I have a portal that I post all my 1st day information on. When a student is not in class the first day it is their responsibilty to print and read what has been reviewed over the day before. If they have any questions after they reviewed the material they can ask questions.
Hi Ann!
Great observations and I agree with them all.I also believe that students are apprehensive about a new course particularly if they are learning challenged. Then there are those that feel like it just isn't necessary to be there the first day and perhaps we as instructors should examine that reason. Are we not setting the bar high enough on the first day?
Then there are those students who will never be there the firt day!!
Keep up the good work and good luck on the changes that you are implementing.
Jane Davis
ED107 Facilitator
Yes, and serious concern particularly in a short and accelerated class. I try to make sure that all of the first day's critical information is made clear in handouts, not just verbally and in lecture. For those who missed, I will first provide them with hard-copy and then going make time available after class to go over their questions. I will explain the signficance of getting on the right track right away and will be firm without being judgemental or dismissive. Under no conditions, however, will I take valuable class time repeating material already presented.
Not making it to the first day is an indicator that the student 1) had a legitimate reason, 2) thinks the course is going to be nothing new, or 3) they are just too shy to share an introduction to you and the rest of the class.
I have not addressed this in the past, but this term, I made sure that introductions were made when they came in on day two. I will never skip this step again.
Help them by directing them to the online portal where they can retrieve info themselves (makes them self-sufficient), then go over it with them if needed
Most of the time, I find the students who don't show up on the first day are ones you may be needing to give "extra attention" to. (there are exceptions to those who email in/ call student services, who usually aren't included in the bunch) These are the type of students who may not be the best students in the first place.
I agree with everyone else- I don't stop what I'm doing on the next day to "catch them up. I ask them why they weren't here on the first day- then give them the material they need, and then tell them they need to go through the supplement themselves,and get with their classmates to find out what I talked about.
I am finding that these students who neglect to come the first day are not the best students in the first place.
Hi Christine!
Great job! The earlier we connect - the smoother the first few class sessions go.
Keep up the good work!
Jane Davis
ED107 Facilitator
I also try to send out a welcome email as often as possible. In it I cover what we will be doing day one and any tools they may need to bring. I have found since doing this that more of my students come to the first day and come prepared! For those who do miss, I am in accord with many of the other replies. I give them a copy of the printed material, remind them of the effect a missed day can have on their grade (in a 14 day term, 1 day makes a huge difference) and let them know when i am avalible if they have additional questions. Since our classes tend to move pretty quickly, the student can be pretty lost that first day back and will usually do anything to avoid that feeling again.
I send out a "welcome" email to all students.
This way, I can tell them a bit about the class, and I have the opportunity to emphasize the importance of being present DAY 1.
Believe it or not, it works!
I also review (briefly) the material in the beg. of every class session and distribute handouts from the last session. Plus, I encourage students to contact me via email with any questions they may have.
I teach night school classes that typically end at nearly 10pm. If they miss the first class (or are late) they have to stick around after to get the syllabus and schedule and to ask questions. Keeping them late usually only has to happen once. But, of course, they can't know that up front so it really doesn't prevent them from no-showing for the first class. Bottom line is this is college, folks, and the responsibility is theirs to get the material. Everyone else shouldn't have to slow down for the ones who are late or didn't show.
On the first day they have to take a test and we give them the same test on the last day if the student is absent one of the 2 days we take 50% of the final test
I dio the same. Talking with the students before they take the class lets you get to know them and they you. You then can explain to them that the first day is the most important to get all the information to make you successful in class
i agree i don't spend to much time repeating the information from the first day. i usually give them the handouts and go over the policy on attendance and let me know how missing a day will impact their grade. i usually send them an email or phone message the day of absence that it is their responsability to get the information/notes from their classmate when they return to class.
Hi James!
Excellent approach!
I like to connect with students prior to first class - it does seem to break the ice and add some excitment and enthusiasm. Penalizing students just to make a point is never successful but allowing them to take responsibility for themselves is the best course of action.
Keep up the good work.
Jane Davis
ED107 Facilitator
First day absenteeism has been a growing issue with the growing sense of entitlement, there are many good suggestions mentioned in this string, I have been seemingly successful employing these strategies; be proactive, seek out your next class, in person if possible or by email, give or send them the syllabus in advance. Make that personal connection with the individual, stress the importance of being present on the first day and those who do not are at a significant disadvantage to those who do participate on the first day. Holding an important or exciting exercise on the first day can peek interest (on the first day of class, after reviewing class syllabus and class expectations, I went on a field trip, appropriate to the objectives of the class). I do not think penalizing a students GPA by having a quiz or graded exercise outside of normal daily participation is a good way to bring in students for first day lessons, I do use a non graded pre test to help assess and stimulate knowledge the students will be exposed to during the course. Calling absent students is a good way to show personal concern, and if done on a regular basis by the entire faculty, could cause some students to show on the first day simply to avoid "the call" from Prof. Smith. Finally being available for students during scheduled office hours is one way of getting a student who has missed vital first day info, but I prefer to put the responsibility on the student and will partner them up with another volunteer student to go over the information, then I will follow up to see what information was exchanged. This also gives me the opportunity to assess myself and see if all the information I wanted to get across did, or what points I could emphasize greater or communicate differently.
I attempt to phone students who are absent day 1. When they show up in class (hopefully on day 2) I give them a syllabus that shows the material they missed the first day and let thme know I am available either before or after class to talk about any issues they might have. I make it clear that it is their responsibility to cover day 1.
Hi Frank!
Good approach - one suggestion that I might add is make yourself available - by appointment - if students have questions.
Keep up the good work!
Jane Davis
ED107 Facilitator
I inform them that the information they have miss is important.That it is also the foundation to there final goals.That the habits the employer are also looking at.
Hi David!
Very nice approach. I believe students like to know and expect to know what is expected of them.
Good job!
Jane DAvis
ED107 Facilitator
I have students in my class for four three week segments. At the end of each segment I make it clear to those students who will be returning, that the first day of the next segment will include information specific to that segment along with the usual "new start" information. If they miss that material, it will place them at a distinct disadvantage when it comes time to perform and be assessed at hands-on tasks.
