In my class I first go over the syllabus which outlines what topics we will be covering, what type of materials we will be using, how their learning will be evaluated, what the attendance policies are for the class. I then go over certain rules that I have for the class and give them my contact information. If they are new students, I will tell them a little something about myself and then go around the room and have them tell something about themselves and their goals.
I have a question about seating charts. If your were to use a seating chart, do you assign seats, let's say, alphabetically? Or do you make a chart of where the students have chosen to sit? The reason I ask is because I like the idea of breaking up the cliques and core groups. I teach culinary and often have many young students fresh from high school that forget that they can not socialize while they work on projects. Would a seating chart help me here?
To make my expectations clear, I try to deliver a very detaled and complete syllabus. Furthermore, I go over the syllabus in class to make sure everyone is clear. Throughout the semester, I post materials on the course page and attach each of these to a class-wide e-mail.
This may seem controversial, but I let my students know ahead of time that I will tell them when something we're going to discuss is particularly important and why, based on my teaching and industry experience. This tends to sharpen their focus and help them prioritize.
Hi Craig,
Good strategy. You are right about accountability and rigor. Students like to know they have a dedicated instructor that wants them to be successful if they are willing to put forth the effort.
Gary
I tell my students that I expect A's, there is no reason that they should not get an A in this class. When I first tried this I didn't really expect it to make much of a difference. Every time I handed back a test that was below an A I would say to them good job but you can do better. I am happy to report at the end of the semester I only had one B, all others were A's. I was so surprised that I went back and made sure I calculated all the grades correctly. I believe that most of us just need someone to believe in us, and hold us to a higher level.
Hi Kay,
Good way to lay the foundation for the course. This way both the students and you are operating with the same information about course polices, requirements and expectations.
Gary
On the first day of class I will read through the syllabus word for word. I will also pause at various sections to entertain questions from the students. In this way of interacting I feel that the information given becomes more clear through discussion of each "chunk". The students will know exactly what will be expected from them with respect to the classroom rules,time they should allot for study outside the classroom and what I expect from assignments and projects. The students will have a clear understanding of what they can expect from me including information of contacting me or seeing me one on one with the emphasis of office hours kept.
Hi Joy,
So true. We cannot emphasize it enough. Feedback keeps students engaged and focused because they know how they are doing and what they need to do to successfully complete the course.
Gary
In my experience, the syllabus is the most helpful aspect for the students throughout the course. NO one likes not knowing where they are going.
Yes, this is very helpful and encouraging to students to give feedback. It motivates them to do well and students know how to prepare for the next assignment.
I definitely go throught the syllabus by powerpoint and I also upload it to there emails, as a reference throughout the course.
For certain projects I detail them within the syllabus so that students can plan and prepare in advance.
I cover in detail my expectations of my students, but we also discuss the student's expectations of me and the class. I prepare a power point and then we have a discussion.
Methods or techniques used in my class for understanding what is expect of them are repeated reminders whats expected, verbal warnings, standing by and following policy,after a verbal warning there are no more chances.
I try and make my expectations clear by using examples of the when and expectation is met and also when it is not met. I go over with the studnets, ideas and practices that I have observed before in the past or that former students have told me, and therefore try and have the new studnets understand what they might alsowant to try. Patterns that I have observed from former classes, are some of the examples of what I show studnets and let them see that when the expectations are clear and if the studnet does the requirments then they will do better in class.
Being complete sincere, direct and to the point verbally. I ensure my expectations are written down and handed out for review. Thanks
In my syllabus, I identify all the assignments for the course and how the the assignments are to be presented (due dates and submission format). I go over this with the class on the first day. Then, several class periods before each assignment is due, I go over in class an outline of what I expect to see in each assignment. Furthermore, my syllabus states how I typically structure class and what is required of the students for each class. Also, the syllabus stresses the need for participation in class and on the first day we discuss what constitutes appropriate participation.
Hi Bill,
You have an essential role to play in the success of students. The more support and skill enhancement you can provide the greater their success rate is going to. Keep up the good work.
Gary
Hi Ray,
This is a great way to get the students' attention. They can clearly see the different and why they need to have good communication skills.
Gary
Hi James,
I like this approach because it keeps the students engaged between class sessions. They know they have access to you as needed and this is important for their learning success.
Gary
