I have been experiencing this also my
lectures and labs go great. I am completely under the impression my students have a grasp on the material. We have a big test review, and the next day all of the test results are very dissappointing. I feel I am making myself clear and covering the material
Mary,
Clear and concise information that outlines the course goals, objectives and expectations goes a long way in getting the students settled in to the course and looking forward to what is going to be taught.
Gary
Gary Meers, Ed.D.
I present the expectations for my students at the beginning of the term. I also use opportunitites to revisit my expectations throughout the term. It is important to be direct and clear. I have found that extra verbiage serves to muddle the rules.
Leonard,
You are on the right track with your approach. If you can give specific examples of your expectations that will help to reinforce in the minds of your students what you want from them and that will help with their growth as well.
Gary
Gary Meers, Ed.D.
What methods or techniques do you use to make sure that your students understand what you expect of them?
I use a course outline, classroom rules and regulations, a syllabus, a classroom outline and I lead by example. What I expect is the same as what the college expects. So, all of these items come into play when explaining my expectations.
Elida,
Yes it is. Good communication will earn the respect of students and forms the foundation upon which rapport is developed.
Gary
Gary Meers, Ed.D.
communication is the key of what to expects from student and contanstly ask question if the material cover is understood.
Autumn,
Another strategy you might want to use when checking for understanding is the student feedback method. I give each student a 3X5 card and have them write down, three things they learned during the class/lab or unit, two questions they have about the content, and one thing that surprised them about what they learned. Thus 3-2-1. When they are through I know that every student in the class has the six things written down so I can call on any student for a response without putting them on the spot. All they have to do is look at the card and read what they have written. This really helps my shy students to get involved in the course. Also, I learn based upon what they write and the questions they list what they know about the topic. I then can review the areas that need extra help as well as answer the questions they have listed.
Gary
Gary Meers, Ed.D.
I have also noticed that there are times when I ask over and over- any questions? Does everybody understand? with no response or a bunch of yes we understand and then the test comes and they are lost. I also should implement more pop quizzes to make sure they are getting the material.
Ricky,
I have found that using a handout upon which I put the specifics about projects, deadlines and grading really helps my students understand what the course expectations are. The syllabus spells out the major areas of the course, gives the goals and objectives as well as school policies. Sometimes with all this information the students get bogged down so I share the handout as a quick reference.
Gary
Gary Meers, Ed.D.
By having handouts that cover what is involved in the course and what is expected of them. I then go over the handouts with the entire class, asking questions of them throughout.
Liza,
This is a good way to keep everyone informed about what the expectations are for the class that day. This also reduces questions because it is plan for everyone to see what will be covered that day.
Gary
Gary Meers, Ed.D.
I like to write objectives on the board for each class. I then verbally go over the objectives with the class. It gives me a chance to clarify anything for students. The students have come to expect this. I find it quite effective.
Veronica,
This check for understanding approach helps you to see what the students are learning and gives them an idea of what they need to work on to further their knowledge in an area.
Gary
Gary Meers, Ed.D.
I agree Q&A give you a clear idea of student's understanding
Shelly,
This approach shows your students the importance you attach to the syllabus and why they need to read and understand it. Also, as you say by reading the syllabus they can reduce their anxiety because everything is spelled out in the syllabus.
Gary
Gary Meers, Ed.D.
Reviewing the syllabus in detail and having time for Q and A. I am always open for conversation with my students to clarify any confusion that may arise at any time
I question as I discuss the material, using the questions to gauge the student’s ability to comprehend the material, so I can adjust my pace to their learning speed.
Tracey,
This is the foundation of instruction. By being clear and honest you are setting the tone for your class and what your expectations are for your students.
Gary
Gary Meers, Ed.D.
Cynthia,
I am a big fan and user of grading rubrics for the reasons you list. They are so valuable in pointing out specific areas where points have been earned or lose so my discussion time with students about their points is greatly reduced. Thanks for sharing the value of rubric grading with us.
Gary
Gary Meers, Ed.D.
