The First Day of Class
Meeting a class for the first time often produces a certain amount of anxiety in new, and even experienced, college teachers. Because the first day of class is so important in setting the tone for what is to come, it is crucial to think carefully about how you present yourself and how you get the course established.
First Impressions
The first impression students have of you is your appearance. While there is no University dress code, your department may have explicit or implicit expectations for how you should dress when teaching. Even if you have complete freedom in this matter, it is a good idea to think carefully about what you wear. Casual clothing emphasizes your accessibility to students while more formal clothing emphasizes your professionalism. If you feel doubtful about your ability to command the attention of your class, professional dress may provide just the ego-boost you need. Many teachers start with more formal dress and go to more informal clothing as the term progresses.
It is important to remember that initial impressions tend to be lasting and that the way you choose to spend the first day of class will set the tone for the entire quarter. Although some of your colleagues may recommend merely handing out the syllabus (assuming you have responsibility for this), answering questions about the course, and dismissing the students early, we would suggest using the time to establish rapport with your students, clarify expectations about the course, gather useful information concerning the students, and generate excitement about the learning experience you and your students will be sharing.
Establishing Rapport
A light touch is golden at the first class and interjecting your own brand of humor will help get things started. Be careful of jokes, cartoons, or comments that could be interpreted as racist, sexist, or homophobic. Remember that as their instructor, you occupy a position of power in the classroom. Students who are offended-even if you did not intend to hurt anyone's feelings-will most likely not feel free to voice their objections because they fear for their grades. It is very difficult to establish a positive teacher-student relationship with students who feel that they are not welcome in your class.
Before the class begins, write the name of the course on the chalkboard so that students know that they are in the correct place. You might use time before class to ask that students with enrollment problems (wanting to add or drop the course, not sure if they are on the list) speak with you while the others are assembling so that you do not have to deal with individual issues later. Make sure that you know your department's policy for approaching these issues. At the start of class, state the name and number of the course (and/or the recitation or lab section) to make sure that all the students are in the correct place. Go through the roster and note which students are present.
It is a good idea to spend a little time introducing yourself. Your students will be interested in your personal and professional background and interests and will also wonder whether how you will approach them and the course itself. How much (and what) you care to reveal about yourself will depend on individual preferences and style, but your willingness to be personable will help to break down some of the forced formality that tends to hinder classroom communication. Let your students know that you want to be here teaching them, that you care about the course, and that you will do your best to ensure that each individual makes the best possible progress.
You should also let students know what you want them to call you. As with clothing, the less formal you are, the more accessible you'll seem. However, a certain amount of formality can help keep you and your students focused on the material that needs to be covered. At some time during the first class-perhaps when you are calling roll-you should give students a chance to let you know how they would like to be addressed.
Clarifying Expectations
After all the informalities, most instructors will hand out their syllabus and verbally go over it, clearly stating such matters as the style and frequency of tests, grading criteria, required materials, and the nature of the assignments. It is also important to offer a summary of your objectives for the course (and the objectives of the faculty lecturer, if there is one) and to explain some of the background of the materials that the course will cover and its importance to the students. Ask for questions and allow sufficient time for a response before moving on (remember that students are likely to be nervous and reluctant to speak). If there are any questions, answer them as fully-and as undefensively-as possible. Try to create an atmosphere where students can ask what they like-you may want to say that questions are encouraged.
Gathering Information
The more information you can glean from your students, the better you will be able to tailor your section to their needs and interests and incorporate relevant examples. Spending some time gathering student information will also help you learn students' names. There are a variety of methods to getting to know your students. Some instructors ask the students to talk about themselves for a couple of minutes to the rest of the group. This allows other students, as well as the instructor, to get to know class members. It is often helpful in promoting a sense of camaraderie and increasing rapport among students in the class, which facilitates class discussions in the long run.
Other instructors suggest handing out index cards and asking the students to answer questions about themselves on the cards (perhaps including their hometown, major, telephone number, why they took the course, their expectations for the quarter, what worries them about the subject, or similar ideas and personal information). You can review these cards later and use them to trigger discussions during the quarter as well as to help learn the students' names. Some instructors even ask students to attach a photo to the card or record their students on videotape or still photographs. If you order in advance, video equipment for this purpose can be delivered to your room by Classroom Support (292-3131).
Another option is to ask the students to write a short biographical essay about themselves. (These pieces can be very revealing about the level of their writing skills!) You could even give an anonymous, nongraded test that will reveal the level of your students' preparation if you explain that its purpose is only to help you present course materials more clearly. In addition, you might ask students how they prefer to learn (reading, discussion, lecture, etc.) to assist you in planning your instructional strategies.
As with your opening remarks and personal revelations, student comments can make the classroom seem welcoming or threatening. If some students seem uncomfortable talking about themselves, don't force them to speak. Through your reactions to their remarks, encourage students to treat each other with respect and as equals. Be careful to keep confidential any personal information that students reveal to you.
Creating Excitement
Save at least a few minutes of your first class to generate some interest in the course material. It is a shame if the first meeting is entirely consumed by administrative details. There are many ways to create excitement. You might close the day with a burning question to be answered at the start of the next class. Some instructors show a short film or slides that introduce the subject area in a lighthearted manner. Another option is to ask students what they want the course to answer, and then explain at what point in the quarter they can look forward to their interest area coming up for debate. You can provide samples of course content in various other ways-perhaps offer a preview of the interesting things that are to follow. You can speak with excitement about a topic that always generates controversy, praise a film you will be showing halfway through the quarter, preview a guest speaker, outline details of a fun field trip, suggest how revealing a given reading assignment can be, or tell the students how much they will enjoy (and learn from) completing some of the assignments that are to follow. You can also conduct a brainstorming session about things that might be added to the course, place a suggestion box in the back of the room, or have students arrange study groups to help them learn collectively. The possibilities are endless.
Good Luck!
Avoid apologizing for your newness to the University, as it is best to turn your freshness and enthusiasm into an asset. You will no doubt be surprised at how much respect your new students will show you, and how much they will appreciate your efforts to be well prepared.
You might ask students to take a few minutes at the end of class to write their reactions to the first day of class. This not only gives you feedback but indicates your interest in learning from them. It can help in building a learning climate in which students assume more responsibility for, and feel more actively involved in, the teaching and learning that occurs in the classroom.
Help is Here
As you anticipate your first day, do talk with faculty or other teaching associates in your department and feel free to call or schedule a visit with the teaching consultants in Faculty and TA Development (292-3644). They can help you decide if an activity is appropriate and likely to be productive, can generate ideas for things you can do, or answer procedural questions about University and departmental policies.
Office of Faculty and TA Development
The Ohio State University
Revised, 1997
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