The First Day of Class

The First Day of Class (Part I)

[From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.)

The first day of class sets the tone for the rest of the term. It is natural for both students and instructors to feel anticipation, excitement, anxiety, and uncertainty. To pique students' interest and anticipation, convey your enthusiasm for the material and stimulate students' curiosity about topics that will be covered during the term. To reduce students' anxiety and uncertainty, try to create a relaxed, open classroom environment conducive to inquiry and participation, and let students know what you will expect from them and what they can expect from you and the course. The following suggestions, intended to help you get your class off to a good start, address the three important tasks of the first day: handling administrative matters, creating an open friendly classroom environment, and setting course expectations and standards.

Visit the classroom before the first meeting. Locate and figure out how to work the lights, the blinds, and the ventilation. Check any audiovisual equipment (microphone, slide or overhead projector) you will be using. Find out how to obtain help if a bulb burns out or a piece of equipment malfunctions. Get comfortable speaking in the room and see how well your voice carries. Make sure your handwriting on the chalkboard is legible from the back row. (Source: Johnson, 1988)

Build a sense of community in the classroom. In general, students learn more and work harder in classes that spark their intellectual curiosity and allow for active involvement and participation. For the first day, plan an activity that provides opportunities for students to speak to one another or solve problems. Students also tend to work harder and respond more positively if they believe the 'instructor views them as individuals rather than as anonymous faces in the crowd (Wolcowitz, 1984). From the start, then, make an effort to get to know your students and express your interest in working with them during the semester.

Address students' concerns. Students enter a new class with several questions: Is this the right course for me? Does the teacher seem competent and fair? How much work will be required? How will I be evaluated? Use the first day to help your students understand how the class will serve their needs, and demonstrate your commitment to help them learn.

Set the tone for the rest of the semester. Greet students when they enter the classroom. Start and finish class on time. Encourage questions, and give students the opportunity to talk. Stay after class to answer questions, or invite students to walk with you back to your office.

Make the time worthwhile. Once administrative tasks are completed, plunge into substantive material. This signals to students that you are serious about making their time worthwhile and that you expect progress to be made at each session.

Expect some awkwardness. All teachers, especially beginning instructors, feel a twinge of apprehension before the first class. Do your best to assume a confident attitude. Keep in mind that to your students your nervousness is likely to be perceived as energy and enthusiasm. Arriving early on the first day of class and talking informally to students may help you relax. (Source: Marincovich and Rusk, 1987)

Taking Care of Administrative Tasks

Write the course name and number on the board. This message will alert any students who are in the wrong classroom to leave before you begin. (Source: Hilsen, 1988)

Take attendance. Call the roll or ask students to sign in. Have a contingency plan if more students than you can accommodate want to enroll. Check with your department to see whether policies exist for preferential enrollment. Some faculty give preference to graduating seniors. Others make certain that students have the prerequisites and then select enrollment by lottery. If your course is an elective, plan on admitting a few more students than you can comfortably accommodate; a small number will end up dropping your course.

Mention department course policies. Explain procedures for wait lists, adding and dropping courses, and so on. Know where to refer students who have problems in these areas.

Explain the procedures for the course's sections. If your course has sections, make sure that all students know which section they are enrolled in, who their graduate student instructor is, and when and where the section meets. Describe the relationship between the course and its sections and how sections will be run. Have the graduate student instructors introduce themselves.

Review any prerequisites for the course. Let students know what skills or knowledge they are expected to have and whether alternate experience or course work will be accepted. Is help available for those who do not have all the prerequisite skills? If computer work is part of the course, will training be provided?

Define your expectations for student participation. Besides turning in all written assignments and taking exams, what do you expect of students during class? See "Leading a Discussion."

Tell students about campus policies on academic honesty. State your expectations, and let students know what you regard as cheating and impermissible collaboration. See "Preventing Academic Dishonesty"

Hand out and discuss the course syllabus. One faculty member has students read the syllabus and then form groups to identify questions about the course or the instructor (Serey, 1989). Hearing these questions on the first day lets a professor know immediately what concerns are uppermost in students' minds.

Invite students to attend your office hours. Be sure students know where your office is and encourage them to stop by with questions and course-related problems. Make a special point of asking students who feel they may need academic accommodations for a physical or learning disability to see you so that appropriate arrangements can be made.

Review safety precautions. If your course requires lab work or fieldwork, review safe practices for using equipment and supplies and discuss emergency procedures. Show students how to use equipment safely and appropriately. (Source: Johnson, 1988)

Review emergency procedures. Let students know what to do in case of fire, tornado, earthquake, evacuation, or other emergency.

Bring copies of the required texts to the first class meeting. Know which stores besides the campus bookstore stock the texts. Are used copies available? Is the textbook on reserve in the library?

Tape the session, if appropriate. For students who miss the first day of class, make available a videotape or audiotape that they can review on their own. This way you do not have to keep repeating the material as new students join your class. If taping is impractical, ask students who enroll after the first day to obtain notes from someone who attended that session.