Setting, communicating, enforcing expectations

SETTING, COMMUNICATING, ENFORCING EXPECTATIONS
Identifying and communicating expected routines for the classroom in areas such as
Participation, assignments, and general classroom behavior.Redirecting behavior that isn’t consistent with expectations.

• Explaining that all classes have certain routines; sharing the ones relevant for the class and noting how they impact students’ success:
  • General:  use of electronic devices, doing work for other classes, entering late, where to sit, etc.
  • Participation:  speaking loudly enough to be heard by everyone in the room, raising of hands, reading prior to discussion, responding with respect to other students, etc.
  • Assignments:  procedures, time limits, grading standards, submission of late work, etc.
• Addressing behavior that isn’t consistent with expectations right away by means of verbal reminders, direct requests, and private conversations as needed.

• Communicates to students that TA is competent and can be trusted.
• Acculturates students to university classroom expectations.
• Reduces student anxiety and improves performance.
• Helps ensure that students’ behavior supports learning objectives.
• Increases teaching satisfaction and effectiveness.