I use several methods because I feel that it is important for different types of learners to understand my expectations. I have the syllabus addendum outline the course requirements, as well as going over them in class to ensure that students understand what the expectations are. Also, throughout the course I remind students of upcoming deadlines as we move through the materials.
Bobbi Bricker
As described in this module on the first day of class I go over the complete syllabus with the students. I give due dates for the various assignments and give a detailed explanation of the grade breakdown. Thoughout the course I refer back to the syllabi to discuss future classes and to show how each and every class objective is met.
I go throught the syllabus, explain the layout of how to achieve the learning out come. I explain the kitchen layout and how to use the equipment properly. I go over the grading and expectations of students and the evaluation. I explain requirements for assignments and deadlines and also make them familiar to products unknown to them.
I use the syllabus along with examples of the working world. I also lay down all rules and expectations that help them to understand what I expect.
I have mentioned this in another forum but I believe that "Learning Objectives" are routinely "glossed over" when the Syllabus is reviewed. These objectives need to be a guide.
At the end of the class the student should be able to....
I have several layers of redundancy of such information.
Obviously, the syllabus has this information spelled out in different sections of the document. The percentages that lead to the final course grade (assignments, attendance, etc.) are labeled and identified. Other policies are clearly labeled as well - attendance, participation and professionalism, etc.
The daily schedule, also, lists individual assignments and their percentage of the overall course grade.
In terms of document design, yes, I use boldface, spacing, etc. to highlight these pieces of information.
The individual assignment sheets distributed through out the course repeat this information, and they also include the grading rubric for that particular assignment.
And I explain all of this as best I can during the first meeting of each course and as each subsequent assignment comes up during the course.
To make the course requirements clear, I explain it in a paragraph, then in a chronological outline with days and date of the class, I hang up the calender in the class room and also write it on the white board at the end of the class lecture. Of course this is continuous, after we go over the syllabus on day 1.
This much repetition helps those forgetful young people.
Hi Rich,
Wow, you are so organized! I know your students appreciate your organizational skills. I like your approach to organization. I can tell your classes are fully managed. Super work!
Patricia
Hi Daniel,
It is always good to share examples with students and give them options. Things become a lot clearer when choices are presented. Students feel as though they have some liberty when they can choose.
Patricia
Hi John,
Students must learn how to be held accountable. Accountability is extremely important in the workkplace.
Patricia
Hi Katherine,
What type of rules do you have for a class that you teach that you share with your students on the first day?
Patricia
On the first day of the course, I review my course syllabus to communicate what will be expected of the students. I outline the grading structure (how many tests, points on each test, passing grades), what labs we will be doing, what will be covered in each lab and due dates.
We also have standard operating procedures to cover, which notifies students of dress code requirements, the differnet student services departments that they can access and general school rules.
Each day during the course, I write on the left side of the board what topics we will be covering that day and the assignments that are due. On the right side of the board, I write the next day’s topics and the assignments, if any, that will be due.
If a scheduled topic or assignment changes from the course syllabus, it is noted in the day-to-day schedule. I find that this open and deliberate approach to communicating expectations results in a relaxed atmosphere and the students always comment that the class was very well run and organized.
We have a Syllabus and also a list of rules for that particular class.
Holding the students accountable is very important. This is a good tool in doing that.
I like to take my time on day one of a new class. I go through the syllabus and explain the grading procedure, due dates, classroom expectations, and go through a calender of when things are due.
I also take time to explain my experience and tie the course content into how it is going to further their career.
I like to make the discussion lively and include ample time for my new students to ask me questions and also give them a little time to explain to me what their expectations of the class are.
The first thing I do is go over the syllabus for my classes, I also write out objectives and grading criteria on the white board. I have found it helpful to upload additional doccuments to the student portal that will clarify sticking points that students in the past have disclosed. For example, in my culinary lab that requires one written paper I upload some topics for them to choose from. I find that this way they have the freedom to choose a particular subject matter that they find interesting and it clarifies subjects that are aplicable for the paper.
Hi Rebecca,
I like the idea of securing a signature. What a great way to hold the students accountable.
Patricia
Yes. Also, watching how they tackle something like the airplane exercise can provide insight into how they problem-solve and work together in groups naturally. Knowing this can help an instructor focus, later, on the development of specific teamwork and learning skills.
Sometimes, the way I determine students' comprehension of the syllabus is to quiz them on its content a day or two later during the first week of class. They know in advance they will be quizzed, and this encourages them to study the syllabus seriously, on their own, after we first discussed it.
For me, the syllabus isn't a material discussed only during the first day of class. When I remind students of deadlines and expectations, I always refer them back to the specific part of the syllabus that reinforces what I am saying. The syllabus should be a reference tool in the classroom as well as out.
