Jennifer,
Good way to show the value of the syllabus. By using it throughout the course you help students to see it as a reference for them. I have found that they answer a lot of their own questions about assignments, due dates, and requirements by going to the syllabus.
Gary
Susana,
Good way to start a class. You are giving them a chance to learn about you as well as their classmates in a comfortable and supportive environment. This sets the tone for what will happen in the coming class sessions.
Gary
Course syllabus given and extensively reviewed the first class. I, also, give out calendars that contain assignments and due dates.
On the first day of class I hand out a syllabus and go over it thoroughly. Then when each new subject is started, I bring out the syllabus and go over the specific objectives for that particular subject. That way, I am able to go over it once in the beginning and again when they are a little more familiar with things.
Use of the syllabus is very important. I go over it and make sure that everybody understands it...I recently learned that it's a good idea to have them sign it and keep a copy [this way they cannot claim to not know what is expected of them, and this keeps them on point].
I like to introduce myself and I like to go around the room and have each student tell me their name and a little bit abnout what brings them to the field...I am a little on the fense about this, because it often is uncomfortable for some [in the first class]and sometimes it invites too much fooling around. I tend to want to give a brief over view and demonstrate its relevency to the field they are intending to ente into...by giving real life annecdotes. I lie to watch the faces of the students; as the ones whos faces light up are usually the ones that are serious about their studies, and the ones who are not sparked are generally the ones that I will have to watch all the time. The ones that are not sparked, I have to find out what their interested in, and somehow weave it into the subject matter; whether it be in an example or a situation when I try to make material relatable.
It is always done on the first day of class. Class expections, guidline and policy and procedures of the college. Zero tolerance for wrong behavior or disrepect.
Being a math teacher, having clear instructions is essential and the student must know what I expect of them. To make what I expect of the students clear, I do a number of things. First, I hand out the syllabus, which gives them the plan for the course and the different topics we will cover. I go over each section of the syllabus and pay a good amount of time on homework, quizzes, tests, and projects. To show them how I would like the homework problems done, I go to the board and do an example problem, I do the problem the way I would like it done and turned in, and then go over some ways that I will not accept. This way the students know how to do their homework problems and how to turn them in, because they have seen by example. I then go over a quiz/test problem on the board that I make up, and again show the student what will get them full credit on a test and what will not (such as only showing the final answer and not the work done to get there). Finally, I go in detail about their final project and what is expected. I hand them a "Final Project Check List" so that as the course goes on they are able to check off things they have already completed towards their final project, and can see what is still expected for them to "check off" on the list for that project. I noticed with giving them the check list, they really liked seeing how much closer to being finished with the project, as more and more boxes were getting checked off their individual lists. In conclucion, those are some techniques or methods that I use to make sure that my students understand what I expect of them.
I always ask them before class dismissal if they understood the expectations.
Beverly,
Good way to illustrate what is going to be covered that day and what the expectations are. This lets the students focus on the content of the course.
Gary
I write the daily assignments, chapter reviews and expectations of the day on the white board daily. We then go over them at the beginning of class to make sure that everyone is clear on what needs to be done.
Bev
I go over everything at the start of class and ask the students to repeat the expectations at the end of class. When you reiterate what you want the students to learn it begins to stick.
I create a PowerPoint presentation of the learning outcomes for each course and go through it at the beginning of the first class, even before I hand out the syllabus. During the last week of class, I review it with the students, so we can see whether we accomplished everything we were supposed to have done. I also use a detailed syllabus and indicate roughly how much time each assignment will likely require when I review it the first day.
I like to provide examples and experiences from my own life/career of when I was expected to meet an expectation. Being retired military, I directly supervised well over 200 people and I had a total of about 30 supervisors over a twenty year period. With this experience, I feel I have a good grasp of communicating my expectations, as I am direct and concise and I encourage students to ask questions if they are unsure. I also provide prompt feedback if a student is not meeting my expectations.
Michael,
This is a great way to reduce misunderstandings while illustrating to the students what the standards for the course are.
Gary
I have a student agreement that the students have to accept and acknowledge in order to get into my course. This document makes clear the course expectations. While in class, I dedicate about an hour going over the student handbook. This guide spells out all the expectations of the course.
Additionally, I let them tell me their expectations for the course. This allows me to tailor the lessons a bit to meet their expectations.
Michael,
This is a great strategy to follow. Other eyes and experiences help to make your syllabus better. This way you know you have a solid and informative syllabus ready for your students.
Gary
I try to create the most clear syllabus I possibly can using the format from the college and have at least one other experienced faculty member and administation revieve it for accuracy and completeness. There will always be questions which come up, but I try to keep in mind if my response is fair to this particular and other students. I usually hold my response and check with my program director. I have witnessed too many knee jerk unilateral poor decisions made by academic deans who lacked all the necessary information. As always a well thought out decision with extra heads and thought processes is usually best once all the information is known.
I first explain the syllabus and course requirments then I outline what i think might help or benefit their learning experience.
Dominique,
Be confident in your abilities both as a field experienced person as a well as an educator. Be well prepared and professional in your conduct and dress. All of these things will send a message to the students that they have a dedicated professional educator as their instructor and then respect will come with your efforts.
Gary
Peter,
So important. Be clear and concise about expectations and this will help students to relax and see how they can be successful in the course.
Gary
