The best time to set expectations is at the start of a
course as you and the students are getting to know each other.
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Make behavioral expectations clear in your syllabus. Use
positive, constructive language, not threats of reprisal.
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Talk about yourself. Let your students hear what you
value.
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Learn about your students. Ask about their hopes and
concerns.
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Earn trust by being trustworthy. Live up to your own
expectations and be consistent in applying them to students.
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Prepare students for active learning by encouraging them
to see learning as a process, not a product.
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Use collaborative projects and group dialogue as an
opportunity for students to set and meet expectations for themselves.
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Model adult behavior. Remember that
“apprentice” adults take many of their tacit cues from respected
mentors.
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Be alert for symptoms of mismatched expectations. Even
minor incivility should not be ignored, but treated as a sign that realignment
of expectations is needed.
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Be prepared to adjust your own behavior, if necessary,
and to let students learn from your example.
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Take time to discuss your expectations with other
teachers. The faculty development center on your campus may sponsor seminars or
informal opportunities to learn how other teachers approach civility issues in
their classrooms.
