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  Home > Resources > Teaching FAQ's > Managing the Class Climate > The First Day

What should I do on the first day of class?

You have arrived at your classroom early with plenty of time to set up the room the way you want it. You have the texts you need and a lesson plan which may be more than you can cover in a period. That's okay. It's always better to have too much than too little. You write the name of the course, the building and room number, the time and your name, office location, office hours and phone number on the board. (Undergraduates get confused the first week.) You have your class list and go over the names another time. Soon you'll be able to connect each name to a face.

You place the stack of class information sheets on the table in front of you as the students begin to come in. You greet them with a smile and make some comments when it feels comfortable and natural. Your students are curious about you and what your class will be like. Some of them may be shopping for the right section.

• Start class on time and introduce yourself.
  Besides reviewing the information on the board, tell your students something interesting about yourself. Let them know what you are doing in school, your research interests, what got you interested in this subject in the first place and what you want to do with your education. Let students know what your personal teaching style is and how you like to be treated. For example, let them know how to address you, whether you mind being interrupted with questions and how you like to conduct a discussion.
  
  
• Introduce students to each other.
  Classes vary in size. Building a collective relationship gets more challenging in large classes. However, every effort you make to get to know your students and to acquaint them with each other will be well worth the time spent. The more comfortable they feel in your class, the more willing they will be to talk about their ideas and opinions. They will also more readily admit their confusion and ask for help. If they have had an opportunity to get to know other students, they will likely use them as a resource.

  Introduction Activities

  • Ask students to fill out index cards with their names, addresses and phone numbers as well as something about why they are taking the class and their interest in the subject. Also ask for any information about themselves which might be helpful for you to know (sight or hearing problems, a preference for interactive learning).
  • Have students pair up and introduce each other.
  • Ask a short answer subject-related question and ask students to give their names when they answer. Make the question nonintimidating - What do you like best about poetry?
  • Play a name game (yes, just like in elementary school...). Introduce yourself to a student. Then introduce that student to someone sitting next to or behind him or her. Ask the student to repeat both names. Keep adding new students. This is actually fun and a good way to get to know each other.
  • Do simple introductions - What is your name? Where did you come from? What do you plan to do with your education?
    
    
• Course overview, teacher expectations, grading
  Present your expectations for students with confidence. It is not necessary to be authoritative or threatening. Treat students with respect and be clear and firm about classroom rules. Hand out and go over a good course description (what, how, why, expectations). The first week of school is hectic and students will be listening to course details over and over. It's easy to get confused. They will be more accountable for what you tell them if it's written down and they can refer to it later.

  Grading is a sensitive subject. Let students know all the information you have about the grading system for the course. If you are allowed to give your own assignments and grades, explain clearly how assignments and projects will be assessed.

Often teachers let students go after handing out the syllabus and consequently miss the opportunity to establish the personal connection that is so important in building rapport. Use the balance of the class period to address the subject matter as you see fit. Students may have already had a lecture when you first meet with them. If not, talk about the subject they will be studying and find ways to relate the material to their lives. The more relevant their learning is the better. If you are teaching poetry, ask students if they have written poetry before, or have a favorite poet or poem. What is it about that poet which captures their interest? If you're leading an anthropology discussion section, talk about your research interests and why people become professional anthropologists. Discuss the kinds of career opportunities that exist in your field.

The content of this time is less important than the relationship you are building. There need not be any heavy expectations for the first day. Relax and enjoy getting to know each other. Create a first day experience that sets the tone for the rest of the term and leaves your students looking forward to the next class.

 

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