First Day of Class

Why Is the First Day Important?

The first day of class is important because it is your first contact with students and is an opportunity to provide a preview of your course--and you don't get a second chance to make a first impression. The first day can be stressful, especially if you're teaching for the first time, but remember that it is an opportunity to set the tone, to share with students what you will be doing and learning as a class, in addition to what expectations you and the University have for students and their learning. Hopefully the first day is an enjoyable experience for everyone, and planning ahead will help you to ensure that it is. Of course, as a teaching assistant, your experience on the first day will be determined by your role, and below are some general, first-day tips for instructors in various roles. Please note that some tips may not apply to your specific role.

Tips for the First Day of Class

Decide Your Objectives for the First Day in Advance

• Decide on what you want to accomplish. Unless you are the instructor of record, the first-day objectives may be determined for you by your supervisor or department. Regardless, you still need to think about what you want to accomplish within the bounds of your position. Doing so will impact your decisions about what topics to cover and how to cover them.
• Consider how you want to be perceived by your students, and remember that you only have one chance to create a positive first impression. Create that positive impression by planning to introduce yourself in a confident but friendly way, but don't be afraid to let your enthusiasm for your subject come through. Also, don't be afraid to practice your first day activities in advance with other teaching associates.
• Visit the classroom before the first session. Sit in the last row. Can you see the screen, white board, etc.? Does the room echo? Be aware of how the physical environment might affect your students' participation and interaction with you and then plan accordingly.
• If possible, review the class roster or the list of students assigned to you in advance. Some instructors go as far as to memorize names, but that is not necessary as some students will drop and others will add after the first day. However, you should try to be as familiar with names, spellings, and (if possible) pronunciations. Note that students’ official university photos are available through the Roster tool in Oncourse and Canvas allows students and teachers to upload photos. Look the photos over before the first day to start matching names with faces.
• Prepare to address basic student concerns on the first day. Students will come to the first day with questions like the following in mind. It's your job to answer these questions as best you can through the way you present yourself and the material:
• 1. Is this class going to meet my needs?
  2. Is the instructor competent?
  3. Will this instructor be fair?
  4. Will the instructor care about me?

• Clarify the course rules, expectations, and policies for yourself in advance. This is especially important in you are an instructor of record or will be leading a recitation or breakout for the first time. If you are new to one of these roles and have control over the syllabus or the structure of your sessions, write down your expectations, policies, and a course outline. Next, share them with your supervisor, peers, and mentors, as well as with those who have no connection to the course to get feedback on the way they present you and the class.

Break the Ice

• Arrive early to set a good example and to talk with students. Greet each student when he or she enters. Stay afterward to talk with students. Be enthusiastic!
• Talk about assumptions. In this case, assumptions are the commonly-held myths about your subject area or about college classes in general. These can be fun to discuss and can provide smooth segues into the actual course content.
• Use an icebreaker activity. For instance, do something that gets students to introduce themselves to you and to one another. Alternately, do something that gets students into groups and working with one another immediately. For more specific ideas, see the CTL tip sheet on Using Ice Breakers.

Introduce the Subject Matter

• At minimum, give a brief overview of the course content. Ideally, at least part of the first day should deal with content on something more than a completely superficial level.
• Make relevant, real-world connections. Link your content to relevant media, resources, or web materials when applicable. Emphasize the connection between the content, the processes in the class, and the real world whenever you can.
• Visualize the course. Provide a concept map or some organizing graphic or image showing how the course fits together. Don't forget to show students all of the relevant materials that they will be expected to know or have: i.e., textbooks, course packets, etc.
• Help students make initial connections with their prior knowledge. Through discussion, help students to identify what they know about the subject already, as well as what they would like to learn more about. For help in doing this, try a self-confidence survey or a background knowledge probe (see the CTL tip sheet on Classroom Assessment Techniques for more information).
• Have students write down individual goals for the semester or set personal benchmarks for the quality of work they will do. Collect these goals or benchmarks and then have students revisit them later in the semester.

End the Class Session

• Use all of the allotted time. Doing so sends a message that all class time is important.
• Indicate what is coming in the next class. Give students clear directions about what they need to do before the next class period. Don't be afraid to give them an assignment.
• Provide a time for reflection. Have students respond to a question posed in a minute paper (see the CTL tip sheet on Classroom Assessment Techniques).
• Reassure students. A certain amount of cognitive dissonance will occur as a result of this first class session. In other words, students may feel overwhelmed by the coming assignments or the subject matter itself. Do your best to put them at ease by emphasizing your availability and your willingness to help students succeed.
• Make sure students know how to reach you. Reinforce for students when, where, and how they can reach you for assistance (e.g., face-to-face or virtual office hours, email response times, etc.). Be sure students know your policy regarding response time for emails--most faculty tell students that they will answer emails within 24 hours, with the exception of weekends and holidays.

Remember. . .

• First impressions--even those made in the first 10 seconds!--will last a long time. Make the most of that first day.
• Success is dependent upon planning. Prior plannings will produce a more satisfying first day for your students, which will in turn set a positive tone for the entire semester.

Authored by Peg Weissinger (August, 2001); Revised by Jennifer Beasley (September, 2011);
Adapted for teaching assistants by Lauren Easterling; Revised by James Gregory (December, 2014)

References

Brent, R. & Felder, M. (1999). It’s a start. College Teaching, 47(1), 14-17.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

Lyons, R. E., Kysilka, M. L., & Pawlas, G. E. (1999). The adjunct professor’s guide to success. Boston: Allyn & Bacon.

McGlynn, A.P. (2001). Successful beginnings for college teaching: Engaging your students from the first day of class . Madison, WI: Atwood Publishing.

Svinicki, M. & McKeachie, W. J. (2010). McKeachie's teaching tips : Strategies, research, and theory for college and university teachers. (13th ed.). Belmont, CA: Wadsworth.

Scholl-Buckwald, S. (1985). The first meeting of class. In J. Katz (Ed.) Teaching as though students mattered. New Directions for Teaching and Learning, Vol. 21 . San Francisco: Jossey-Bass.