Getting ready for the first day of class can generate a mixture of excitement and nervousness, whether you are new to teaching or have been teaching for years. It helps to have a mental checklist of objectives to accomplish so that you and your students come away with the impression that the course is off to a good start.
The first class should serve at least two basic purposes:
1. To clarify all reasonable questions students might have relative to the course objectives, as well as your expectations for their performance in class. As students leave the first class meeting, they should believe in your competence to teach the course, be able to predict the nature of your instruction, and know what you will require of them.
2. To give you an understanding of who is taking your course and what their expectations are.
These two basic purposes expand into a set of eight concrete objectives:
First impressions can be long-lasting, and they are usually based on a thin slice of behavior. Before you even start teaching, your students will have already made some decisions about you, so it is important to understand what those impressions are based on and how to manage.
Your introduction should be succinct, but make sure to cover certain key areas. These questions should help you decide what to say:
This is probably the most important objective. Clearly laying out expectations starts to orient students toward the kind of effort, learning, performance and classroom behaviors you expect from them, and it helps them use their time productively. It will also help those students who are shopping around in deciding whether to take your course or not. Be sure to:
The classroom is a social environment, so it is helpful to start the social dynamics in a productive way. Icebreakers raise the energy levels and get students comfortable. Here are some ideas for icebreakers:
The way you engage students on the first day sends powerful messages about the level ofinvolvement and interaction you expect from them. Inexperienced instructors sometimes make the mistake of lecturing at the students for a few weeks, then try to have a discussion when the first big unit of the course is finished, only to be surprised at the lack of student participation. This is because students have already been socialized to just listen in the course. The following strategies will help you set a productive tone:
You may also want to establish some rules or norms about cell phone use or class discussions. Follow this link to view a good video on establishing rules or norms (3:14).
This objective stems directly from the second overarching goal for the first day of class.
Some instructors simply hand out the syllabus and dismiss class figuring that the enrollment has not yet stabilized and it does not make sense to cover material. While there is truth to that argument, the first day of class is a great chance to stimulate interest about the course and to activate relevant prior knowledge students have about the material. Here are some suggestions for activities that orient students to the content:
You might want to provide information about the following categories:
While this may seem like a lot of information to consider for one class, remember that the first day of class sets the tone for the entire course. Time upfront will pay off in the long run.
Adapted from: Make the Most of the First Day of Class from Carnegie Mellon’s Eberly Center, Teaching Excellence & Educational Innovation.
To see more great resources, visit the The Teaching & Learning Centre to explore all the many amazing workshops, online programs and faculty supports that the Teaching & Learning Centre has available.
For other great ideas, take a look at these excellent resources from Iowa State University and Stanford University. They’re also shared by the The Teaching & Learning Centre.
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