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.
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.
