I go over the requirments in the very first class. I hand out a outline of the schedule for the course with dates assignments are given out and when due. I try to explain what they will learn from the assignments and why it is in their best interests to learn it for their new career.The outline lists when exams/quizzes will be. I give verbal reminders of due dates also.
I like the idea of creating a log sheet so the students can keep a running list of what they have or have not completed. I guess in order to make it more interesting this should be an area so they can check off exactly where they are at in their series of tasks for the semester. Of course, nothing would be complete without as you have pointed out are minding them every week of the work that is due in.
I like to show the students examples of what is expected of them. I have found that by showing them what I want, I am much more likely to get what I am looking for. I have also seen that when things don't go as I had planned that it is usually due to a poor explaination of what I am looking for.
As I mentioned in an earlier forum thread, I create a logsheet with due dates of every assignment, project, quiz, and exam. I also throw out a reminder each week as well.
Probably one of the best things that you can do for students beyond creating a easily read and understandable course syllabi is to continually remind them of their assignments well in advance of their due date. I like to start each week with a projection of what's coming in the future not only the assignments that are due but also a brief summary of the information were going to cover. This works as a motivator and helps us to understand what to prepare for an expected.
Confusion results when students are not clear on what is required of them. Older students, especially, who are returning to school are very conscious of completing all assignments and meeting due dates.
I create a logsheet with the date for every assignment, quiz, project, and test scheduled. I always go over the logsheet with them at every class meeting to see that everyone is on board.
One of the basic principles of good classroom management is that an instructor makes clear their objectives and requirements of the students at the beginning of the course. Unfortunately, many instructors feel that the distribution of the course syllabi and reviewing the syllabi is just enough to meet these requirements. It's extremely important outline and illustrate the high points in the course syllabi, especially due dates for assignments and policies relating to any late works submissions.
Even though we put our course requirements in a syllabi, students require constant reminders of the parameters of the course due dates for assignments and continued reminder of duties and assignments. I think sometimes students actually form a mental block as to when assignments are due to seeing as this is the most often used excuse why they didn't turn something in. It is best if you visually what the day to day and time when the board as well as verbally reinforce the due dates. Even then much to your surprise vista will be someone who will fill to turn the assignment in. The requirements for the course are precisely that has a well thought out procedure and a group of measurable objectives for the course. The students must realize the importance of this and adhere the plan.
providing clear discussions about the requirements for the successful completion of the course. Providing examples of acceptable requirements and previous problems and how they were solved
I give them a class schedule and discuss it with them and write reminders on the board. They not only go to school but work and some have families so at time they forget what day it is
On the first day, I outline the class, objectives, relevancy, and so forth as stated in the syllabus. As to reach as many learning styles as possible, I have the students break up into teams and come up with definitions of what I spoke about. It can be surprising how many views students can have on say, one policy. With collaboration of ideas from the groups and a bit of brainstorming along with groupsharing I believe they can define the requirements as to my expectations in their own words.
A DETAILED SYLLABUS,CALENDAR AND CONSEQUENCES IF THEIR WORK IS LATE. DURING THE FIRST CLASS I ALSO HAVE THEM TAKE TURNS READING THE SYLLABUS BECAUSE I THINK IT SINKS IN BETTER.
Hi Michelle,
There is also a wide variation of abilities in the workplace. I make things challenging enough geared to the average, therefore I can hopefully pull my slower students up to that point, and my above average students will definitely get it.
Patricai
I find there is a wide range of ability in my classroom. This diversity makes it more difficult to balance my wanting to challenge the students with my wanting them to be successful. Giving weekly reminders to everyone keeps things fair and helps the students who are in more need of support to succeed.
Hi Daniel,
I like the idea of the reveiw as well as what's coming. Students get excited/anxious to know what's coming.
Patricia
When I go over the syllabus with them, I explain the course requirements to them. At that time I ask question back to the student to ensure that they understand what they have to do for this course. During this time I also explain to them about their term papers and what the requirement for it are.
I attach the grading rubric as I introduce that requirements
I agree with you, Tony! I think they really need to learn about the consequences. There will be consequences in the real world of work, and it will be easier if they learn this while still a student!
Hi Alicia,
These methods are sure to provide a full understanding as to what is expected. Students need a thorough explanation of their requirements.
Patricia
Hi Roger,
I know, we must continue to try to make them understand that they must be held accountable. It sounds like you are doing your part, the students must step up to the plate.
Patricia
