Taryn Herrera

Excellent question, Ms. G

I've found that honesty--but not too much honesty--is important. Adaption to change is a core competency for any student/employee. Therefore when changes occur, I first explain what the change is and then the benefits of the change to them, to me, and to the school. I also ask that my students provide verbal or written feedback to me after a week...then again in a month.

Knowing that they will be giving feedback in the future puts them in a state of reserving full jugment and makes them feel like they are a part of the process. As far as the resistant-to-change students, this gives them an outlet to express themselves.

I think the most important thing to remember is that it is manageable with time, structure, and a written document. Always include that document in their records and if possible have students sign an acknowledgement of receipt.

Lastly, get your dean's input if this is not a campus-wide policy so no one is blind sided.

Hope that helps :)

Taryn Herrera

joseph achtziger CHEP

I have just completed ED104.   I found its content to be extremely valuable to transfer to the classroom environment.

Carl Helrich

The original question was how we would address changing policies within a classroom. I think Taryn Herera has a good response, but it indicates much more anticipated involvement by the school in the grading procedure than I am used to.

I have not undertaken changes of any great significance for some time. But my approach became readiical some years ago. I actually simply did this and I explain it each year to the students because it is unique.

One explanation is never compleely adequate. And I try to avoid saying anything like, "We discussed that earlier."

Even though my perspective may be lnger range than theirs, I fully understand anxiety and would like to avoid it. Communication and encouragement seems to help that.

Carl Helrich