I craft a well-designed syllabus that is cohesive. I also periodically ask the class if there is a need for further clarification regarding the textbook and my lectures. Knowing that some students are shy or feel uncomfortable appearing vulnerable in class, I remind the students to come to my office hours.
This is very important so that students know what is instructors expectations therefore all students follow same guideline.
At the beginning of a project I give them an outline of what to expect and also a rubric that I use to grade. I make my expectations clear and am available for any questions they may have later.
List them on the syllabus. Clearly communicate them during class period by writing them on the board and communicate it verbally. Lastly make sure to receive a "yes" from the whole class upon verbal communication.
Lee,
Like your "6 times 3 different ways" rule. I know my students need to have it presented to them this way because they don't get it the first time through. The more we can reinforce due dates and requirements the more disciplined they will be as they develop in their field.
Gary
Dr. Gary Meers
William,
You have both a major challenge and responsibility. The challenge is the planning implementation of a positive first impression while also making sure all of the essential information is covered. Sounds like you have a clear strategy for making it happen.
Gary
Dr. Gary Meers
The syllabus is the launch pad for instructor expectations. When the syllabus is accurate, explained and contains instructor expectations for success, the students are better prepared to master the material.
I use the "6 times 3 different ways" rule for expectations students have difficulty with (being on time for class, for example) 1. reminding them at the end of class about the next meeting's start time-- calling on another student to remind the class about the next meeting's start time--writing the next meeting's start time on the whiteboard, etc.
I would give out a sylabus with all expected report due dates, quiz dates, Final review dates and any other pertaninate information. I would then instruct all the students to read the sylubus in the first class. The last page of the sylabus is to be a form to tear in half stating that they have read the sylabus, in its entirety. Both the top and bottom of this form are the same. I have them sign both, rip off the bottom half for their records, explain that the top is for my records.
Because of the nature of our program my first class is the last first I will have with the students prior to graduation, that is, I will be their primary instructor for the duration of the curriculum. This puts a substantial amount of pressure on the faculty to make a lasting positive first impression, and delineating the core expectations of the program. We try to walk them through the program and explain what we expect from the students, what they can expect from us (the faculty), and what they can expect to acheive at the termination of the program provided they are compliant. Our goal (career college) is to graduate competent entry level paraprofessionals with a real working knowledge of the field, and an entry level skill set that they can hone as they grow professionally.
i write my objectives on the board or as part of the syllabus calendar and ask students to complete quickwrites so they can self assess whether or not they have met the days objectives.
i post my learning objectives for the day and have students do quickwrites self evaluating their progress to the objectives.
Hello everyone,
Within the first class section, I go over the online classroom resources, tools, and campus resources to aid students with their success within the classroom. Along, with this a chat is held going over expectations, the way you can me, class assignments, and meeting times. In the chat I use PowerPoint as a visual aid. The chats are archived so students can go back and review them at a later time.
Jennifer
Ghazanfar,
Good point about how to set up the class. The more students see the value of the content in relation to their career goals the more important they will take the instruction. Running a class like the setting they will be entering when they graduate helps to ease the transition to the work world for them.
Gary
Dr. Gary Meers
After handing out a syllabus which describes expectations of students throughout the course, on the first day of class with students, I utilize my personality to stress that reinforcements are both positive and negative. In my philosophy, learning cannot take place if interruptions occur. In my criminal justice education, I've learned that deterrents are successful if they are swift, certain, and severe. Thus, the same principle applies to and is successful with classroom learning. If students focus more on learning, and less on being class clowns, they will thank you in the end for providing that kind of discipline.
Daily discussion time is an excellent way of making sure my students know and understand the material.
I give them an example about the job they are doing or going to get. The most important thing they will be expecting from that job is the salary and to get that they have meet certain expectations laid down by their supervisor. Same rule applies in my class, you meet my expectations to get the grade promised to you in the syllabus. And I say it clearly again and again, I do not give you grades, you earn them.
MY CLASS UNDERSTANDS WHAT THEY ARE TO BE DOING ON DAY ONE BECAUSE I GIVE THEM A CALANDER WITH THE ASSISNMENT AND THE DUE DATE.
I do the same, it works in their, and our favor...
I make sure that the syllabus is clear and accurate and we go through it together. I also have my own "Class rules and Expectations" form that I review with them one the first day. I then have the sign a syllabus aknowlegement form and the class expectations form. I encourage them to ask questions or tell me if there is something they are unclear about.
Helena,
I use this method as well and I really like the results I get. My students can concentrate more on taking the content in and decoding it for their own use since they have the guided notes from the PP print outs.
Gary
Dr. Gary Meers
