I just make sure the very first day that I am very clear about the expectations of the course and myself. I believe you have to really set the stage the first day. Good planning and including these items in the syllabus helps a lot.
First off I write them down in their syllabus so they have them in writing to always go back to in case they forget what they are. I also give them examples when they come up. It always helps (at least for me) to put a picture to what I want my students to do. Another way to show my students what I expect of them is to act the way I want them too. If I have a bad attitude I should not expect them to have a good attitude when they are with me.
Hi Jeff,
By using your method of hitting the key parts of the syllabus and giving examples of what you are referring to you your students will have a much higher level of understanding and clarity of what the course's requirements, policies and expectations are.
Gary
Try not to literally "read" the syllabus to them. Read the important parts that you feel have to be but interpret what parts of the syllabus mean and provide some examples of how they can reach the goals.
Hi Gail,
Two things really work for instructors, common sense and instinct. You have both. What education courses can do for you is to expand the skills and knowledge you already have as a result of your experiences. Keep up the good work.
Gary
Hi Gail,
This is what class management is all about. Setting the boundaries and then following the polices that you have established for the course. This way there will be understanding and the students will know what they are to do and what your expectations are.
Gary
I think I'm luck that I never took an education classes, so I went on instinct.
I think it is a fine line between too strict and getting walked all over. I try to be friendly and approachable, but when they do something in the classroom, such as talking over another student, I let them know, nicely, that that is unacceptable.I also say what I mean and mean what I say. I rarely change the rules.
I think this is a good idea. It save the students and you from being confused.
I have students tell me what they think my expectations are and why they are important.
Hi Richard,
What has been your biggest surprise and outcome from using the critical analysis method?
Gary
Hi Catherine,
I think we had the same teacher educator because I heard the same phrase. It did help once I understood exactly what was being said and my understanding came when I faced my first group of middle school students. Wow, talk about a learning curve from the college classroom to the real world of teaching. I survived but I think it was due to common sense more than anything else. Good point.
Gary
I layout all the expectations that first day but appreciate they are having alot put on them. I then reinforce what is expected when I begin a new chapter, section, or topic.
When I was going to school for my teaching degree they used to tell us, "don't smile until Christmas." This may be extreme, but I believe the point was to present yourself more strict in the beginning and then ease up as you move on.
I use papers that require critical analysis.
Hi Jacob,
This is so important because it sets the tone for the class from the very beginning. Once the students know the expectations, requirements and polices for the course they then know how to focus their efforts in the coming weeks. This also helps to reduce their stress levels because they have been informed and have a document to help them with understanding everything.
Gary
I try to reinforce the class discussions with hands-on exercises when possible as well as incorporating other techniques like class discussions, etc.
I give very clear explainations on the first day. After covering each section of the cours/syllabus I have students reiterate to me what is expected of them.
That is a good consideration, as many students are in the FA or student manager's office and often are late - and can be late because of work, traffic, etc.
I use several methods, I demonstrate using the computer and the overhead screen, and then ask questions directly to students, making sure I look at their expressions for feedback (knodding their heads, blank look on their face, etc.) - I also write on the board and use analogies - real life experiences that are universals (examples they can relate to that are iconic, relevant current events, etc.) - I also have the students demonstrate to me - by asking them to come up to the board and draw or write an example (asking them first if they know and would like to show the class).
