Charles--
This sounds like a great exercise! They must certainly learn a lot about many things in doing this project, and all about something they are interested in.
Susan
I plan on puting the students in groups of 4 and starting a dealership. show them how it opperaites and how they are expected to act in a dealership situation. At the end of the 3 day activity I would show them the amount of money that would of made in those 3 days. To show them what thay will be earning when they graduate.
Jerry--
Excellent point. It's not hard to tell when someone really enjoys their job, and it is contagious! We are training individuals for employment and we ought to be excited about that field.
Susan
Christian--
That is an important balance...maintaining classroom control and still being approachable. Do you have any specific things you do to set that tone?
Susan
Hello,
Food is a terrific way to create a great feeling for the first week. We sometimes have free popcorn or sandwiches that we give to students, not only in the first week, but throughout the term.
Hello,
I love your idea of bringing in former graduates. Sometimes I'll share a writing from a former student that was published in our school's literary journal.
Hello,
I think the firt day is imperative. I put the names of some of our school's clubs on the board. I also share some success stories of former students. Finally, I make sure to give them some homework.
These are some great ideas. We also have every student (new and returning) sign a citizenship contract outlining the school's expectations both within and outside the classroom.
the instructors additude is very important not only the first week but everyday he is at work. if the students see a happy instructor or at least one with a good additude they will be more likely to stay and pass your course.
We ask the faculty to have all the students’ names memorized by the end of the first week. The DOE tries to pop in to every class in order to put a name to a face. We have trained the instructors to look for red-flags the first week. If we see one we triage it and often involve the rep who signed the student up.
We typically place ballons at the entrance of each classroom. The admissions staff greet students as they enter the building. They also assist students who may have diffuculty finding their classes.
I usually have students introduce themselves (name, program, why back in school or share something interesting about you). I also talk about myself. Sometimes group activities are utilized to ehance the bonding process.
I think one of the biggest factors that would contribute to the enhancement of the first week of class is being honest and real. Some students may view you as an instructor only. Because it's the first week of class they forget at time that you are not only the instructor, but a person as well.
Robert--
All excellent points and I completely agree that the first day sets the tone for the rest of the class. Making it informational, upbeat, interactive and interesting sounds like you have given a great deal of thought to how to make it a beneficial experience.
Susan
I think it has been a common practice for years that the blueprint for the first day was hand out the syllabus, go over it ,introduce yourself to the students, tell them what books and materials they will need ,give them an assignment and send them on their way the first day is over.
But like the material says and what I have learned from experience is if the first day ends early it makes it harder to keep students from wanting to leave early for the remainder of the semester.
Now what I do on the first day is I try to make it informative, fast paced, and fun.
The things I try to accomplish are 1- involve students quickly 2- ID the value and importance of the class 3-Set expectations 4- Establish rapport 5- Reveal something about myself 6-Establish my credibility 7-Establish climate for the class 8- Pass out administrative information 9-Introduce subject matter
I have come to think about the first day/week in two ways 1-It’s a job interview am I the man that you can trust over the next 16 weeks not to waste your time and teach you this subject. 2- If I never see you again how much can I teach you about this subject or about the importance of this subject. With one day I can only teach a little but that little I want to teach well.
Have the students introduce themselves, where they are from, some of their interests, and why they chose to attend school. I feel this is a good icebreaker and it puts the students at ease.
On second day of class I form teams of 5 and let them choose a "team member" to be the forman in thier group for the course ,then show them around the lab give them details of what the lab will consist of .
Getting them in "teams" will help them understand the concept of Teamwork so that they all get involved with the project.
I believe it will be beneficial to utilize more current students and alumni in our orientations, student testimonials can aid in developing the connections we would like to foster . Introducing the class photo, and promoting student interaction outside of the school creates further bonding that is needed to enhance the classroom experience; students can relax with each other and set the tune for more productive group activities. Sensitizing instructors to how critical their roles are during that key time and encouraging them to connect more by integrating more about their industry related and personal experience in the sessions can help seal our students’ connection and commitment to our institute.
Here are a few things we do:
1. Clubs day where all clubs set up a table to showcase what they are about. New and current students can talk with a representative and join on the spot.
2. Student Services and Financial Aid presentations in classes. Each department talks about what services they provide, where they are located and how they can asist students through out school.
3. Free coffee day sponsored by the Student Board. This offers the opportunity for current and new students to mingle.
Gloria--
It certainly sounds like your admissions personnel collect a great deal of helpful information. Does any of the appropriate information (e.g. potential barriers) get passed along somehow?
Susan
