Hosted by: Mary Hoftiezer

This podcast is about how to plan for and make the most of the most important day of the semester–the first day of class!

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Hi this is Mary Hoftiezer, an Instructional Designer at CETL (C-etl) with another episode of the Cerebro Series.  Today we’ll be exploring    

How to Make the Most of the First Day of Class. 

Do you know what the most important day of the semester is?  No, it isn’t the last day!  It’s the first day!  What happens on this day is critical for the rest of the semester.  As an educator myself, I have been so busy preparing content for the semester that I have overlooked the planning for this important day!   However, with some reflection and thoughtful planning you can make the most of this day!  I am here to tell you though that it really begins before the first day!   

First, reflect on how you are going to generate interest in your course, build rapport, establish community, communicate expectations, and learn about your students. What climate and tone do you want to set for the semester? 

Next, contact students before the first day.  Send a welcome email a few days or a week before the course start date to welcome students to the course, set expectations, make the syllabus available and prepare students for the first day and week of the course.  If possible, send out a Pre course survey to get to know your students.  Your questions could include, their major, interests, why they are taking your course and maybe a fun fact or two about themselves.  Record a virtual introduction video and/or audio recording before first day.  Share about your professional background and personal interests.  Let students know you are excited for the course to begin and to meet everyone.  If possible, set up an online discussion for introductions and have students post a video or audio introducing themselves.  Make your tone friendly.  Set an early timeline to preempt issues with student access to the course (if online).  Let students know what tasks need to be completed first and by when.  Now is a good time to set expectations for participation.  Let them know that this is also in the course syllabus.  Tell students how to reach you if they have questions.   

Now let’s get ready for the next step:  introductions. 

Greet students at the door or virtually.  Be present (not distracted or multi-tasking), connect with students and build rapport!  Be enthusiastic!   

Introduce yourself if you have not already and share about yourself.  Let students know how to address you (ie. Professor, Dr., etc.) and then talk about how students can reach you such as by email, phone and your office hours.  Make sure you humanize yourself.  It is important for faculty to present themselves as real people and then create a safe space for students to do the same.  Welcome students as they create an online introduction or walk into your classroom.  Next, learn student names and pronouns.  Encourage students to use Namecoach on Canvas and make sure you record the correct pronunciation of your name.  Use students’ names when interacting with them.  Next step is to begin building community.   

Education experts from the journal of New Directions for Teaching and Learning have noted that students who feel a sense of connectedness and psychological closeness are better prepared to become more actively engaged with online learning and the resulting higher order thinking and knowledge building (Baker 2010; Engstrom, Santo, and Yost 2008).  Have students introduce themselves.  If possible, relate their introductions to the course topic and atmosphere you want to build throughout the semester.  Devise a strategy to remember student names.  Have students write their name on a card that faces you.  Encourage students to edit their name online and add a preferred pronoun and how they would like to be addressed.   

Student to student introductions could include an ice breaker that may relate to course content. An ice breaker such as Two Truths and a Lie or Common Ground where groups of 4-6 students have 5 minutes to identify and write a list of everything everyone has in common are ice breakers that I have used.   If your course is on-line this is also a great way to have students practice with technology.  The more students can interact with each other and get to know one another it will help build trust and a sense of community.   

Next, have students establish norms, ground rules or community agreements for the course.  You may want them to share their goals for the course.  Encourage students to form study groups.   

Remember to model behavior expectations for discussions and group work.  This will build accountability and a commitment to value collaboration.  What’s next for this important day?  Why of course, piquing their interest in your course topic!   

Begin by sharing your vision for the course, how you teach, what interests you about the subject, what students will learn and how they will learn in the course.   I make it a point to let students know that I care about their success, how I intend to support them in the course and how I plan to ensure the course is engaging. I also let students know that the purpose of the course materials and assignment is to help them grow their skills and abilities.   Identify collaboration or perspective-taking as skills students will build in the course as well.  Now, let’s set the stage for the rest of the semester.   

Whatever you plan to do throughout the semester try to do it the first day of class.  Let students know what you will expect of them throughout the semester including participation.  Explain the value of collaboration for learning and remind students that their diverse perspectives are an asset.    

Set up a culture of feedback with students.  Let them know you care about their feedback of you, and the course.  Convey to students that you will provide specific feedback and access to resources that will help them have successful learning strategies.   

I seek to establish a transparent and problem-solving relationship with students.  I let them know what I can and cannot do, and why this is important for both of us.  I also let students know that I will try to work together to resolve problems or issues that arise in our course.  I also convey to students that one of my goals as an instructor is to facilitate access, fairness, and classroom equity.   

Let students know that it is common to be challenged by the course material at some point in the semester and that this is an important part of the learning process.  Communicate concern for students’ well-being and direct students to resources on campus such as learning resources, counseling, and the writing lab.  Let students know that it is acceptable to ask for help with their learning and that you want them to succeed in your course! 

Recap:  There you have it for how to make the most of the first day of class!   

Call to Action:  Remember to reflect and plan for this day.  Determine how you will introduce yourself, build community and rapport, and set the stage for the rest of the semester.  You don’t want to miss out on this important opportunity to build a cohesive, and equitable classroom environment. 

Thanks for joining me today as I explored making the most of the first day of class.  Be sure to check out another insightful tidbits at The Cerebro Series.  Until next time, keep those brain juices flowing.