Get Your Students Hired
Daniel,
I think you will see improvement in your students as a result of this new approach. Some of them as you know some strategies they can use to help them to study the material in a more targeted way.
Gary
Dr. Gary Meers
Claudette,
I like the graphic way you lay this out. They see what has been accomplished and what they still need to do. This reduces confusion and misunderstandings that may occur.
Gary
Dr. Gary Meers
Rebecca,
Good for you. This increases the accountability for your students. They see you are serious about the course so they should be as well.
Gary
Dr. Gary Meers
For my online students, the first chat session I introduce myself and discuss my background in biomedical and chemical research and how that is reverent to the course. Then we do a meet and greet followed by going over the course expectations, evaluation criteria, school policies and submission of assignments. We also spend a good amount of time discussing APA formatting, referencing and plagiarism. However, I'm usually eager to start discussing the class material (lecture/discussion) so we jump in. Also, throughout the course, I continue to review policies, APA formatting, etc., as well as keeping the class on topic.
Reading over the material for this section, however, I think I might want to go over the class syllabus more and spend more time discussing study techniques.
For my online students, the first chat session I introduce myself and discuss my background in biomedical and chemical research and how that is reverent to the course. Then we do a meet and greet followed by going over the course expectations, evaluation criteria, school policies and submission of assignments. We also spend a good amount of time discussing APA formatting, referencing and plagiarism. However, I'm usually eager to start discussing the class material (lecture/discussion) so we jump in. Also, throughout the course, I continue to review policies, APA formatting, etc., as well as keeping the class on topic.
Reading over the material for this section, however, I think I might want to go over the class syllabus more and spend more time discussing study techniques.
In order to make my expectations clear,
I create a calendar will all the lecture and information that will be completed each day. Assignment due dates are also included. Each day before the student leave I sign off on the calendar based on what is completed or what the student has accomplished. If they are missing anything or assignments are late the information is added to their sheet. This allows both of us to be on the same page and reduce discrepancies.
Just one way in which I assist my students as well as myself in ensuring all components are covered. This also serves as a daily list to ensure no components are left out. I we were not able to cover the assignments for the day a note is made.
I also use verbal, written and visual methods to communicate my expectations. I require a signature from my students, not only for receiving the syllabus but for my personal classroom expectations as well.
Salvatore,
Good way to tie their personal and professional goals to what is going to be covered in the course. This shows them the value of the course content.
Gary
Dr. Gary Meers
During my introduction, I give them a vote of confidence that my self-evaluation is based on their ability to learn. Consequently, I am motivated for them to be successful. Also, I solicit questions when we go over the syllabus together. That exercise gives me a chance to explain what is required for their success.
In addition, to reading and discussing the syllabi, I placed key points on the board to reinforce the syllabi.
Methods so the students understand includes a brief review of their final goal, what they ae in the specific program for. If their goal is a specific degree/certificate than I emphasize what they need, what I need fo them to accomplish and together we can reach it.
Holly,
Good strategy. This saves a lot of time and frustration on the part of everyone. Be clear. Be concise. Be consistent.
Gary
Dr. Gary Meers
Katherine,
This sounds like a fun activity that gets the students thinking about which group they are in and what their instructor is going to be like during the upcoming course. Thanks for sharing it with us.
Gary
Dr. Gary Meers
I am very transparent when communicating with my students. I say what I mean, and mean what I say. I am very open with my grading and evaluation processes and overall expectations.
On the first day of class, I have the students work in groups to create a list of what good and bad students do (complete homework on time, don't interrupt, etc), and what good and bad instructors do. Then, we discuss these behaviors as a class and come to an agreement on what the expectations are for the students, and for me as the instructor. I have found that this method, rather than simply explaining to the students my expectations, has a bigger impact on the students.
I generally tell students that among the most important aspects of beginning any course is effective communication between instructor and student. I find out first, what the student's expectations are of both the school and the instructor. After I have successfully articulated back to them those shared expectations, I then ask them what I may expect of them that will assist me with delivering those expectations. That usually puts them in a position to receive my expectations better. this method gives me an idea of the mind-set of the student and helps me with the delivery of my expectations of them.
I use verbal, written and visual communication when explaining my expectations. I tell them why I have expectations, how to achieve them and what the value will be to them. I then also allow them to tell me what they expect from me as their instructor. It is very much a give and take relationship.
I provide a well defined syllabus to all students on the first day. The syllabus spells clear all of the terminal course objectives in addition to student expectations.