Kristia,
This is so important because you need to connect the course content to their career success as much as you can. This is how you generate excitement about your course as well as show them the relevancy of the information being taught.
Gary
Gary Meers, Ed.D.
Clearly stating the course expectations and going over the course expectations a second time in the most simplified manner.
Highlighting the course expectations on the syllabus for more emphasis.
Have them repeat the expectations back to me. Possibly give them a test so they are clear on the expectations and I am clear that they are clear.
I explain how my expectations are in place for their success and demonstrate how they relate to what they can expect once they are working in the field.
Sheila,
This is a very important part of the introduction process. You are asking your students for a commitment via the signed statement that they have received, read and understand the expectations of the course. This sends a message that says you are serious about the course and you hope they are to.
Gary
Gary Meers, Ed.D.
Gary,
Right you are about the different learning preferences of students. They do learn in different ways so the more variety we can introduce into our instructional delivery the better.
Gary
Gary Meers, Ed.D.
I use power points that are fun, interesting, and educational to capture the attention of the students and get feedback to assure that there is clarity about the expectations and understanding od the class.
1st. students are informed of course expections, verbally and each has a typed copy to follow along. Then students are encourged to ask questions for clarification and make comments. Some example situations are discussed for clarification, as well. All the above is put into a written contract for the the student stating: I understand the above expectations and will abide by them: ______________________Student Signiture
My feeling is that people do not always learn the same way, so that being said you're way may not be theirs.
Arlene,
Good way to inform the students and raise their level of accountability because they sign the form that says they have been given the expectations for the course. Everyone is starting with the same information this way.
Gary
Gary Meers, Ed.D.
I use a printed paper that the students must inital and turn in. Pretty much like a contract. They must see it in writing and acnowledge that they understand by initialing the paper. It is kept in the student's file for reference.
George,
What are some of the highlights of their career field that you share with them? How do you get them to see the future they will have in their area?
Gary
Gary Meers, Ed.D.
I tell them about the the career ahead of them and what is expected
This section of the course has been quite helpful.
While I've always understood the value of providing students with ideas about how to study and making my expectations clear, this has given me a more concrete and concise outline from which I can work and better able to "fill in the blanks" and flesh out my syllabus and materials while combining them with a course overview, requirements and additional guidelines.
At times this has been a real challenge in getting caught up and putting all the materials together when there's been no additional instructional materials provided with the textbook.
Any additional suggestions or reference resources would be great if anyone as such to pass along.
Thomas,
That should get their attention. Graphics like this really make an impression in their minds and moves safety to the front of their thinking as they get ready to move into the course. Good strategy.
Gary
Gary Meers, Ed.D.
Richard,
Like the way you cover all of the bases in your introduction to the new course. This helps to get the students settled in and feeling comfortable about what it takes to be successful in the course.
Gary
Gary Meers, Ed.D.
Ruth,
To me this is the only way to approach a new course. Students need to know exactly what the policies, expectations and requirements are for the course and all of these items need to be spelled out in the syllabus. This reduces student frustration and questions.
Gary
Gary Meers, Ed.D.
We as a class go over the class safety/rules as a group discussion followed a real attention getter safety video on electricity and its effects on the human body if not handled by the rules. After the video explaining the rules of class/lab are pretty much simple to cover or they know what the outcome could be if they don't.
There are many methods to ensure that the student understands what is expected of them in the class. On the first day of class, I spend time going over a syllabus that has the course outline attached to it. I make sure that all students understand what is discussed, encourage questions, and lay out line for line how the class will progress and what their responsibilities are in the class. This is a good way to also introduce your teaching style to the students and let them know how you plan to teach the class. If they know up front who you are and what you do, it makes a class flow smoothly.
I present a thorough syllabus which covers what we are going to cover but remind them it is like a road map for taking a trip and we might make some detours on the way. I give them a list of what I expect of them and discuss it, but I also give them a list of what they can expect from me.
