiz is scheduled on a specific day but I feel that they are not yet ready, I will rescedule the quiz.
This is done if I have not been able to completely cover the material and they are given at least a days notice of the change.
In addition to the syllabus I assure my students that they are in the right place to learn. No question should go unasked, and I am the right person to ask. I also let my students know that I welcome questions, comments and concerns.
When I started my class I handed out my syllabus and the addendum that I created to the syllabus. I gave the class a few moments to read it and them we all went over it together. I answered any questions that they had as we went along. I explained to them that with the class that I was teaching that I would be looking forward to a lot of feedback and class discussion. I followed up with answering any other questions about the course that we didn't cover or needed any more explination and proceeded from there. I also let them know if they think if any other questions after they get home or had time to process the information that was covered that they could either e-mail me or ask me next time in class since I am only at school 2 nights a week unless previously arranged.
First I model the professional behavior in which they can effectively imitate. dress in the appropriate attire, speak using the proper terminology throughout lecture, demo and throghout the course.Conducting the class with leadership and confidence while focusing on the 5 C's. Credible,candid,compassionate, committed and above all clear.
Materials used: Lesson Plan, Syllabus,Course outline, goals and objectives.
I give them a syllabus and an outline.
Hi John,
By being direct you are reducing confusion on the part of students. By them knowing your expectations, requirements and polices they are ready to proceed in the course. This sets the stage for early learning rather than student frustration.
Gary
Hi Teresa,
Good way to start the class. This way the students know your expectations, requirements, and polices. This reduces many questions and much confusion so you are able to get them focused on the course content the very first day. Good job.
Gary
I use the direct approach, explain to the class exactly what the expectations are and consequences for bad behavior.
During the first day of class, I go over the syllabus with them. I have had Instructors myself that have just handed out the syllabus and begin instructing the first day and we, as students, were left to interpret the syllabus on our own. That was very frustrating. I usually begin with content on the first day, but not until we go over the syllabus, expectations and any questions the students have for me. I make it very clear that I am here for them and they are encouraged to seek me out if needed outside of class. (Of course through my accepted contact means). ;)
During the first day of class, I go over the syllabus with them. I have had Instructors myself that have just handed out the syllabus and begin instructing the first day and we, as students, were left to interpret the syllabus on our own. That was very frustrating. I usually begin with content on the first day, but not until we go over the syllabus, expectations and any questions the students have for me. I make it very clear that I am here for them and they are encouraged to seek me out if needed outside of class. (Of course through my accepted contact means). ;)
Review the syllabus, explain what I expect from them on a daily basis, and how what they are learning will apply to "real-world" working environment.
Relateing the information in a way that it is personal to the individual student.
Clear, precise understandable terminology. I treat my students how I want to be treated. I continually ask for comments, questions or concerns when I complete any instructions or information.
Review the course syllabus at the beginning of class
