Teacher/Student Learning Contract

Both teachers and students have the right to expect respectful classroom etiquette, fostering constructive discussions and understanding of diverse perspectives.
When teachers and students both embrace human rights and responsibilities, mutual respect and understanding can ensue.
Enhanced listening skills can foster a productive and respectful learning environment.

In terms of a relationship with a professor or teacher, what are a student's rights?

Students have a right to expect . . .

Students have a right to expect that, on the first day of class, I will hand them a course syllabus which clearly states the following:
- Course objectives ("What are we trying to learn in here?")
- Assignment descriptions ("What do I have to do to pass?")
- Specific due dates ("When do I have to have it done?")
- Grading policies ("How will I be graded?") [ course syllabi ]
Students have a right to expect class sessions will start on time and end on time.
Students have a right to expect opportunities to discuss course components (assignments, lectures, presentations, exams) outside of class time
Students have a right to expect constructive feedback on drafts of papers submitted for me to review (if those drafts are submitted well in advance of due dates) [ writing help ]
Students have a right to expect that papers will be graded and returned within two weeks (provided they were turned in on time)
Students have a right to expect re-evaluations of work that they think may have been graded unfairly or improperly.

The teacher's rights: As a professor, I have the right to expect that students will:

I have the right to expect that students will arrive in class on time and prepared
I have the right to expect that students will stay engaged for the entire class period
I have the right to expect that students needing clarification or assistance will ask for it
I have the right to expect that students will turn in assignments on time
I have the right to expect that students will immediately inform me when extenuating circumstances affect his/her attendance [ see syllabi for attendance policies]
I have the right to expect that students will share concerns about the class in time for mid-course adjustments to be made
I have the right to expect that students will follow SNU's code of academic integrity

Human rights and responsibilities of both teacher and student

Classroom etiquette: Our mutual expectations for each other

We will listen to each other respectfully
We will not speak while others are talking
When we disagree with someone, we will critique that person's ideas in a respectful and constructive manner
When other people's perspectives are different from ours, we will try to understand them rather than simply criticize them
We will avoid stereotypes and humor that disparage people.
We will intervene politely when class members are being disrespectful or unfair to others

Don't you hate boring lectures?

Let's get started improving grades by learning how to listen to lectures . . . even the boring ones. [ more ]

-- Howard Culbertson.

Afterword

Teacher/student contracts can hold significant value in educational settings for several reasons:

Clarifying Expectations: Contracts outline the expectations and responsibilities of both the teacher and the student. This clarity can help prevent misunderstandings and disputes later on.
Accountability: Contracts can serve as a tool for holding both parties accountable for their roles in the educational process. Teachers are accountable for providing quality instruction, support, and feedback, while students are accountable for their effort, participation, and adherence to classroom rules.
Goal Setting and Monitoring Progress: Contracts often include specific goals or objectives that both the teacher and the student agree to work toward. This goal-setting process can help students understand what is expected of them and can motivate them to achieve success. Additionally, regular progress monitoring can help track students' development and identify areas where additional support may be needed.
Ownership and Empowerment: Involving students in the contract negotiation process can empower them to take ownership of their learning journey. When students have a say in setting goals and expectations, they are more likely to be invested in achieving them.
Building Relationships: Collaboratively developing a contract can help build positive relationships between teachers and students. It demonstrates that both parties are invested in each other's success and can foster a sense of trust and respect in the classroom.

In short, teacher/student contracts can serve as a valuable tool for fostering a positive and productive learning environment by promoting clarity, accountability, goal-setting, empowerment, and relationship-building.