I always use the first day of class to lay out all of my expectations and then have the students give their expectations of the instructor.
This always sparks discussion and it seems that it turns into covering everything that could potentially be a concern.
In my classes, first step on day one is to clearly spell out the expectations of the course, as well as my expectations for their participation and effort.
Before each assignment is due I model the appropriate way to format the project, save and submit the assignment to our class server. This way there is no one who does not know how to upload assignments, or how to put there name in the file.
Before assignmnets are due I show examples that layout the expectations both in elements required for credit and illustrate "above the bar" mastery of techniques and skills learned in class.
One method I am constantly reinforcing in my class is repetition, I repeat the expectations for each assignmnet every day from the day it is assigned until the day it is due, to make sure that while my students slip in and out of attentiveness, it will catch them at least once.
I incorporate the class expectations into every demonstration performed in the class, trying to keep the bar raised high, but still pointing out where the benchmarks for each element of the assignments will be.
They are given objectives for the entire course and it is broken down by each week. I also go over what the next class is going to involve, so they know what they are to do for homework, studying, etc.
I use a detailed syllabus with clear information surrounding how I will be grading. I also use rubrics for projects for the students to use as guides.
I use a class syllabus. The first class meeting the syllabus is handed out and discussed with the class. If the students are not sure of what is expected of them ,they have a chance to ask questions.
I speak about my expectations the first day of class and then have the student's sign that they received it and undestand. I also give them examples and ask if they have any questions or concerns.
By being the example! Students will definitely understand what you expect of them once you practice what you preach. In addition, it will contribute to their success in the workforce and in life.
Hi Larry,
Good point about the feeling that comes from students "getting" it. These are the "ah-ha" moments that keeps us instructors coming back to the classroom.
Gary
It is really rewarding when they do participate because you know that it is sinking in and you got your point across.
I usually ask questions to make sure that everyone is in agreement of what I want. I also like to give nonverbal cues (ie. hand gesture, a pause,etc) to reassure that is what I am expecting.
Hi Lyn,
Good way to show the students how the course is going to operate plus how they will be graded. By using examples you are reducing their concerns about what it takes to be successful in the course.
Gary
I give them an idea of how I grade by examples. Explain what I expet and read through my addendeum. Over the years my addenda has grown to 6 pages. I read through all my rules and remind them of all school policies. I have them sign it and refer them back to this when ever there are questions.
Hi Antoinette,
The use of multi-sensory instruction is very effective for students just as you mention. This way they can work in their learning preference while gaining the needed content and skills.
Gary
Verbally and written explaining to a student your expectations will allow them to know what direction to go in successfully complete the course. I walways inform the student what I expect verbally and in writting. You have difference learning styles and if I do both ways they will all understand my expectations.
Hi Mary,
This is a great point. No matter how many times you review expectations with students it seems that some will forget due dates or misunderstand requirements. Your approach helps to ensure that they know on a regular basis what the expectations are.
Gary
I create a crystal clear syllabus and go over it at the beginning of a course. I then continually remind students what is expected on a week to week and day to day basis. If anything falls behind, I then have them pull out their syllabus and write directly on it any date or topic changes. I believe an instructor cannot “over communicate†when it comes to what is expected of students.
I usually pass out a syllabus and a schedule on the first day of class...I discuss the syllabus and schedule and take any questions...I also go over upcoming assignments and go over the expectations, rules, office hours, tutoring times.
By using the syllabus and class discussion it is my goal that every student is aware of my class expections and the classroom rules in addition to the addendum. All should be laid out on the first day of class so you can refer to it at a later date.
Making your expectations clear right from the beginning by setting the example yourself as the instructor is very important. If you do not practice what you preach, the students will not either.
The first day of class I always deliver my expectations in the form of a syllabus, power point, and lecture. I also always deliver it in a positive manner to welcome any questions or concerns from the students initially. I am very clear on what policies I am strict on.
