"This is a small thing, but, in light of the need to make sure that students are fully aware of our expectations and grading standards for class participation, it's on my mind right now: I am going to go over the class participation and effort rubric during the first week of class! Last semester, I simply posted it on ELMS and referred students to it. But, with +/- grading sensitivities, I think we need to be very clear about why students do or do not receive all 15 points for class participation and effort.
Another change I've made: I've already sent my students the syllabus and participation/effort rubric via email, and asked them to review both before our first class. I told them I will have copies of the syllabus for them at the first class, but that I want them to review both these documents before we first meet, so that we can discuss them and I can answer any questions they have right at the start."
"Last semester I didn’t have a mechanism to “encourage” (make) my students read the chapters before class. This semester I’m going to have at least one quiz to help that happen."
"I plan to use more visuals during discussion of textbook material, specifically PowerPoints and graphics/cartoons."
"This semester, I won't allow the students a 'grace period' if their speeches go over the time limit. Last semester they took advantage of the extra minute I allowed."
"I would stress from the beginning of class the importance of doing in-depth research (and give examples), using credible sources, and properly citing those sources in preparing an effective lesson and speech."
"One thing I am changing this semester is attributing an overall theme to my lessons and assignments. I am planning to focus the lectures, activities, and examples around Professional development, career-preparedness, and communication in the workplace. With the speeches and the interview, I am going to encourage the students to focus their topics around a career interest. For example, if a student is interested in Broadcast Journalism, he/she could give the info briefing on breaking into the business or how to talk like a broadcaster and the persuasive speech on why broadcast journalists should write their own news stories or have to spend x years in the field. Ta-da!!!"
I also have my own Top Five things I want to do differently:
1) Staggering the grading burden. As soon as I have the syllabuses for the classes I am taking, I am going to calendar out my assignment due dates and making sure I work ahead on any projects that coincide with big grading assignments in 107.
2) Reminding students of attendance and tardiness policies as they start to pile up. Even though I made it clear throughout the semester that absences affect grades, of course the small number of students that suffered most from those absences weren't always in class to hear the reminders. (Go figure.) This semester, I'm going to email students directly as their grades start to suffer from attendance or tardiness issues.
3) Giving students a way to anticipate my grading practices on tests. Students need to know before the exams that I have certain expectations for how they construct their written reactions.
4) Doing something involving vocal performance and delivery, every single day. There should not be a single class that goes by without me reinforcing key concepts related to presentation skills. This means being extra-assertive on my part and encouraging students to be on their feet. From day one, I need to communicate a clear message: You're going to stand in front of people and talk in here. Get used to it!
5) Integrate content and discussion more fluidly. This one's tough--it's hard to work the vocabulary of the textbook into lessons, day in and day out. But I intend to. I really need to reinforce the notion that students must have 100% of the reading completed when they get into class.
What else will people change this time around? Please share in the comments!
Michael
