Peggy,
Good way to get the students on the same page as yourself. You are letting them know your expectations and how you will enforce the polices of the course. From then on it is a building process where mutual respect is developed.
Gary
Gary Meers, Ed.D.
I try to set a standard on the first day emphasizing the importance of attendence during the first six weeks of our course. I find that explaining (and showing via the syllubus) to them how each and every day builds upon the next to a final skill set, they become more motivated not to miss a day. I let them know that if they miss time, I will be moving on and they will need to catch up as necessary, even if that means waiting several weeks until a subject is taught again.
Putting out this expectation sets the standard that they are responsible for their own learning. I have found students take attendance very seriously once they understand the role it plays in their success to the program. A few still struggle but overall attendance and learning each step becomes a priority which is my expectation.
Lisa,
Like the way you lay out your expectations and then review them with your students. This gets everyone on the same page from the beginning. Even with this information sharing it seems that we still have to repeat ourselves numerous times throughout the course because students have very short memories it seems.
Gary
Gary Meers, Ed.D.
There are different ways that I handle this. In orientation to the program. I go over information they will need to know i.e. Does attendance affect their grade? Who do you talk to if you are having an issue in class? who is above the Instructor in the chain of command? How many hours is externship? Are scrubs required? Once we have gone over the information we take a litte "quiz' we go through and read questions and answer them together as a group. This way I am sure they hae recieved the information they need.
Patricia,
Like the way you start a class. You are laying it out for them and as a result they know what to expect. This is comfortable for everyone and as a result the class can move forward.
Gary
Gary Meers, Ed.D.
I begin by Introducing myself. And by that I mean, MYSELF. I'm not the previous instructor. I'm not hard or soft. I'm just me. I'm not perfect and I'm hear to learn just like everyone else. I have my experience to offer but I'm willing to learn from others too. I expect participation, to respect and be respected. It's a give and take situation. Give this opportunity a chance and you will take more than what you came in with.
Michael,
Simple concise message that they need to understand if they are going to have success in your class. This should reduce confusion and frustration.
Gary
Gary Meers, Ed.D.
I go over a Powerpoint Presentation we call "Secrets of Success". It lays out exactly what is required of the student to have success in my class.
Gretchen,
Like your style. It is their choice in terms of how long the good cop stays around. If they don't follow the course policies and rules then the bad cop steps in. You are very clear as to which cop shows up and when and it is up to them to decide which one they want to spend the most time with. Keep up the good work and stand strong in terms of enforcing the standards of your field.
Gary
Gary Meers, Ed.D.
I review my syllabus, discuss the policies, and let them know my background. Because I teach in the Criminal Justice field, usually background and accomplishments help in this matter. However, on occasion you have a class that tries your patience. I don't allow them to see me sweat, and I stand firm. I will start off as a good cop and if necessary over a period of time the bad cop will show up if required.
John,
I agree with your statement about the value gained from spending time reviewing the syllabus. By doing so you reduce many of the repetitive questions asked by students concerning due dates, projects, etc.. This type of information is covered in the syllabus and then can be reviewed by you in your syllabus session. This method helps the students to get a picture of the class requirements and expectations.
Gary
Gary Meers, Ed.D.
I agree completely. After introducing myself and talking briefly about the course, I hand out the Syllabus and spend approximately fifteen to twenty minutes going through the Syllabus. I then ask the students to read the Syllabus before the next class. The next class, I go through the Syllabus again in about ten minutes to allow the students to think of and ask any questions after having a day or two to read the Syllabus. I believe that spending a few extra minutes with the Syllabus the first two classes, avoids problems and questions later in the semester.
I try and inform the students that the amount of effort they make in the class will have a definite correlation to their grade. As an instructor, I believe that participation and being prepared are important aspects of the coures. While test grades are certainly important, I also stress to the class that they will be graded on homework assignments, research papaers, attendance, participation and other factors. As in life, the amount of effort an individual gives makes a significant difference.
I use the student syllabus as a great resource and also put my expectations on the board.
Yolanda,
I like this idea. It sounds fun for the students yet it gets them involved in the review and then sharing of what they have read and understand. Thanks for sharing this idea with us.
Gary
Gary Meers, Ed.D.
We have a syllabus review party where each student is paired into groups for a pair and share. We discuss their understanding and the syllabus.
Aquila,
I think this blending model is a very good way to help new students see how they fit into the class while the more experienced students help them get settled in. This way everyone sees the role they have in the class.
Gary
Gary Meers, Ed.D.
Kathy,
I do the same in my classes because I want them to have the key points from the syllabus in front of them in a brief and concise form. I print this information on colored paper so the handout stands out in their notebooks and I can refer to the color of the paper when I want them to review a certain section.
Gary
Gary Meers, Ed.D.
I have new students start in my class every week. When new students join my veteran students I make it a point to engage them quickly. I may use one of my veteran students to answer a question aloud in front of the class. Soon afterwards, I would then ask the new student a question (one that I know they'd know an answer to) to show them that participation is an expectation in my class. I call on students randomly. by engaging the student on their first day, I'm trying to make him/her feel comfortable with responding in class.
I actually hand out printed expectations to the students along with the syllabus.
