be transparent with your students.
It is critical to success to be upfront in expectations; while letting the students know that you will be there for them in every way possible to achieve success. Describe the course and learning objectives in detail so there are no mysteries. Students learn better when they know what to expect. And always take into account external issues may have come about if a student may have difficulty completing assignments. This part is done due to the fact that life happens, and as teachers we are more than a lesson plan. We are mentors.
To be clear and concise in your syllabus! And layout the expectation up front.
I have used a "Getting to Know You" sheet at the beginning of the school year to help me to get to know them and for them to know each other (particularly my 9th graders). I share my sheet with them that I have completed so that they get to know me as well. It was good to know that my syllabus that I have created for my students incorporates visual elements to keep the students engaged with the content. I do like the psychomotor activity and I think that is something that I am going to do with my classes next year!
Comment on Nicholas Valiquette's post: It's also my first year teaching, as well. I was surprised when the module said that we had to be the salesperson for the course, but it makes total sense when it discussed the "what's in it for me" model.
There are several insights I took away from the module. The importance of showing students what's in it for them when going over the course. For my own growth as an instructor, after each class I should write down what worked and what didn't work, also, what I thought would happen vs what actually happened. To get students to "buy into" the course I should get the emotionally involved with the study material. Students need to function in 3 areas of learning and behavior if they are to have success: cognitive, social and psychomotor. Classroom activities should include teamwork because it helps to develop respect for what each student brings to the class.
Establishing structure, expectations and relationship decreases fear and uncertainty in the student. Being a place of encouragement to share as they learn and approachable for questions increases a sense of safety and freedom to learn. Being consistent in repercussions of poor decisions decreases future battles, for example in overdue assignments.
This course has helped me recognize some key things I can do to help assist with student success.
This will be my first ever teaching endeavor in the classroom setting. I have been in the field that I will be teaching for a little over six years. I loved the ideas of the plane ice breakers. I loved the WIIFM method. Everyone is always concerned with what they are getting out of something. I think it is important to lay that out from the beginning with continual reminders during new discussions or topics. I look forward to using these methods during my first classes.
It is a great refresher to feel the mental status and cognitive level as a student and how can we help them to understand the curriculum, syllabus, course outcomes, assignments, rubric, and helping them to succeed.
I usually start the term with Orientation. Getting to know the instructors, schedule, best way to contact and getting to know the students, their level of concentration on the course, whether they are full time students of with full time job. We read the syllabus together so i know that they fully understood the content and how they will be graded also setting the expectation and requirements to pass the course gives the students a sence of mental, emotional and financial preparation.
It's ideal to create an environment where students feel welcomed. Also, it's important to provide a clear picture of what the class will entail and detail straightforward expectations.
It's important that your course is outlined and structured via your syllabus so that students know the expectations up front. Students are more engaged when you can connect what they're learning to real-world practices. Ice-breakers are good for getting students engaged with an assignment, especially group work.
I learned how valuable the syllabus is to set the expectations for the course so it must be well thought out when it is put together.
I love the icebreaker idea with the paper planes. Not only do you have the opportunity to identify leaders, students immediately form teams and work together on a (fun) goal.
The 'What is in it for me' nugget will definitely guide some of my activities :)
In my class I have used an icebreaker where the students give their name, where they are from and what they expect from the course content. This exercise along with my own introduction helps students know what to expect from me and helps me get to know them on a more personal level.
They're often on their phones, iPads, or computers, or doodling instead of paying attention. when I walk over to them, they quickly put their devices away. I've also had some students who like to be the center of attention. I really like your suggestions about having them act as "observers" and take notes. However, my favorite idea is "Using it Wisely." I believe it gives students the responsibility to contribute positively to discussions about the topic.
The icebreaker activity encourages interaction between students, which can help create a more comfortable and collaborative environment from the beginning. Additionally, the importance of a clear and specific syllabus is essential, as it sets expectations and provides guidance on the course. Including information about late submission policies demonstrates a commitment to organization and fairness, which will surely be valued by students. Overall, these strategies can contribute to a successful start to the educational experience.
I feel good about being an educator because I am reading about some of the techniques such as the ice breaker use at the beginning of the class.
Highlighting expectations are so crucial to the success of both the student and instructor. In my opinion teamwork promotes effective learning.
