We go over the syllabus page by page. We then have the students sign off that everything was reviewed and all questions were answered.
On the first day we go over class and school rules.
Dinel,
How do you check for understanding with your students after you have reviewed your expectations?
Gary
Gary Meers, Ed.D.
Jonathan,
This is a comfortable and integrated way to open a new class. The students can get settled in while the introductions are going on and then start to interact with you and other students. This sets the stage for engaged students in the coming classes.
Gary
Gary Meers, Ed.D.
I go over all expectations the 1st day and make sure students throughly understand
I introduce myself and describe my professional background and experience. I then ask the students to inform me why they are taking the class and their personal goals. This is followed by a thorough review of the syllabus, allowing for questions and any clarification. Finally, I describe the structure of a typical class period.
Khayyam,
A well prepared syllabus outlining your policies, requirements and assignments is a start. Provide examples and samples of what you will and will not accept. Use a grading rubric that shows how points will be earned and lost on assignments. During the first class introductions let them know that this is your class and this is how you operate the class and that they cannot compare you and the course to previous courses or they will not meet the accepted criteria. Give back their first assignments with specific comments and notes to show them what you expect and by the second assignment you will see them conforming to your expectations.
Gary
Gary Meers, Ed.D.
On the very first day of class, I go every every type of assignment the students will have. I emphasize what I look for. In my classes, this means an emphasis on content not length.
The main problem I seem to have is that other instructors often times have very small expectations of their students. For example, I've had students plagiarize before and their defense was that their previous teachers didn't require citations. Similarly, I like to emphasize understanding not just memorization. Yet many other instructors focus just on memorization, which can create a difficult time in my class.
How would others deal with this? If bad habits have been reinforced by past instructors, how do we break down these bad habits in our own class?
James,
This is essential and news to be at the beginning of the course to reduce student anxiety. Once the expectations are made clear then it is a building process from there throughout the course.
Gary
Gary Meers, Ed.D.
Communicating your expectations required for student success in the course must be clear and understood. The student must understand the rules, regulations and procedures for the conduct of the course. The goals and objectives must be specifically defined. The student must be given notice on the techniques, tactics and procedures that will lead to success.THe student must know their responsibilities and how they can master the course material.
As indicated in the module, it is very important to set a proper tone at the very beginning. Like many others have indicated, I go through the syllabus page by page and give a brief description of major projects to ensure students get a full understanding of the course. I also spend quite a bit of time covering the grade breakdwon of each course and how students can maximize points in each area.
Peter,
First I go back and check exactly what I gave them to make sure I did share and explain the expectations. Then I show the students that I did share this information and I review it with them to make sure they see they did in fact have the expectations for the course from the very beginning of the class. Then I ask them to explain to me where their questions are in relation to the expectations and I move forward with the class.
Gary
Gary Meers, Ed.D.
Ursula,
Good strategy and I really like your use of the rubric. I have used rubrics in my evaluations for years and they really help reduce questions and when questions arise they help me and the student to zero in on exactly where points were awarded or lost.
Gary
Gary Meers, Ed.D.
How do you handle it when students because of lack of attention say you did not outline or give them enough information about expectations?
On the first day of class I hand out and review the material in the Syllabus, which gives all the pertinent information about the course, its I also give students a written description of the various projects that are due, using a rubric of what is expected for each project and how it will be graded.
Dennis,
This beginning activity is so important. This way you are projecting to your students the value of the course as you see it as well as the value of the syllabus as an informative and guiding document containing critical information.
Gary
Gary Meers, Ed.D.
We go through the syllabus section by section as I explain what will be expected of them. In addition to this, I explain to them why it will be important to learn this information. Learning any material must have a purpose and an application.
I do this also. But I also ask the students questions so I know they are paying attention.
Amy,
I agree about the need to make the connection between content and application. You are doing this with your approach because not only are they learning the content they are also seeing how that content is applied. This increases the relevancy of the course to and for the students.
Gary
Gary Meers, Ed.D.
I teach by demonstration. Lecture is good for introduction of something. But, my students want to be hands on for learning a new skill. I try to teach the building blocks before a skill. You can't run unless you learn how to walk first type of approach..
