Over-explaining instructions
You write, “If you are giving your students options, make sure you spell out these options as clearly as possible.†I want students to learn to be enterprising and self-reliant, so I will purposely leave some assignments open to interpretation. Also, regarding late work, you mention to students, “You will be reminded of these due dates throughout the course.†I don’t do that because I want them to learn to follow the syllabus themselves. Do you see any value in my approaches?
Hi Melonie,
I agree with giving students a reminder for those assignments that are not frequent; we are in the business to help our students succeed. At the same time, we must do the very best we can to teach self-independence/reliance. I have my students turn in a calendar assignment with all assignments indicated on the calendar. The assignment is graded and returned for use. Students will follow this graded assignment. It works beautifully.
Patricia Scales
AS a clinical instructor, when I am fortunate to have a whiteboard available and a classroom, I find that writing down reminders here is helpful (students always read it). The students can read the board even before I start class. Then I review them and open up for questions. This helps attention, comprehension, and retention. I don't offer to remind students about every assignment, but I will provide some reminders on assignments that are not regularly scheduled.
Also, I provide my students with a Class Guideline booklet with the MOST important need to know information on the first 2 pages for easy reference. I have found that the students do tend to rely on their memory and the asking the instructor or hoping the instructor will tell them what they need to do every day. In an effort to achieve the goal of being "enterprising and self-reliant" as you said, I have begun to encourage my students to look at their course guidelines for instructions, I've started having them take it out more often and write stuff down if an item required more clarification or just to have them revisit a topic to remind them that the resource that they are asking about is also available to them in their guidelines. My goal is so that they do not rely on asking me, remembering what I said and remembering "where" they wrote it down. I want them to learn to be independent and responsible for their own clinical preparation and learn/be able to follow written instructions as well. Being able to independently prepare themselves along with being able to follow written instructions correctly will be valuable in their practice.
I appreciate any other ideas. :)
Hi Shane,
Yes, I see great value in your methods. You are really teaching your students how to be accountable. Our students need to know what it means to be held accountable.
Patricia Scales
