I have learned the acronym WIIFM. Staying consistent and following the syllabus is key to success.
Work as a team and set expectations and boundaries.
All the information will be useful in teaching the students. Communicate with the students about late homework and due dates, being a good role model, telling the students what you expect from them...
"Late or Missed Assignments" section added to syllabus with explanation of late/missed assignment policy. 20% deduction of points for each day assignment is late.
During my college years I did enjoy how my instructors were organized, kept an open mind to working together, and having the students work in partners or in teams. Having the students exchange information to be able to make that friendship, networking, or buddy system allowed to have students evolve from their isolated High school years. Going into a career that sometimes working as a team benefits the company better than working alone. As students become familiar and share their knowledge and experience with their fellow classmates they open up, they become confident, and they prepare to engage into the real-world work force.
I am seeing that I need to be more specific in my instructions and expectations.
Through teaching the same course multiple times I have found that selling a class early and finding constant ways to connect to the "What is in it for me?" question keeps students engaged and believing in the coursework
Making sure from day one, letting the students know what is expected of them. Providing the syllabus , course calendar. Being available .
I can remember going through high school and being eager to receive my syllabus so that I felt more comfortable with what I was expected to do throughout the course. It made me feel as though my teachers were organized and cared about the material they were teacher.
The paper plane ice breaker is a great idea that I plan to use on my sophomores before class one day to help them understand a teamwork dynamic that could translate into a medical team in the field (since we are a health science class).
Students will have more interest in a class and want to perform better if they can see that the content is relevant and can be directly applied to the career for which they are studying. Once the students have personalized the class content instructors must make every effort to create accurate expectations as to how content will be delivered. Instructors must then introduce clear expectations as to how the students are to participate in class, produce and turn in assignments and projects, and what ever else it takes to pass the class. Instructors must be fair but firm with their policies.
Very informative. I have incorporated al lot of these strategies into my daily class time. Some I like like the pareer write down what worked or did not.
Being always accessible, keeping the lines of communication open, and building trust with your students are always helpful tools to make the class successful.
It is important to set up due dates and late assignments.
As in my experience as an instructor my main focus at the start of the course is to allow my students to open up. By doing so they become more receptive on the information they learn and at the same time build a mutual trust between the instructor and student. I do struggle with deadlines so I plan to be a little more clear on my expectations.
I will try and use ice breakers for the first of class. Late home work is always a challenge depending on the situation.
I liked how it explained that setting expectations up front can help students to feel more comfortable with the course they are taking since they know what to expect.
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.
