First Day of Class

Here are some tips for starting off your courses:

Course Introduction

Begin the first day of class with substantial course content to set expectations and demonstrate the value of the material. This shows students that you are prepared and invested in their learning. You can introduce yourself, distribute the syllabus, give out the first assignment, or begin activities or laboratory experiments.
Use the first day to clarify the course objectives and your expectations for students’ performance. Students need to understand what will be taught, how the course will be structured, how they will be assessed, and what is expected of them. By the end of the first class, students should understand your expectations, be able to predict the nature of your instruction, and believe you are competent to teach the course.
Express your confidence in students’ ability to succeed in the course if they put in the required effort. Let students know that you want them to learn, and that you are there to support them.

Instructor Introduction

Introduce yourself effectively, including your qualifications, teaching style, and research interests related to the course. Students will want to know your experience level with the course material, how formal/informal you will be, and how available you will be to students. Consider sharing your research interests to establish credibility and make the course more relevant.
Explain contact procedures, such as office hours and email. Consider requiring students to meet with you during office hours early in the semester to encourage them to return when they need help.
Do not share personal information that may undermine your authority or make students question your dedication to the course. Sharing that you have never taught the course before, or that it is your least favorite to teach, will likely not make a positive impression on students.

Student Introductions and Community Building

Make an effort to get to know your students. Seek out a different student each day to learn something about them. You can ask students about their expectations for the course, their experience in the discipline, their goals, or anything else that will help you see them as individuals.
Facilitate introductions among students to establish a foundation for a collaborative and supportive learning environment. Ask students about their expectations, prior knowledge of the subject matter, and perceived challenges. You can use icebreakers or have students work in groups to get to know each other. The tone of the class is set on the first day, so encourage a social environment with opportunities for student participation and collaboration.
Create opportunities for community building in your classroom. For example:
- Greet students at the door as they enter.
- Learn students’ names.
- Establish a buddy system so students can contact each other.
- Form small groups for students to get to know each other.
- Assign a team project and provide time for students to assemble.

Establishing a Productive Learning Environment

Clarify learning objectives and expectations for the course. Highlight learning objectives, assessments, grading criteria, instructional strategies, course policies, and the rationale for these decisions. This will help students understand their role in the learning process and how they can succeed in your course.
Consider having students take a quiz on the syllabus to reinforce its importance. This can be done through a learning management system, such as Canvas.
Help students understand how much time they will need to dedicate to the course.
Set a productive tone on the first day that communicates the type of classroom dynamic you wish to establish. For example, if you plan to use group work frequently, begin the semester with a group activity.

Additional Considerations

Show enthusiasm for the subject matter and a love of learning.
Start and end class on time to communicate that you respect everyone’s time.
Avoid emphasizing rules and penalties on the first day.
Periodically reinforce the classroom expectations and your confidence in students’ ability to succeed throughout the course.
Be mindful of your nonverbal communication. Greet students with a smile and make eye contact with them. Students make decisions about you within the first two hours of contact, so approach your classroom with this in mind.

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