It begins as an assurance: all students are greeted, told not to fret for the semester. The rules can be learned as the days progress; the curriculum will be explained as it unfolds. All they must concern themselves with is having a good year, offering dedication to their studies. This is your gift to them as a teacher — an attempt to soothe all worries, allow them time to adjust to a new class.
The intention is admirable. The result, however, is not.
Students begin to panic, fearing what the weeks could bring, wondering what they’re meant to do. There are no expectations for them to follow; and so they create their own, which are far more strenuous than you could ever give. Anxiety begins to form. And, when the assignments finally arrive, they’re utterly unprepared for them — simply because they’ve shaped themselves to stress instead.
Education needs more than reassurances. It instead needs an understanding of what it’s to involve. Students must be aware of what’s intended for them (what they’re meant to do during a class, what goals are to be met, how much work will be given). You must therefore explain what your desires are for the year — offer all expectations early, allowing pupils to accept them. Chart out the objectives of the course, ensuring that there is no confusion and no surprises. These only cause stress and can affect performances.
This is often the simplest of techniques. It’s also, though, often one of the most ignored. Teachers seek to spare their students worry and don’t outline the curriculum. The doesn’t serve as a relief, however. It only generates concern. It’s essential therefore to list out all goals for the semester — voicing plainly that they’re to be achieved by all. Set an instant standard of diligence. This will form the proper tone for the class and allow all students to prepare themselves as needed.
Define what is to be done. Explain all expectations. Ask for perfection (but then be willing to help pupils accomplish it). Allow education to be understood before it’s even attempted.