1-Class Syllabus

Just how important is my syllabus? Some would say that it is very valuable because it is basically a contract with the students. The syllabus is designed to inform the students how the class will be managed and how they will be assessed. I understand that a syllabus is a critical form of communication, thus it should be direct and written clear as possible. But I don’t want to reflect on how to write a syllabus, I would rather contemplate how to optimize this resource.

The first day of class is the syllabus’s shinning day. I usually devote an entire class so that I can meticulously discuss every detail in the syllabus. This, too, is a special moment for me since I get to share my teaching philosophy and education beliefs. However, for students the syllabus appears to be like an opening band because most of the students are just waiting around for the main show to start. As discussed earlier with it being seen as a contract, they could be simply looking for specific points, such as is there an attendance policy and what is the work load. I must admit that when I receive “contract papers”, such as my insurance policy or car warranty”, I only glance through the multiple pages. My mind set is, “Okay. I’ll will file these papers away for now and if there is a problem I’ll go back to it.” Most likely I won’t even go back to it because I really don’t want to read through the maze of fine detail just to search for a simple answer. I would much rather call an operator or visit a representative. That approach seems much more direct and time efficient. As I reflect on how I view contracts, I understand and appreciate more how my students view my class syllabus. The next questions that comes to mind are these: Should there be more uses to the syllabus? Could the syllabus have more of an impact than its 15-50 minutes of fame?

First, as commonly said, “If you don’t use it, then you will loose it.” My students will probably forget mostly everything about the syllabus after a week or two because it is rarely spoken of again. Also, some may literally loose it because the paper is not something that they have to turn in or be responsible for knowing. Currently in a class that I am teaching, I am having my students give two major presentations during the semester, which they get to choose when. This freedom has provided the opportunity for many to put this requirement on the back burner. Now it is me being the operator or the representative that answers questions after I remind them about their major presentations. After a week of this, I stopped playing those roles and asked others in the class to answer the questions for me. (This is a great example how a teacher can say something to a class over and over, yet some how there are still students that did not hear it once.) My frustration of students not knowing what is going on stems from me believing that the students have the class ingrained into their minds just as much as I do. Of course this is not true, but maybe there are some steps that I can take with my syllabus that will help them understand the class more than just what is seen when they show up.

Some students may believe that they can understand how a class works by just showing up and viewing the daily interactions and processes. This works well for areas of the class that are implemented daily, but it fails for parts that are not seen day by day, such as my major presentations. One idea would be to have a monthly quiz about the syllabus or to inform students that each quiz will have a syllabus question. This assessment process would occur all semester, allowing the syllabus to be reviewed frequently by the students. Plus, it may install some math confidence in a student and provide comfy points for a student’s quiz score. Another idea would be to design the syllabus with fill-in blanks and check list items. For instance, students could record grades and mark off a test by writing the date when it was completed beside it. Then the students would then turn in their syllabus at the end of the semester to be rewarded for their effort, discipline, and organization. Again, since the students will be continually recording information to the syllabus this provides a greater chance for them to glance over other areas, thus becoming more familiar with it.

Overall, I think that the potential of my class syllabus is not being optimized. Just like a text book, it is a resource that provides students with valuable information. When a student revisits a syllabus, they continually gain a clearer understanding of how they can succeed in the classroom and of what is expected of them. Furthermore, the syllabus can serve as a bridge to having students gain a deeper knowledge of my class objectives and my perspective of what I want my class to be. Then, in the end, the student and me are on the same page working towards the same goals.