The first day of class is important because it provides a preview of the course for both students and yourself. Present the classroom situation clearly so that students will know from the first day what you are like and what you expect. And use it as an opportunity to begin to get to know your students and their expectations.
Decide on Your Objectives for the First Day
- Decide on what you want to accomplish. It will impact your decisions about what and how to cover topics.
- You have only one chance to create a positive first impression. Do this through introducing yourself, clarifying class goals/expectations, and how you start connecting students through introductions.
- Visit the classroom before the first session. Sit in the last row. Can you see the screen, white board, etc.?
- Be ready to answer student questions. Students come on the first day with at least 4 questions:
-
- Is this class going to meet my needs?
- Is the instructor competent?
- Will this instructor be fair?
- Will the instructor care about me?
- Ask yourself, can problems during the course be alleviated if you plan a more effective first day session?
- Clarify ground rules (expectations) for the course. Misconceptions can be reduced on this first day.
Break the Ice
- Get to know your students’ names. Students’ official university photos are available through the Canvas People tool by clicking on "Photo Roster". Look them over before the first day.
- Prior to your first meeting, encourage your students to record the correct pronunciation of their names in NameCoach.
- Be there early to talk to students. Greet each student upon his/her entrance. Stay late to talk to students. Be enthusiastic.
- Let them introduce themselves to the others.
- Talk about assumptions – commonly-held myths about the subject area or college classes in general.
- Break students into groups. Give them a task and begin collaboration immediately!
- For more ice breaker activities, see our companion tip sheet Tips for Using Ice Breakers.
Introduce the Subject Matter
- At least part of the first day should deal with content. At minimum, give a brief overview of the course. Review requirements for the course.
- Whet students’ appetites with a newspaper clipping or video segment.
- Provide a concept map of how the course fits together.
- Help students start making connections with their prior knowledge.
- Have materials available for the students to see: a copy of the texts, course packets, etc.
- Have students write down individual goals for the semester. Collect, hold, and hand back later in the semester.
End the Class Session
- Make an assignment.
- Provide a time for reflection. Have students respond to a question posed in a minute paper.
- Reassure the students. A certain amount of cognitive dissonance will occur as a result of this first class session.
- Let students know that you want them to succeed and are there to support them.
Remember. . .
- First impressions (even those first 10 seconds!) are lasting so make the most of the first day.
- Success is dependent upon planning. Your efforts will pay off with a more satisfying first day for your students, which will set the tone for the entire semester.
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.
Hakala, C. (2018, December 10). The first day of class: Using ‘metateaching’ to help students adjust and engage. Faculty Focus.
Lang, J. M. (2019, January 4) How to teach a good first day of class. The Chronicle of Higher Education.
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.
Meyers, S., & Smith, B. (2011). The first day of class. To Improve the Academy (Judith E. Miller & James E. Groccia, Eds), 29, 147-159.
Parks, M. (2017, September) Simple strategies to develop rapport with students and build a positive classroom climate. The National Teaching and Learning Forum, 26(5), 4-6.
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.
Smith, G. (September, 2008). First-day questions for the learner-centered classroom. The National Teaching& Learning Forum, 17(5), 1-4.
Svinicki, M. & McKeachie, W. J. (2010). McKeachie's teaching tips : Strategies, research, and theory for college and university teachers. (13th ed.). Belmont, CA: Wadsworth.
Authored by Peg Weissinger (August, 2001)
Revised by Jennifer Beasley (September, 2011), Terri Tarr (August 2015), Andi Strackeljahn (June 2019)
Related Guides
- Creating a Syllabus
- Encouraging Student Academic Integrity
- Getting Students to Prepare
- Improving Student Attendance
- Making Lectures More Active
- Motivating Your Students
- Using Ice Breakers
Recommended Book
Publisher: Atwood Publishing, LLC
Subject: COLLEGE TEACHERS; EDUCATION / Teaching Methods & Materials / General; COLLEGE TEACHING; EDUCATION / Teaching Methods & Materials / General
Subtitle: How to Engage Your Students, and Keep Them Engaged, from Day 1