Review the syllabus. allow time for Q&A. Give them a calendar with dateline for assigments.
Caroline,
Good plan to follow. I am sure this reduces student frustration and questions because they have been walked through the expectations.
Gary
Gary Meers, Ed.D.
Hieu,
This is a very comprehensive and supportive way of informing students about the polices, requirements and expectations of the program and courses. This really helps to set the stage for student success since they know what they must do to be successful.
Gary
Gary Meers, Ed.D.
William,
Foundation, foundation, foundation. You make a good point about making sure to cover the basics and not assume knowledge.
Gary
Gary Meers, Ed.D.
We go over the syllabus page by page. I go over major points like test, homework, due dates, projects and so on. I give time for questions during the first day as well.
Where I teach we give students a program handbook prior to the first day of class. The handbook includes a full description of how the grading works, expectations, policies, etc. On the first day of class I go over the entire syllabus which shows how the handbook is implemented. In addition to the syllabus I also provide students with a weekly overview for each unit in the course. It tells them assignments for the week, due dates, and depending on the assignment, there is also an example. If I want an outline, then I give them the framework of how I want it to look like.
Another technique I use is constant reminders. Before the end of class I remind students of what is needed to be done for the next day. At the end of the week I remind them of the homework assignments. I also remind students they can email or text me at any time, even over the weekend. We have a very good relationship.
I am new to teaching but I have found that you can never be too basic in explaining expectation to the class. Too often I have assumed the class was aware of certain issues only to find out they were lost due to my not covering them in the beginning.
Emily,
Thank you for these good comments about the reasons for making expectations clear. Once the expectations are made clear then the building process for learning can start. If the expectations aren't clear then confusion becomes the norm rather than learning.
Gary
Gary Meers, Ed.D.
Len,
I have learned the same thing from many years of teaching. So I repeat it several times over and outline it in the syllabus. As I am sure you have experienced I still get questions about due dates and test times.
Gary
Gary Meers, Ed.D.
Mike,
How do you to your hand outs and oral presentations to make your expectations clear?
Gary
Gary Meers, Ed.D.
Dexter,
You have to for the understanding of everyone. This reduces confusion and frustration by students and they can focus on meeting the requirements of the course.
Gary
Gary Meers, Ed.D.
Melissa,
I want to reinforce your point about students forgetting certain items in relation to the course. Students have very short memories or at least it seems like they do selective retention, meaning forgetting due dates and test times. The syllabus gives them this information and you can refer them to it rather than answering the same question over and over again.
Gary
Gary Meers, Ed.D.
David,
I agree. Setting the standard for the class up front reduces the element of surprise for students. This way they can mentally prepare themselves for what it is going to take for them to be successful in the course.
Gary
Gary Meers, Ed.D.
Not many things are as important to the beginning of a course as making one's expectations clear. I find that when my expectations are clear for the students the term is much more successful. I use the syllabus as a way to include many specific expectations (which textbook or materials are required, how many discussions, assignments, tests, etc.) including a course calendar with every important date, include learning goals or objectives that they should be aware of, and attendance policies and participation requirements. I feel that including attendance policies and participation requirements is especially important because it allows the students to know from the first moment of class what their attendance requirements are and what participation needs to be done on their part, how often, in what materials, etc. If students are aware of these clear expectations from the beginning of the course it eliminates many issues and questions that could occur later on.
I've learned through experience that I can never be too demonstrative when covering course expectations and reviewing the syllabus. No matter how insignificant or obvious I may think the information is, I have learned that careful explanation will best facilitate the best possible learning environment.
Mainly, making often stops during lectures asking them to state any doubt and claryfying with a wider explanation.
I'm honest with them! I also tell them i give 100% they must try to do the same.
Hand-outs and oral presentation
I like to spell it out in plain english, that way there is no mistakes about it.
I like to use the syllabus and reviewing it at the beginning of every course. Right at the beginning the studnets have a good understanding of what I expect from them. From time to time they do forget, so I have them reference back to the syllabus so they are accountable for their acadmemic success.
