| Introduction |
The first day of class is a very important time for faculty to establish a
tone for what will happen the rest of the term. It is appropriate that a teacher
reflect on just what climate and first impression she/he would like to establish.
This article offers some ideas about that all important day.
Reflecting on the first day of class, McKeachie (1986) suggests that "...
meeting a group of strangers who will affect your well being, is at the
same time exciting and anxiety producing for both students and teacher."
Research on the first day of class by Knefelkamp showed there was a real
desire on the part of both students and teachers for connectedness, but
neither group realized the other shared that desire. If the participants
on both sides don't understand how to develop their relationships, learning
will be diminished. If you have experienced some anxiety about this meeting,
planning some specific steps can not only reduce that feeling, but can get
students to share in the sense of purpose you hold for the class.
Some faculty avoid the "first day anxiety" by handing out a syllabus,
giving an assignment, and dismissing the class. This only postpones the
inevitable. It also gives students a sense that class time is not too important.
Most of all, it loses the opportunity to use the heightened excitement and
anticipation that students bring that day; the chance to direct that excitement
toward enthusiasm for the class.
What can you do to establish a positive beginning? How can you make sure
student's attitudes toward you, the course, and the subject matter will
support a constructive learning climate for the semester? The following
ideas have been gathered to stimulate your thoughts about these questions.
Perhaps you will think of others, but the following are things which could
contribute to this goal. They are not in a particular order, but can be
sampled to fit your own preferences.
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| Enthusiasm |
Conveying a sense of enthusiasm for the content is important. Scholl-Buchwald
suggests that professors "Rarely ... need to impress students with
our command of the material. What is not always clear to students is whether
we are interested in the subject and whether we will be able to help them
become as competent as we are." He suggests that one way to demonstrate
enthusiasm is to talk about yourself and your own excitement about what
you teach. What intrigues you, and what could interest them?
Another approach is to give a short lecture or lead a discussion to stimulate
interest in the problem-solving that this subject matter could enable students
to do. Consider core ideas, typical problems in the field, cutting-edge
discoveries, commonly held myths, provocative insights/interpretations or
other stimulating insights into the field. Do you have slides or videotapes
to enhance these images of inquiry? What interesting, related research is
going on here at UNL? How might this have impact on their lives? How can
you relate these ideas to their own experiences? Perhaps an interesting
experiment or problem to solve can introduce the field.
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| Ice-Breakers |
Opening communications among students as well as between yourself and students
will pay dividends throughout the semester. Exercises which do this are
called "icebreakers" and can take many forms such as the following:
- Have students raise hands indicating whether they are freshmen, sophomores,
juniors, or seniors; majors, nonmajors, or other interests; those who have
had related course and those who haven't; or other categories of student
descriptors. This will immediately initiate participation and can give you
useful information about the students.
- Have each person introduce themselves and give some information you and
other students can associate with the person. This could be hometown, field,
questions they have, why they took the course, what they did this summer,
etc. Include yourself in the introductions.
- Use a "naming cycle" in which students introduce one another with each
successive person repeating names of all those already introduced. This can
be a device to help you learn names quickly, and this will pay significant
dividends in how students feel about you as an interested teacher.
- Have students interview one another and then have them introduce someone
else on the next day. A variation could be to write a short sketch about
the interviewed person to be turned in as well as being used for introductions.
- Have students complete an interest or experience survey from which the
teacher would provide summarized feedback for discussion the second day.
A variation could be oral student responses to the survey in class or responses
with a show of hands.
- Select a key word from the course title and have students do an
"association exercise" by reporting what first comes to mind, record answers
on the chalkboard and use these to give an overview of the course.
- Ask students to suggest what problems or ideas they would like to see
included in the course, or have them tell what they have heard about the
course. Post these on the chalkboard and refer to the list when the syllabus
is reviewed. Students can clarify or correct perceptions they have held.
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| Your Own Introduction |
Who you are and what you are like is of great interest to new students.
Learning in the classroom results from an interrelationship of people, and
what students perceive about you can help support that interaction. Sometimes
students never have the sense that the professor is a "real person,"
and they may respond in ways that would be unthinkable to someone they felt
they knew. Sharing something about yourself can begin a constructive relationship.
You might share your own experiences in the course when you first took it.
How did you study it, when did it come together for you? Share what you
as a teacher expect from them. What do you believe about teaching and learning?
Who is responsible for what in an academic setting? What are your hopes
for them when they have completed the course?
Be sure to put your name on the board so they know what it is and how to
spell it correctly. It is always surprising to find that many students don't
know the names of their teachers. Let them know your attitudes about when
and where it is appropriate to contact you outside of class. Are you willing
to spend a few moments after each class for those questions which may not
warrant an office visit?
McKeachie suggests that the teacher "characteristics" most appreciated
by students are:
- Enthusiasm and willingness to work to make the course worthwhile.
- Objectivity (the students will call it, "fairness").
- A sympathetic attitude toward the problems of students
Your attitudes in these areas would be useful topics to convey your values.
Caution: Do not focus on your own inadequacies or limitations. This only
increases the insecurity on the part of students, and may lead to their
blaming their own limitations on the inadequacies you have identified.
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| Course Expectations |
A well designed syllabus can go a long way toward clarifying expectations
so students have a sense of knowing what they are to do. The teacher can
give them the idea that he/she is prepared to help them learn, while also
developing the sense of their own responsibility for achieving course goals.
The syllabus usually includes: information about the course, policies, requirements,
tests, assignments, texts, references, prerequisites, schedule, grading
policies, etc. For more information on syllabus writing, see Teaching at
UNL, Vol. 7, No. 1, August 1985 or the TLC Resource Room for detailed references.
|
| Textbook Introduction |
Tell students how you expect them to use the text in their learning, and
what is useful about it. Do not criticize it or the author. This is not
constructive and can undermine learning. If discrepancies occur between
your views and the text, explain that rival interpretations exist, and give
reasons for your choice. You can encourage realization that clear "truths"
are not always agreed upon. Do clarify for students which ideas are acceptable
for examinations purposes.
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| Student Questions |
Provide an opportunity for students to ask questions about the course, you,
the text or other aspects of the course. It is important to establish a
sense that you are willing to change things they do not understand. Be accepting
of all questions. This does not mean you need to change your plans, but
you can listen to questions and be responsive to cmfication.
|
| Student Feedback |
At the end of the first class period, give students two minutes to write
their reaction to the first day. These should be anonymous so you get an
accurate sense of the students' views. This can provide feedback on doubts,
or questions that students were afraid to raise. It can also begin to build
a learning climate in which they have responsibility for thinking about
learning in this class.
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| Checklist For The First Day |
- Am I energized to be enthusiastic about this class?
- Is the classroom arranged properly for the day's activities?
- Is my name, course title, and number on the chalkboard?
- Do I have an ice-breaker planned?
- Do I have a way to start leaming names?
- Do I have a way to gather information on student backgrounds, interests,
expectations for the course, questions, concerns?
- Is the syllabus complete and clear?
- Have I outlined how students will be evaluated?
- Do I have announcements of needed information ready?
- Do I have a way of gathering student feedback?
- When the class is over; will students want to come back? Will you want
to come back?
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| References |
- (Knefelkamp,L.) In Rubin, S. "Professors, Students, and the Syllabus,"
The Chronicle of Higher Education, August 7,1985, p.85.
- McKeachie, W. J. Teaching Tips: A Guide book for the Beginning
College Teacher, 8th Ed., Lexington, Mass: Heath,1986.
- Rubin, S. "Professors, Students, and the Syllabus," The Chronicle
of Higher Education, August 7, 1985, p. 56.
- Scholl-Buckwald, S. "The First Meeting of the Class" in Teaching
As Though Students Mattered
- J. Katz (Ed.). New Directions for Teaching and Learning, No.
7 1, San Francisco: Jossey- Bass, March, 1985.
- Weimer, M. G., Ed. The Teaching Professor, Vol. 2, No. 1,
January 1988, p. 5.
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