Jennifer,
Good way to lay out the course expectations so the students start off the course with common knowledge related to course requirements. This way many of the questions of students are answered and they can concentrate on getting off to a good start from the first class session on.
Gary
Gary Meers, Ed.D.
I provide a syllabus to the students and explain what I expect. Among other things, I explain that I expect them to attend class (and to be on time), respect each other and other student's ideas. I also provide information regarding tests and quizzes, assignments, and how to format assignments.
Greeting the students, setting up the room and materials prior to their arrival starts my first meeting. Second, I will have handouts with syllabus, assignments and contact information. I introduce myself and motivate by telling them, our goals here are to "set you up to succeed". Engaging the students in meeting and greeting each other and course facilitators is part of a successful first meeting also. Currently I am co-teaching with a wonderful instructor who is very accessible to me and the students. Encouraging adult learners to reach out for assistance is important. I offer question and answer opportunities, and offer to take questions privately as well. This allows the person who is shy or concerned about being embarrassed a safety net.
We have a syllabus in place , but i also stop and do an introduction to which i add my personal expectations . There is also a third method using aslide show so that it is defined in 3 key ways .
I use a method similar to an employment interview. I have my students view me as their employer where I ask them questions related to their objectives and goals that would normally be expected of them in the workplace.
Michael,
Good information to give them and to set the tone for the class. Professional behavior seems to be harder to communicate to students today. They do not see the reason for professional dress, conduct, language, etc.. We as instructors need to impress upon them that career success is based upon a professional image as well as ability.
Gary
Gary Meers, Ed.D.
During the first day orientation I will discuss my expectations with them and hopefully they with me.I try to sell them on the value of professional behaviour and how that, and many other positive traits, will pay off for them in the future.
At the beginning of every new class, I go over my syllabus, my course outline, and a contract for success that has been implemented by the college. I go over in detailed what is expected and allow for questioning and comments.
Emeline,
Good way to be clear in what the course expectations are and how the course is going to operate. The Q&A session lets them find out about how they will need to preform in order to be successful in the course.
Gary
Gary Meers, Ed.D.
First, I will discuss to them my student expectations then ask students for any concerns and questions afterwards.
Matthew,
How do you use these components to share your expectations?
Gary
Gary Meers, Ed.D.
WELL PREPARED, SYALLBUS, COURSE OUTLINE
Mariann,
You make a good point about the value of a well prepared syllabus and I can really appreciate your comment about how many students do not see the value of the syllabus and what it contains. These are the same students that will be asking questions about what is going on and when projects are due and when told claim they weren't told. Accountability for having received and read the syllabus is a good way to reduce these types of issues.
Gary
Gary Meers, Ed.D.
The syllabus should be the guide and definition of the expectations of the class. We go over that and the rules and expectations. Too many students don't seem to realize that the syllabus is their guide and such an important part of the road map for the course.
Stanley,
This is a great way to lay the course out for the students. They know the competencies they need to acquire and so their educational journey is set for them. This way they can focus on doing all of the course requirements as they already know what the outcomes are going to be.
Gary
Gary Meers, Ed.D.
For our clinics, we have competencies that our students need to complete in order for them the pass the clinical portion of their requirements.
Rochelle,
This is a supportive and ongoing method of keeping students informed about expectations, due dates, and projects. By following this method you are removing for them the excuse that they didn't know or wasn't told. This puts the success or failure factor on them and their dedication to their own future.
Gary
Gary Meers, Ed.D.
On the first day of class we discuss the class syllabus and course objectives. These outline the direction of the class and the specific goals/outcomes of what I, and they, should expect to learn from the class by the end of the term.
However, I also use a strategy which allows them to specify their individual expectations for the course. We do this as a class brainstorm, and this allows the students to think and verbalize their expectations of themselves and what THEY want to achieve from the class.
Additionally, we develop a "Contract for Success" which specifically states detail not included in the syllabus. This specifically addresses campus directives regarding dress code, cheating policy, and consequences for infractions such as inappropriate use of cell phones, computers, etc. Students are required to sign both the Contract for Success and the class-developed self-expectations. They also sign an acknowledgment of receipt of the syllabus.
During the course of the term, individual rubrics are developed for long-term projects and ALL assignments with directions are posted on an on-line class calendar. I review the weekly assignments, post the daily homework, and discuss the deadlines during each class period (ususally at the end for wrap-up).
Reviewing the course syllabus and giving students the opportunity to ask questions are excellent ways to ensure your expectations are clear and concise.
Aiko,
Good approach. As the learning leader you set the standard for the class. By creating an idea that the students are a part of the learning community you help them see themselves as a part of the team.
Gary
Gary Meers, Ed.D.
