Making Our Expectations Clear to Students

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Making Our Expectations Clear to Students

• Pat Zambell
• Faculty Associate
• Lecturer Support Program

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Before you begin

• Be the expert
• You are in the classroom because of your
  knowledge, your experience and wisdom.
• Students expect expertise.
• But they are also realistic -- and perceptive.
• If you cant answer a question, admit it, then
  find out.

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Before you begin, continued

• Be the formal authority.
• Structure the course
• Set standards, goals and deadlines
• Control classroom procedure and behavior
• The balance of power is not equitably distributed
• You have the power to provide form and structure
  for the learning experience

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Before you begin, continued

• Image
• Contemplate the type of image you wish to
  establish
• Focus on the qualities you possess
• to make your classroom efforts more effective
• to achieve a greater sense of personal fulfillment

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The syllabus

• A binding contract with students
• Clearly outlines your expectations in all
  critical areas

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The syllabus, continued

• Include a section on Academic Dishonesty
• Plagiarism, cheating on exams, etc.
• your policies
• university policies

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The syllabus, continued

• Other information and operating hours of learning
  resources available to students
• library
• computer labs
• tutoring availability

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The syllabus, continued

• provides essential protection for you
• provides help for the student that may avert
  unpleasant outcomes in your course

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The syllabus, continued

• Identify and address issues that may arise in
  class
• How to address you
• Attendance policies
• Punctuality
• Make-up exams
• How to be recognized in class
• How to engage in civil classroom discussion

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The syllabus, continued

• How disagreements will be handled
• The right to remove a student from class
• at the instructors discretion?
• determine university policy (Judicial Affairs)
• in the best interest of the class

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The syllabus, continued

• Make behavioral expectations clear
• Use positive, constructive language
• Not threats of reprisal

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First class meeting

• Create a positive first impression
• you have less than 10 seconds to create a
  positive first image of yourself

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First class meeting, continued

• Use the first class session to set the tone for
  the class
• identify and discuss your expectations
• student rights
• student responsibilities

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First class meeting, continued

• Review university or college expectations
  relevant to the code of conduct
• discuss procedures
• discuss possible consequences

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First class meeting, continued

• Be aware of campus resources
• Be prepared to make appropriate referrals

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First class meeting, continued

• Course expectations
• students have a consumers mindset
• identify limitations of the course
• identify constraints

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Setting Course Expectations and Standards

• Ask students to list the goals they hope to
  achieve by taking the course.
• Describe how you propose to spend class time.
• Give your students ideas about how to study and
  prepare for class.
• If appropriate, give a brief diagnostic pretest.

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Setting Course Expectations and Standards,
continued

• Ask students to do a group exercise
• Work through a problem or a piece of material
  that illustrates the course content.
• Give an assignment for the next class session.
• Ask the students to write their reactions to the
  first day.

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Additional tips for first class

• Earn the right to teach the course by introducing
  yourself convincingly, yet humbly.
• Clarify your goals and expectations by thoroughly
  reviewing the syllabus.
• Introduce students to each other through a
  planned activity

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Additional tips for first class, continued

• Start to learn student names
• Whet students appetite for the course by sharing
  a current event relevant to the course.
• Provide students an overview of course materials.
• Manage class time effectively to signal your
  preparation and consideration for students.

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Additional tips for first class, continued

• Reassure students that the course will be a wise
  use of their time and energy.

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Modeling

• Model adult behavior. Students will take their
  clues from respected mentors.
• Earn trust by being trustworthy.
• Live up to your own expectations
• Be consistent in applying them to students

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Modeling, continued

• Be prepared to adjust your own behavior.
• let students learn from your example
• Be alert for symptoms of mismatched expectations.
• Even minor incivility should not be ignored
• Treat as a sign that realignment of expectations
  is needed

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Be a socializing agent

• Your are a representative of your field, and
  especially of the values, assumptions, and
  intellectual style that characterize that
  particular Micro-society.
• Socialize your students to the norms, standards,
  procedures, activities, and interests of your
  field.
• Our students will see us as more than just
  teachers.