The First Day of Class
The initial contact between faculty members and students on the first day establishes students’ perceptions about the teacher, the subject and the learning dynamics of the course. Research suggests that a bad first day experience can affect students’ grades, performance, and motivation for the remainder of the semester. Spending time getting to know your students, letting them get to know you, reviewing the course syllabus, and involving them with the subject of the course will help to establish a healthy learning environment.
Dos and Don'ts for the First Day
What NOT to Do |
What to Do |
Prepare ahead of time! |
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Make just enough copies of the syllabus |
Make extra copies of your syllabus |
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Wait until the day of your first class to make copies |
Copy all materials for the first class ahead of time |
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Wait until the day of your first class to find the classroom |
Preview the teaching environment a few days before your first class |
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Wing it! |
Practice your lesson ahead of time |
Make a great first impression! |
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Dress informally |
Dress professionally |
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Arrive late |
Arrive early |
Let your students get to know you. |
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Provide students with little to no information about you |
Briefly inform students about your educational and professional background |
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Don’t introduce yourself at all |
Tell students what you want them to call you and how to pronounce your name; invite students to get in contact with you and tell them how best to do it |
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Show little to no enthusiasm for the course |
Generate enthusiasm for the course; briefly relate your personal interest in the course content. |
Get to know your students. |
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Show little to no interest in getting to know the students or learning their names |
Learn students’ names/nicknames Consider ice-breakers
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Do not collect any personal information on students |
Collect student information and/or interests (index cards, survey, etc.) |
Teach on the first day. |
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Distribute a vague, brief, or unclear syllabus |
Distribute a comprehensive, well structured syllabus |
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Simply hand out the syllabus |
“Teach” the syllabus, drawing particular attention to the most important items; develop a creative way to go over the material |
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Overwhelm students with too much information |
Introduce the course topic and/or some initial material |
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Do not engage with the course topic or material in any way |
Incorporate an activity that allows students to engage with the course topic |
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Do not provide students with the opportunity to ask questions |
Invite students to ask questions and participate |
Set the tone for the entire semester. |
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Let students leave early |
Make productive use of entire class period |
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Set a negative tone for the semester |
Model the expectations and behaviors you want to establish in your classroom for the semester |