TPE 2

TPE 2.6: Establishes and maintains clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

What is this?

I created this course syllabus for a 11th grade American literature course as a project for EDUC 362: Secondary Content Area Strategies, as a follow-up to the scope and sequence project shown on my TPE 3 page. It includes an introduction, student learning objectives, notes on my class structure, descriptions of assessments, and my policies on grading, attendance, late work, academic integrity (including a statement on generative AI), and classroom communication. It also includes a brief course schedule.

Why did I choose it?

I chose this syllabus because it exemplifies clear communication of what students and families can expect from my class—and what I expect from students—in order for us to create a positive learning community together. It was important to me to have a friendly tone and pique students' interest in the content we will cover together, but I also did not want to overwhelm them with too much information. The basics I cover in the syllabus establish what I see as students' responsibility in the course, and my responsibility to them.

What did I learn?

Writing this syllabus, I learned to prioritize what topics to cover and when. It was hard to not want to share so much more about the course, especially on the first page which focuses on course content. However, if I shared all that detail, it would have made students less drawn to the course rather than more, because it would seem intimidating. I had to share just enough to hook them and help them understand what I hope for them to get out of the course, but not so much that they would be scared of the class. I also learned how to articulate clear policies.