Hi Melissa,
Students need a clear understanding of exactly what is expected of them. A question answer session is very effective to provide clarification.
Patricia
In the past, I have run into problems with students not understanding requirements, so I've found that going over written information clearly and completely while allowing time for questions and clarifications is helpful. When students ask excellent questions outside of class, I make note of it and announce it in class to help others who may have similar questions.
I use a syllabus which has listed on it all course requirements. I review the course syllabus during the first class and after assigning the first assignment and any other assignment.
Hi Sharron,
I agree! Students need to know exactly what is expected of them on Day 1. Students love knowing that we are approachable, and they feel more comfortable coming to us for various situations.
Patricia
Highlighting the requirements that are in outlined in the syllabus and giving verbal examples of these requirements.
Yes, if it is all laid out in the syllabus and discussed in the first class, there is a common starting point. The students know what is expected from them to achieve the grade they want to receive. You need also, on that first day of class, to present yourself as accessible and approachable so that a student feels safe to come to you in the future if they have confusion about any part of the expectations.
I have always allowed a lot of options because students have differing learning styles: some students are good at test taking from lectures; some students are better at hands-on activities; some like discussing; while others prefer to demonstrate their knowledge with presentations and dramatizations. To feel comfortable about starting the class, they need to know that their preferred learning style will be recognized and honored. All of this needs to be covered in the syllabus and explained in the first class. I always wanted my students to know that anyone can get an A if they are willing to put in the effort.
I agree that posting assignments is a clear way for students to "keep track" of what is due and when.
I always use a check list of requirements to ensure that I am covering everything. I spend extra time doing so and make sure they fully understand each requirement prior to discussing the next.
I review the syllabus in class on the first day of class and also enter each assignment with the due dates onto a calendar they all have easy accessability to on a daily basis. Occassionally, I pull the calendar up and project it onto a screen in front of the room to remind each of them of what is due in the coming weeks.
When we go over the syllabus on Day 1 of the course I go over each category individually and I ask for questions many times. If there are none then I move on to the next section. The important things such as my contact information, due dates for projects, homework, exams, quizzes, field trips, etc. are always BOLDED and capitalized so that they are easily identified. I have also used different colored paper to make the different sections more noticeable. When the students are entering the final class in the program which is very important to graduation I make them sign an acknowledgement form which states that they have received a copy of, understand, and agree to abide by the policies that have been set forth in the syllabus.
All in all, these methods have seemed to have worked good for me over the last 8 years.
Tammi Smith
I always cover the syllabus two consecutive weeks in the beginning to encourage questions missed.
While a syllabus is a must do, it is often more effective to write down the highlights on the white board and discuss each one and answer questions. You can emphasize what you feel is important and the students get an upfront chance at participation through questioning you.
I think the what has worked bst is having the board setup te same each day [if applicable].
The course objectives are clearly stated and the vocabulary is always found at the right board, and the ongoing lesson notes are in the middle. Sometimes this doesn't work, because I need to keep the class moving; in terms of getting down notes, so I find that i like to give out an outline of the class notes; so they can fill in what they need, which cuts down on taking notes, which frees up time to be spent on going over the material and resusitation and more Q&A which keeps the class more lively and engaged. I am working on standardizing outline forms, so that they know what to expect and how to impliment their own notes into it...which will work as their study guide also. I aslo like handing out the outline, because it's less time I have my back to the board...I find this most useful, because I have an ongoing problem with some students who like challenging authority and tries to keep the class entertained [but usually they do not do this when i am facing them and knows who is saying and doing what]...accountability is a good thing.
A detailed syllabus, a preview of study materials followed by a q&a opportunity on the first day of class.
Hi Lynda,
Sometimes to mention requirements on Day 1 is simply not enough. I like the idea of how you talk about requirements throughout the grading period.
Patricia
Course requirements are first discussed using the syllabus. We go over it, in detail, in class 1. I also ask each student for an email or phone number, in case I want to get in touch with them, and provide my email in case they need to contact me. Actually, course requirements are continually gone over throughout the term. We are constantly reinforcing what was discussed on the first day of class - expectations, policies, grading criteria, etc.
The first day of each class I go over the Syllabus in detail. We discuss each objective and how the objectives apply to their choosen field. Each class period thereafter, I write the objectives on the board that will be covered during that class period. I also put weekly reminders on the student portal of class activity.
The methods I use to make the course requirements clear for my students is to provide a tenative assignment schedule with the syllabus. I read and discuss the syllabus with every class. This includes a tenative assignment schedule, grading policies, attendance, and participation credits to be earned. I also write the objective, an immersion question, and key terms on the board to inform the students of what will be covered in each class session.
Hi Stephanie,
Securing a signature makes everything seem very serious. Students need clear requirements on Day 1 so that they fully know what to expect.
Patricia
