You never get a second chance to make a good first impression.
— Will Rogers
Research shows that students form their opinions about the instructor and the class in the first 15 minutes. So plan this first interaction with your students carefully.
Here are some ideas – from classroom management, to setting course expectations, to having a bit of fun, that might help alleviate some anxiety for both you and your students.
1. Visit the classroom before the first day
and try out the technology, microphone, lights, etc. Contact ITS Solution Center if you need assistance 515-294-4000 or view the ITS Classroom Technology webpage
3. Either at the beginning or the end of the class ask the students to complete an interest inventory index card. Following the class, you can cut out the student pictures accessible in AccessPlus and tape or staple them to the cards to begin to learn the students’ names. Questions posed to students can include:
- Name according to the office of the registrar, with preferred alternate names or gender pronouns. You can then update your attendance and other records with these preferences.
- The reasons why they signed up for the course and what they are most looking forward to learning.
- What are their goals after graduation and how will this course help them achieve their goals?
- If applicable, the reason why they might need to arrive late or leave early to your course. This can help with seating logistics and minimize possible future disruptions.
- Fun questions help to get to know students such as: If a song played when you entered the room, what would that song be? If you won one million dollars, what would you do first?
Tip: To access your class list information, visit the Office of the Registrar’s Class List webpage. Additionally, if you have questions work with whomever is the departmental contact for course offerings on the Registrar’s Department Contact webpage.
4. Share some information that will personalize you – your teaching experience, the reason you entered your discipline, an anecdote from your undergraduate learning days. If you have graduate teaching assistants, introduce them and let them tell something about themselves.
5. Provide a detailed syllabus
including learning outcomes, expectations, procedures, course schedule, and other information students may need. Talking at length about the syllabus sends the message that students can ask you rather than look up course information. Instead, distribute the syllabus and give students five minutes to review it. Then put them into groups and give the groups five minutes to answer 5 questions about the syllabus. The first group to answer all the questions correctly wins whatever suits your style and conveys the message that the things students need to know about this course are in the syllabus and they should look there before asking you. The goal is to help students realize they are responsible learners. Download CELT’s Learner Centered Mindful Syllabus Checklist (PDF).
6. Engage in an interactive activity
that engages the students right away in course content. This will demonstrate the importance of students’ engaging in content with one another, a hallmark of successful learning experiences. Check out CELT’s 226 Active Learning Techniques (PDF).
7. Consider adding a surprising fact or a current event that demonstrates why the content in this course matters. Establishing relevance and promoting intrigue can help motivate student learning right from the start.
8. Set up clear communication strategies for the students. These could include when you will have office hours, the best way to contact you, e-mail parameters, phone policies, etc.
9. Let your students see the enthusiasm you have for your subject and your love of teaching. It’s much more effective to begin the course letting students know that this is a course you want to teach with content you love, and that you are there to help them learn.