@aria When I was teaching, I had some students approach me during office hours for help with a lab assignment from one of my colleagues. And I said, "Sure, I'll sit and talk to you about it, so long as you let me eat lunch in the process." (Because it was really lunch hour and just adjacent to office hours, but whatever.) And we sat together and I made them work it out, and they were giddy when they left. And then I stalked down the hall to talk to my colleague. He admitted he'd told them to "Go bother someone else," and they did. Hrmph.
But my syllabi always included a calendar:
Week 1: Monday -- Chapter 1.1-1.3; Wednesday -- Chapter 1.4-1.5; Homework: <list of questions>
Week 2: Monday -- Chapter 2.1-2.2; Wednesday -- Chapter 2.3-2.4; Homework: <list>
Week 3: Monday -- Chapter 2.5; Wednesday -- Review Chapter 1 & 2; Homework: <list>
Week 4: Monday -- Exam 1; Wednesday -- Chapter 3.1-3.3; Homework: <list>
...and so on. With dates. So that they could tell that they'd be tested on September 3rd, for example, so write it in your calendars now.
This turned hilarious one semester when the Organic Chemistry professor and I (teaching Introductory Physics) happened to pick more or less the exact same dates for exams. Because of the way the calendar fell and holidays and such, they made the most sense for pacing. But the students, at least half of which were enrolled in both classes, cried that we'd conspired against them. I admit that we had a good laugh together in the faculty lounge one afternoon a couple of weeks into the semester, which was the first time we'd discussed it, because the students were campaigning to both of us to move the exams, and both of us were like, "Look, you know you have both exams on the 3rd. You knew that from Day One. Just take that into account as you prepare!"
Since I was required to take attendance by the university, attendance and participation counted for 5% of final grades. I excused absences for practically anything asked (asking was key), and as I pointed out to them, with something like 30 class days to count, each class missed reduced their final average by less than 0.2%. But I did my best to treat them like adults when it came to them being sick and other such things. Class lecture notes were always posted on the class website, too.
I gave exams on Mondays, and anyone taking it in the accommodation center had until Tuesday at close-of-business to take it. They had until Thursday to make up the exam, if they missed it, unless they were in the hospital or had a flu diagnosis, and then I was more flexible. But I tried never to move deadlines, because that was always a nightmare. And I very rarely gave back points on an exam, because I expressed at the beginning that it was their responsibility to communicate to me on the exam what they meant.
I'm glad I'm not teaching this year, though. What a wreck.