Research shows that people make assumptions about our credibility, professionalism, and sincerity within a few seconds of meeting us for the first time. This emphasis on first impressions translates to the classroom as well. How you conduct the first day sets the tone for the rest of the semester. Our job as faculty is to establish our expectations as well as “sell our class” to the students in order to create a learning community. Here are ten tips on how to do this:
1. Decide on your policies and expectations for the class. Determine what you are willing to enforce for the semester and communicate these on the syllabus and in person. “Behavior that is rewarded tends to be repeated.” Be sure that you don’t reward inappropriate behavior by ignoring it or by not enforcing your own policies.
2. Think about what to wear and how you want your students to address you. Impression management counts.
3. Sell your class. You want your students to be excited about the course content. Probably best not to give the syllabus and leave. Also, don’t just lecture on Chapter 1. What activity can you do that will give them a feel for the class and make them want to come back?
4. Establish your credibility. Share information about your past experiences. Tell stories.
5. Explain why you decided to go into teaching. Show your enthusiasm for the class. Tell them why you like teaching this particular course. This helps the students to see you as a person, not just their professor.
6. Find out about your students. Ask questions about majors, past work experiences, where they are from...Start learning their names. Don’t use the excuse that you’re not good at learning names. You are expecting them to learn your material. It’s only fair that we also show that we can learn something that might be difficult for us.
7. Illustrate what you will be doing the rest of the semester. If you will be using cases, do a short case the first day. If you will use teams, then do a team exercise.
8. Give an assignment that is due the next class period. This could be a short paper, a reading (build in some type of accountability such as a quiz), math problems, or internet research. Take up and grade (does not have to be many points but this illustrates your expectations that the students will do the work assigned). Don't accept late papers in order to encourage your students to turn assignments in on time-a good skill to have!
9. Get student feedback. Do a one minute paper at end of class. Ask them what other questions about the course they have.
10. Have fun!
For more tips on teaching and classroom management, check out my book, Taking Back the Classroom: Tips for the College Professor on how to be a More Effective Teacher. You can order now through Amazon, or Barnes & Noble College Bookstores.
Great list! I also very much appreciate the balance evident here; we have the obligation to sell a course (or, rather, sell engagement in the course as well as explain expectations). I have known some faculty who are either on the edge or on the wrong side of the line between being honest, on the one hand, and trying to scare students out of the class, on the other. My way of putting the issue generally runs as follows: "You need to balance your obligations, now, at the beginning of the semester. If you think about your work, your classes, your family, or other obligations, and it doesn't fit into the hours available this semester, drop something. Don't drop this course--stay here! But figure out how to make it fit."
Posted by: Sherman Dorn | August 18, 2009 at 10:05 AM
Thanks, Sherman. I find students do best if they know the expectations up front-your approach works for this!
How are things at USF-St Pete? Don't know if you know but I'm in my 3rd year at USF-Sarasota. Not teaching the Labor Relations class here though...
Posted by: Dr. Delaney Kirk | August 18, 2009 at 04:36 PM