I verbalization and visualization and memory. I tell them, write it on the white board, and ask later in the day who remembers their expectations. Also I write short notes and post them for a day.
I tell them what I expect from them and I also write it on the white board. As the day goes on and the opportunity arises I ask how many remember what I told them I expected from them. Ususally at least half the class will tell me.
I also write a short helpful note that I tape onto the wall to remind them of things that they are expected to do.
There is always an instructor bias for any course that is taught. I think the the techniques and methods change with each and every batch and sometimes they have to individualized.
I would talk/ demonstrate the importance of the clinical/ hand on skill, and show the students how important their decision's matter in real life situations especially in Healthcare.
I review the syllabus and have a discussion of what the students think is reasonable. I then agree and reinforce the whys of expectations that fall inline with mine. We usually have a few hands on activities that represent and reinforce the expectations of the classroom. The white board is used to identify new vocabulary, the objective, and an activity to begin class with the first and every day of class.
Cindy
I like to use visual aids with the students as well as asking questions throughout the class.
Sherry,
Good plan for reaching out to students as well as assessing their levels of understanding.
Gary
Ryan,
I agree about understanding the course expectations. I have to go over and over them throughout the course to keep the information and deadlines fresh in their minds.
Gary
I use the course syllabus and addendum, along with asking the students if they understand my/the course expectations. I work to build a relationship with each student and that helps us communicate with one another. I encourage students to ask questions this way I can assess their level of understanding.
I have found that there is no perfect way to make your expectations clear to the students, since their expectations are never aligned with ours as instructors. However, hand outs have proven to be very effective as long as you clearly state what you expect.
I tell all my students what I expect from them the very first day. The students need to understand what is allowed and what is not allowed. Respect for example all students need to respect each other and the inst. The students need to know what the conqences are if the expectations are not kept. After I finish with my expectations I ask the students what their expectations are of me. This clearly sets the tone of the course from the very get go.
Julia,
I think this will be a fun project that will produce great results for you in the area of behavior management.
Gary
Something I want to develop for next quarter is a video with avatars demonstrating appropriate and inappropriate classroom behavior.
I am demonstrating the exercise and show the end product. This gives the students a clear understanding of the goal. And - since students are making their own grades and I writen them down, there is no grey-zone and room for arguments when it comes to grading of the finished product.
Heinz,
What have you found to be the most effective ways of showing your students an exercise or activity for their completion?
Thanks for your input on this.
Gary
I also agree that a detailed syllabus sets the tone for expectations. I also hand out the syllabus and go over each item in detail, and explain how we are going to accomplish the learning process process of each. I also give them a detailed copy of classroom expectations and go over each item in detail. I give them a chance to ask questions and written acknowledgement that they have received syllabus and classroom expectations,
Show and explain the goal/outcome of the exercise. Once students see and understand what is expected, they will work towards this goal.
Lindsey ,
Great support for your students. I use rubrics in my class as well with great results. Thanks for bringing this idea up in the forum.
Gary
I use a day by day summary of learning activities. This gives the student a big picture of the course.
I find that being very transparent in the classroom is important. I also use a lot of rubrics in composition. Using the rubric gives the students the keys to know what I expect and what points they will lose if their writing does not match the criteria.
I make sure I read the syllabus in detail and ask for any questions and in addition I hand out a copy to them.
