In this first module "Setting the Stage for Success," I've learned effective ways to set clear expectations, to structure my class sessions, and manage assignments. The second part of the question was how do I intend to apply these strategies? And the fact is that I'm applying all of these strategies already. I don't mean to say that these are easy, or common sense, because it took me awhile to figure them out on my own, but these are all techniques that I have been applying in the classroom daily for at least the last six years or so, and I learned them by trial and error.
Nonetheless, they are effective strategies that I will continue to apply. I call them my "what, where, why rules." Meaning at the beginning of the module, with each new topic, and at the start of class every day, I strive to succinctly make sure the students know a concise summary of WHAT we are learning today/this topic/this module. WHERE are we trying to get by the end of the class/subject/module (managing expectations), and WHY is this should matter to them (the WIIFM rule they talked about).
This is great stuff. I have never heard it codified, it's just been a part of my self-taught teaching tool belt. But it's very nice to hear that what I've been doing is what is also recommended. Thank you! :)
I have learned that at the beginning of a course the students want to understand what they will expect to have to do to suceed in the class. The need to have the details laid out before them. They need to have a syllabus that is easy to read with the key elements made bold and colorful. They need to have a calendar with all the due dates of assignments visible. This will take away many excuses they may try about not knowing. It will help to ease student anxiety about a course if they have ample time to ask questions about the expectations and requirements of a course before starting in on the information.
Introductions are vital to the start of any well-organized and effective class. Know your students, show them "what's in it for them" in this class, and ensure they are well aware of expectations as well.
The ice breaker is an important tool in getting to know the students, and the students getting to know you. Explaining the syllabus on day one will set the stage for a successful classroom experience and the student's understanding of the course requirements & expectations.
It is always good to have an 'ice breaker ' for the first meeting, letting the participants engage in the conversation, letting them relax and actively participate. It is very important to provide the course syllabus and expectations.
Icebreakers are always a great way for both students and the instructor to get to know a little about each other and begin developing those relationships. Making sure the students know "WIIFM" is definitely an important way to gage their level of interest and hopefully increase it. We have a standard policy in place for late assignments but it is important to draw student attention to each at the beginning of each new course as both a reminder to the student and to make the student aware that it will be followed and enforced.
I really appreciated the information regarding late assignments. This is something that can get stick especially since every students situation is different. I like the example that was given because of the specifics. Students have one week from the assigned date to submit and there will be a 20% deduction per day that it is late. This allows the students to now ask me question regarding whether or not it will be accepted but also keeps them accountable for the penalty.
I believe I can do a better job with grabbing my students attention with things they are finding " boring". This can be difficult ,especially at the high school level. I heard some tips and strategies on how to do that.
Make sure the syllabus includes deadlines as well as what my expectations are. Always start with an ice breaker to get everyone working together. If all objectives are covered there is no room for excuses. It will also help ease their nerves to know how they will be graded and what they will be graded on.
there are tools and tricks to use in order to ensure students know the expectations for the class and to engage them in their interest in learning.
My experience with the module setting the stage video is informative in improving my skills on syllabus purpose, teacher expectations, and student guide. The student are informed goals, expectations, and clear understanding of what is due, when, and how to complete assignments.
Establishing firm standards for assignment due dates and clear expectations for participation are essential to the success of the class. Students should be reminded of the difference between classes they took in high school and the greater level of responsibility and performance expected in a post-secondary educational program.
Make sure your expectations are clear and written down.
The college scenarios aren't really going to be something I can do as I do not have time between my classes to debrief. I can think things over at a later time and work out issues, but it may be delayed.
Be clear on rules and expectations
Setting expectations lets the students know how the class will progress and what roles will be expected of them
Policies and procedures . What is in it for me . Motivators for learning . Syllabus, what is covered in class content. Icebreakers , important to relax class environment
Be sure to inform students on the front end of your class structure and expectations so they can know if your course is the right place for them and you as an instructor is the right person for them; the syllabus is a GREAT way of doing that. Also highlighting the non-negotiables such-as grading, attendance policies, cheating and plagiarism, and even something like group work can allow a student to know what they are in for.
I learned that creating a team ice breaker would help students come out of their shells and be more interactive in class and will build team building skills needing to be used in the medical field or any field at all.
Ice breaker with paper planes sounds like a real fun activity, I am going to try to implement it.
