Preparing for the First Class

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OVERVIEW

Whether you are teaching for the very first time or are a seasoned veteran,
prepare carefully for the initial class. Your preparation and attitude is
contagious: students will pick up on your excitement, be more likely to
commit to your class, and invest greater energy in the class.  In this section,
we discuss strategies for both the new and experienced teacher.

OPEN WITH A BANG

To prepare for your first class, choose a strong opening. There are several conventional ways to open
a course:

 You can explain what you hope to accomplish in the course and why you find the subject matter
important.
 You might begin by simply raising some of the more fascinating questions or problems that your
field addresses to spark students’ curiosity. You can then describe in more detail how your course
might help students address those questions or solve those problems.

Then, be prepared to provide a more general overview.

 Go over the topics of the course and let students know how your course connects with others in the
discipline.
 Hand out your syllabus and go over it with the class. You should explain how the lectures and
sections or labs—if the latter are part of the course— fit together. Bring more syllabi (and any other
 handouts) than you think you’ll need; many more students may “shop” your class than will be
enrolled on Axess.
 Be ready to answer questions on grading and exams and to recommend alternatives if the students
tell you the readings aren’t available yet.

GET PERSONAL

You can also tell your students something about yourself that first day. If the class is small, you can
have class members introduce themselves. If the class will require a lot of student interaction in
discussions or projects, you might divide the students into pairs and give each pair five minutes to
interview each other (be sure to indicate when the time is half over). The pairs then introduce each
other to the rest of the group. This method has the advantage of not putting people on the spot to talk
about themselves and yet making sure everyone already knows at least one other member of the
group.

Also consider giving your students a minute to swap email addresses or phone numbers with at least
one other person in the class—this provides a safety net for the student who misses a class or needs
help with an assignment; it also minimizes the number of trivial questions you’ll receive about course
details.

Demonstrate your commitment to the students by making a serious effort to learn their names and
their reasons for taking the course, and by letting them know when and why they should visit your
office hours.

Learn Their Names

Learn your students’ names as soon as possible, even in a large class; students will invest more in a
class when the professor knows them. Here are some ideas to get you started:

 If the class is small enough, considering taking digital photos to review later.
 If the class is large, you might consider using a seating chart for the first week or two. This way, not
only will you learn students’ names, but they will also learn one another’s.
 Have students put their names on a placard that they set out each class.
 Some teachers pass out 3 x 5 cards and ask the students to write down their names, addresses,
and a couple of sentences about why they are taking this course. This will give you a sense of what
your students expect and appreciate.

DIVE INTO MATERIAL

Although many teachers devote the first day merely to such preliminaries, we recommend that you
make a running start—that is, that you also begin discussing material or presenting information. This
signals to the students that you are serious about making their time with you worthwhile and that you
expect progress to be made in every session together.

Since students are also “shopping around” for the best courses at the beginning of a term, you will
give them a fairer sense of your course by actually digging into the subject matter and letting them
sample your approach.
TIPS FOR FIRST-TIMERS

There are many things you can do before the first class of the quarter to prepare for your first
teaching experience.

 If possible, observe at least one class like the one you will be teaching. Talk with the instructor
about problems or successes he or she has had with the course.
 Ask experienced faculty or graduate students in your department for information and tips.
 Visit your classroom in advance and familiarize yourself with the lighting, equipment, and layout; it’s
amazing how fast your technology IQ can drop when trying to figure out new equipment in front of a
room of students.
 New teachers typically anticipate the first day of school with a mixture of
anxiety and excitement. They may have gained experience teaching in a
controlled environment under the tutelage of a supervising teacher in
a student teaching position. The responsibility of a classroom teacher is
different.  Check off these 12 first day strategies, whether you're a rookie or
a veteran teacher, to set yourself up for classroom success from day one.
 01
 of 12

 Familiarize Yourself With the School

 Learn the layout of the school. Be aware of entrances and exits. Look for
the student restroom closest to your classroom. Locate the media center
and the student cafeteria. Knowing these locations means you can help if
new students have questions for you. Look for the faculty restroom closest
to your classroom. Locate the teacher workroom so that you can make
copies, prepare materials, etc.
 02
 of 12

 Know the School Policies for Teachers

 Individual schools and school districts have policies and procedures for
teachers that you need to learn. Read through official handbooks, paying
close attention to things such as attendance policies and discipline plans.

 Make sure you know how to request a day off in case of illness. You should
be prepared to get sick a lot during your first year; most new teachers are
also new to all the germs and use up their sick days. Ask your coworkers
and assigned mentor to clarify any unclear procedures. For example, it's
important to know how the administration expects you to handle
disruptive students.
 03
  of 12

 Know the School Policies for Students

 All schools have policies and procedures for students that you need to
learn. Read through the student handbooks, paying close attention to what
students are told about discipline, dress code, attendance, grades, etc.
 04
 of 12

 Meet Your Coworkers

 Meet and begin to make friends with your coworkers, especially those who
teach in the classrooms around yours. You will turn to them first with
questions and concerns. It is also essential that you meet and begin to build
relationships with key people around the school such as the school
secretary, the library media specialist, the janitorial staff and the individual
in charge of teacher absences.
 05
 of 12

 Organize Your Classroom

 You usually get a week or less before the first day of school to set up your
classroom. Make sure to arrange classroom desks the way you want them
for the school year. Take some time to add decorations to bulletin boards
or hang posters about topics you will be covering during the year.
 06
 of 12

 Prepare Materials for the First Day

 One of the first things you should learn is the procedure for making
photocopies. Some schools require you to turn in requests in advance so
the office staff can make the copies for you. Other schools allow you to
make them yourself. In either case, you need to plan ahead to prepare
copies for the first day. Do not put this off until the last minute because you
run the risk of running out of time.

 Know where supplies are kept. If there is a book room, be sure to check out
the materials you will need in advance. 

 07
 of 12

 Arrive Early
 Arrive at school early on the first day to get settled in your classroom. Make
sure you have your materials organized and ready to go, so you do not have
to hunt for anything after the bell rings.

 08
 of 12

 Greet Each Student and Begin to Learn Their Names

 Stand at the door, smile, and warmly greet students as they enter your
classroom for the first time. Try to memorize the names of a few students.
Have students create name tags for desks. When you begin teaching, use
the names you learned to call on a few students. 

 Remember, you are setting the tone for the year. Smiling does not mean
that you are a weak teacher, but that you are pleased to meet them.
 09
 of 12

 Go Over Rules and Procedures With Your Students

 Make sure you have posted the classroom rules according to the student
handbook and the school's discipline plan for all students to see. Go over
each rule and the steps you will take if these rules are broken. Do not
assume that students will read these on their own. Continually reinforce
the rules from day one as part of effective classroom management.

 Some teachers ask students to contribute to the creation of classroom

rules. These must complement, not replace, the standards already
established by the school. Having students add regulations gives students
an opportunity to offer more buy-in in the operation of the class.

 10
 of 12

 Create Detailed Lesson Plans for the First Week

 Make detailed lesson plans including directions for yourself on what to do
throughout each class period. Read them and know them. Do not try to
"wing it" that first week. 

 Have a backup plan in the event materials are not available. Have a backup
plan in the event technology fails. Have a backup plan in the event extra
students show up in the classroom.
  11
 of 12

 Start Teaching on the First Day

 Make sure you teach something on that first day of school. Do not spend
the entire period on housekeeping tasks. Take attendance, go through
the classroom syllabusand rules, and jump right in. Let your students know
that your classroom is going to be a place of learning from day one.
 12
 of 12

 Practice Technology
 Be sure to practice with the technology before the start of school.  Check
log-in and passwords for communication software such as e-mail. Know
what platforms your school uses daily, such as the grading platform
PowerSchool. 

 Find out which software licenses are available to you (Turnitin.com,

Newsela.com, Vocabulary.com, Edmodo, Google Ed Suite, etc.) so that you
can begin to set up your digital use on these programs.

 ike other first days in your life, your first day as a teacher in your own elementary
school classroom will have you feeling excited and anxious in equal measures.
Don't worry too much, though. Even experienced teachers feel anxious about
facing new students at the beginning of each school year. Just take a deep
breath, look around your newly decorated classroom, double-check those lesson
plans, and remind yourself of all you've done to get the year off to a successful
start. These school-year startup tips will help you make a positive first
impression.

 Welcome Your Students

 1. Arrive early.
 2. Write your name on the board so students can learn it right away.
 3. Have a fun activity laid out on each student's desk so students can become
engaged as they settle in. For primary grades, try dot-to-dot, matching, or
drawing activities. For higher grades, consider an easy writing activity or word
search game. These activities are an easy, comfortable way to start the day.
 4. Greet students at the door with a smile and a pleasant "Good morning!"
 5. Invite students to find their desk or table as soon as they arrive. They can wait
to explore the classroom. This helps you create a good working climate right
away.

 Get to Know Each Other

 6. Do some fun ice-breaking activities to put everyone at ease. For older
students, consider creating a class dictionary. Students can write a three-part
definition of themselves that includes physical characteristics, personality traits,
and favorite hobbies or interests. Definitions could also include a pronunciation
key to first and last names. Be sure to write a definition for yourself and then host
a guessing game. For younger students, give each child a chance to share the
story of a favorite experience or why they are excited about starting school.
 7. Read a funny first-day-of-school story or a book about making and being a
good friend to create a pleasant mood and ease students' fears and anxieties.

 Establish Rules and Routines

 8. Introduce the important features of the room and the school with a tour or
scavenger hunt.
 9. Present the most important classroom routines in a positive way, as you would
a regular lesson. Explain, discuss, and give students a chance to practice such
routines and opening-of-day exercises.
 10. Work with students to develop classroom rules.
 11. Post a general schedule for lunch, music, physical education, recess, and
class work. Emphasize and teach the routines that will help students move into
these periods quickly and efficiently. Remember, they won't learn it all in a day.
So, continue to emphasize and practice classroom routines for the first few
weeks.
 12. Post a daily schedule stating academic goals for the day. Note interruptions
in the daily schedule, such as class pictures, programs, assemblies, or guest
speakers.
 13. Begin with simple academic activities — short reviews that guarantee a high
success rate. These will boost confidence and ease fears. And they can serve as
trial runs for practicing routines, such as turning in completed work or asking for
assistance.
 14. Monitor and maintain constant contact with students. Avoid spending time on
clerical work the first day. And never leave students unattended. In an
emergency, get another teacher or school adult to monitor students.

 Reinforce Positive Behavior

 15. Deal promptly with behavior problems. Offer a lot of positive reinforcement for
students picking up on routines quickly.
 16. Generate interest and enthusiasm by hinting at exciting new topics you plan
to begin later in the week.
 17. Issue books and discuss their care.
 18. Take students on a tour of the classroom and explain what is in all the
cabinets and drawers. Show them what is accessible and what is off limits. Areas
in which students will work independently, such as a listening center, should
remain off limits until you've had a chance to fully explain the purpose of the area
and model how students will use it.
 You'll be sure to make a good impression if your first-day activities involve all of
your students in ways that allow them to be successful. You will be seen as a
 caring, organized leader who is focused on creating a stimulating and
cooperative environment.
  
 This article was adapted from Learning to Teach...Not Just for Beginners by
Linda Shalaway, © 2005, published by Scholastic, Inc.

5 Teaching Strategies for the First Day of

School
By: Janelle Cox

The first day of school is usually filled with jitters, excitement, and anticipation of the unknown.
It is a time to get to know your students and show them what you expect of them for the year. In
order to create a welcoming classroom environment, start by using the following teaching
strategies. 

1. Teaching Strategies to Connect with Students

Stand outside of the classroom and as your students walk into your classroom, and meet and greet
them at the door. By starting the day with a warm smile and high five or a handshake, it will help put
students’ nerves at bay, and send the message that you interested in getting to know them.

Once students are settled, start by telling them a little bit about yourself. Talk about anything that will
show your personality -- a funny childhood experience, or a story about your family, or a past school
experience. This is an easy way to set the foundation and build rapport with your students.

2. Help to Break the Ice

The best way to break the ice on the first day of school is to dive right in with getting-to-know-you
activities. The first day of school can feel awkward for students, especially if they look around at a
sea of unknown faces. Icebreakers are also a great way for you to not only get to know your
students, but help you learn their names. The faster you get their names down, the better. Learning
their names quickly sends a message that you are interested in them and that you care.

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Try playing the name game, where students stand in a circle and state their name along with a
movement. The movement can be any kind of gesture, even a simple clap of the hands or raising of
an arm is OK. The key to the success of this icebreaker activity is for the whole class to say the
name of the student and do the movement right after each student’s turn. It can get pretty silly, but
the students seem to like it, and the gestures help students remember their classmates’ names.

3. Show Your Classroom Routines

Set the tone of classroom expectations by showing students one or more of your daily routines. The
first routine you show them is the most important, because it sets the bar for what you expect your
day-to-day schedule to look like. Make sure that you are thorough and model each routine slowly. A
well-taught routine will transfer into a well-oiled machine.

Effective teachers like to teach these framework procedures on the first day: Entering and leaving
the classroom, classroom rules and consequences, lining up, walking in a line, raising your hand,
using the restroom, and getting students’ attention.

4. Introduce Your Classroom Management Plan

Your classroom management plan is another component of setting the tone of your classroom

expectations. This teaching strategy is essential to teach on the first day because it will set the tone
for the rest of the school year. The sole purpose of this plan is to state the rules as well as what will
happen when they are broken. Whether you teach kindergarten or high school, a good classroom
management plan is needed.

Some classroom teachers like to include an incentive program with their plan, while others choose
not to. Ultimately, it is up to you as the teacher to decide what will best suit your students. Here are
two of the most common approaches teachers like to choose.

 The Stoplight Strategy – Students all start the day on green. If they misbehave, they get
put on yellow, which is a warning. If they continue to misbehave, they get put on red, which is
a phone call home.
  Rules and Consequences – The teacher gives a list of a 3-5 rules for students to follow
along with a set of consequences if they are broken. If they break a rule once, they get a
warning; twice, they get a time out, and three times, a letter or phone call home.

5. Conduct One Great Lesson

To further help set the tone, start with one of your best lessons. By jumping into a lesson on the very
first day, you are showcasing your teaching style. You don’t have to start by teaching a math or
science lesson. But you can, however, start the year off with a student survey activity, where
students work in pairs to collect information about their classmates then graph the results. If you are
the kind of teacher who loves group work, this will showcase your teaching style. If your style is more
on the technological side, then you can have student’s work on an iPad or the smartboard. Your goal
is to send the message that your class is fun, while still showing them that you mean business and
they need to work hard.

What are your favorite teaching strategies for the first day of school? Do you have any
specific strategies that you use? Share them with us in the comment section below.

Janelle Cox is an education writer who uses her experience and knowledge to provide creative and
original writing in the field of education. Janelle holds Masters of Science in Education from the
State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com,
TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert
for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook
at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.

en Tips for Dealing with Nervousness on

the First Day of Class
By: Delaney J. Kirk Ph.D.
Each new semester as I walk down the hallway to my classroom, I am a little nervous,
even after 27 years of teaching experience…and I’m okay with this. I think when I get to
the point where I don’t feel this anxiety, I won’t be as effective a teacher. After all, I will
be walking into that classroom for the next four months and it’s important to make a
good first impression. Below are 10 tips to help you get off to a great start.

1. Develop your own routine before going to class. Take a short brisk walk
beforehand. Twirl your wrists to gently shake the stress out of your arms. Relax
your shoulders; people tend to “hunch up” their shoulders when tense. Do some
deep breathing.
2. Check out your classroom before the students get there. Walk around and get
familiar with the room, podium, how the seats are arranged, etc. Make sure you
know how to work any technology you’ll be using.
3. The first few minutes are crucial. Your students are curious about you and the
course. Everything (how you dress, walk, present yourself) are clues as to your
personality and credibility. Walk briskly and with purpose into the classroom.
4. Chat briefly with the students as they come into the room to make yourself (and
the students) feel more comfortable.
5. Act confident and enthusiastic about what you will be doing that first day. Don’t
say that you are nervous as this makes the students uncomfortable and you will
lose credibility with them.
6. Also, it’s best not to tell your students that this is the first time (if it is) that you
have taught this particular course. You should know more about the topic than
they do so they’ll assume you’re an expert.
 7. Use notecards or form to gather information about your students (name, email
address, past class experience with the topic, work experience, etc). This takes the
focus off you and onto the task which gives you time to get comfortable.
8. As you begin, make eye contact with two or three people in various parts of the
room. Learn their names and use them several times. You are essentially
beginning to build a relationship with your students.
9. Be enthusiastic about being in the classroom so that they will be also. Don’t just
stand behind the podium but move around and move toward them. Look happy
to be sharing your knowledge with them.
10. Start with something that is easy for you to talk about. Tell a story you’ve told
often before, read something that is relevant to the class from the newspaper,
share something from your days as a student or talk to them about why you went
into teaching.

4 Things All Teachers Should Do the

First Day of Class
Teachers

We know you want to start the school year off on the right foot. Here are four tips
for what all teachers should be sure to do on the first day of their classes.

The First Day

The first day of school isn't just a big one for students; it's also important for
teachers. It provides both with the opportunity to make a good first
impression and set a positive tone for the rest of the year. Here are four things
you should do on the first day in order to set yourself up for a smooth, successful
school year, starting with being on time!
1. Be Early
We know that dragging yourself out of bed before 7 AM every single day of the
school year is probably an unrealistic expectation - but it's worth doing so at least
this once. Whether you're new to the school or a veteran of the campus, it's
helpful to arrive early and make sure that everything is in order for the day.
Arriving early gives you the chance to make sure that your classroom is properly
set up, your materials are all in order, and your lesson plan is set. It can also give
you the chance to deal with any last-minute issues, because, and let's be honest,
there's always something.

2. Review Rules and More

The first day of school is the best day to give your students a sense of what to
expect for the rest of the year. Review your classroom rules, procedures, and
expectations. Provide structure early on so your students know what kind of
behavior you'll be expecting from them.
Also, take this opportunity to preview the coming semester or year. What will the
students be learning? What major projects or field trips can they expect? Putting
it all out there at the beginning of the school year can help to ensure that there
are no surprises later on.
3. Connect with Students
It's normal for both students and teacher to be a little wary of each other on the
first day. You're strangers who are expected to spend a lot of time together in the
coming weeks and months, and your behavior will have a profound effect on
each other's lives. Put everybody at ease by establishing a connection early on.
Introduce yourself and offer a few appropriate personal details so your students
feel connected with you.
And don't forget to give your students the opportunity to get to know one another,
as well. Every subsequent day will be easier once everybody gets acquainted.

4. Answer Questions
Sure, there's a lot of learning to get to this year and you want to do it as soon as
possible, but we recommend holding off on jumping into a lecture or academic
work right off the bat. Instead, host a Q&A session. Let your students ask
whatever questions they have about you, the subject, the syllabus, and so on. It
may even be a good idea to let them ask the questions anonymously so that they
feel comfortable asking whatever they like.
Of course, it is up to you which questions you do and do not answer, but do your
best to clear up as many issues as you can. This will allow everybody to proceed
with the rest of the school year with confidence.
Go Get 'Em!
And that's it! Four simple things that will get you off to a good start for the school
year. With these tips in your pocket, there's no reason to be nervous on your first
day. We wish you smooth sailing not only for the first day but also for the rest of
the school days to come!
Looking to supplement your teaching materials? Check out
Study.com's Teacher Edition, which includes lessons, activities, questions,
and lesson plans for every subject.

First Day of Class

Print Version
The first day of class is your opportunity to present your vision of the class to
prospective students. It is helpful if you can introduce yourself as a scholar and
educator and provide insight into how you will teach the class and what you will expect
them to contribute to the learning process.
Consider that several of your students may be “shopping” for a schedule the first week
of classes. They may be looking for a class that will fill a particular time slot, include a
particular learning environment (i.e. lab-based or lecture style), or a class with a certain
workload to balance the demands of their other courses and extra-curricular
responsibilities. Thus, students will appreciate a clear roadmap of what you will require
of them over the course of the semester. You may also want to model, as specifically as
possible, the classroom environment you intend to foster during the class. For example,
if they will spend a good deal of time doing group work over the course of the semester,
you may want to break them into groups the first day.

 The Inviting Classroom

 Course Expectations and Requirements
  Additional Resources
 Summary Checklist

Welcoming:
How to Create an Inviting Classroom
“Professors who established a special trust with their students often displayed the kind
of openness in which they might, from time to time, talk about their intellectual journey,
its ambitions, triumphs, frustrations, and failures, and encourage students to be similarly
reflective and candid.”
–From the chapter “How Do They Treat Their Students” in Ken Bain’s What the Best
Colleage Teachers Do (Harvard Press, 2004), available in the CFT Library

Introduce Yourself
The point of an introduction is to establish yourself as a unique individual sharing the
classroom with other unique individuals. Other than providing your name and the name
of the course you’re teaching, here is some information you may consider sharing:

 Personal biography: your place of birth, family history, educational history,

hobbies, sport and recreational interests, how long you have been at the
university, and what your plans are for the future.

 Educational biography: how you came to specialize in your chosen field, a

description of your specific area of expertise, your current projects, and your
future plans.

 Teaching biography: how long have you taught, how many subjects/classes have
you taught, what level of class you normally teach, what you enjoy about being in
the classroom, what do you learn from your students, and what you expect to
teach in the future.

 In making your decision about what information to share, consider how much you
want them to know and how much you want to reveal about yourself.

Allow the Students to Introduce Themselves

This is your opportunity to focus on students as unique and diverse individuals.
Consider how introductions can lead into a productive and welcoming classroom
environment. Instead of just asking general questions concerning their name, major,
and years at Vanderbilt, ask them questions that are pertinent to the subject and the
atmosphere you want to build through the semester. Here are some examples:
  In a geography or history class, you may want to ask students to introduce
themselves and explain where they are from. You could mark these places on a
map of the world as they talk.

 In a math class, you may want to ask the students to introduce themselves and
state one way mathematics enriches their lives every day.

 You may also want to have the students break into pairs, exchange information,
and introduce one another to the class.

This may also be a good time to give your students an exercise that enables teachers to
assess the state of their students’ previous or current learning. Examples of
these Classroom Assessment Techniques (CATs) can be found on our Web site, but
include the following.

 The Background Knowledge Probe is a short, simple questionnaire given to

students at the start of a course, or before the introduction of a new unit, lesson
or topic. It is designed to uncover students’ pre-conceptions about the area of
study.

Discuss and Evaluate the Room Environment Together

As your students are introducing themselves and you are talking to them, ask your
students to comment on the acoustics and remain conscious of how well you can hear
and see each of them. Consider, with their input or alone, how you would change and
optimize the seating arrangement. At the end of the introductions, ask them to move to
optimize communication and make note of unexpected needs for a microphone, lighting
changes, seating arrangements or other environmental controls.

Truth in Advertising:
Course Expectations and Requirements
“What happens between you and your students in your classroom or lecture hall
depends largely on what you want to happen. How you treat each other and how you
and your students feel about being in that place with each other is modeled and
influenced by you.”
–From the chapter “Classroom Contracts–Roles, Rules, and Expectations” in David W.
Champagne’s The Intelligent Professor’s Guide to Teaching (Roc Edtech, 1995),
available in the CFT Library

 Course overview: Provide a map of where the class will start and end, and what
you expect them to understand at the end of the semester. See the Course
Design page for resources on creating and summarizing course goals.
 Departmental Requirements/Expectations: If your department sets standards
and requirements, you may want to establish that you are required to work within
those parameters. Vanderbilt Teaching Assistants may want to refer to Questions
TAs Might Ask Their Supervisors for assistance understanding this information.
This may be the best time to discuss Vanderbilt University’s Honor System.

 Presentation of material: Tell your students how you will provide them with the
materials they need to be successful in class. Do you post Web-based materials
on Brightspace, or rely on electronic course reserves through the Library? Will
your students have to schedule evenings to watch films or attend performances?
Will you lecture and expect them to take notes on your presentations?

 Expectations for class time: How will the student feel confident and competent
in your classroom? Is the class discussion-based? Do you follow your syllabus or
do you improvise? Do they need to bring their books every day? Tell them what
they can expect and how can they interact within those expectations to thrive in
your classroom.

 Expectations outside of class: Provide them with an idea of what they will

need to prepare for the course outside of class. Is their preparation primarily
reading and writing individually, or will they be working in groups? Will they need
to turn in assignments electronically outside of class hours? Give them enough
information so they will be able to plan their schedules accordingly.

 Instructor responsibilities:
o Establish what you will provide for your students to be successful in your
class. This may include in-class material, study guides, meaningful and
prompt feedback on assignments, facilitation of discussion, attention to
students with special needs, and a positive and welcoming classroom
environment.
o Assert your boundaries: Let your students know how to contact you and
when. For example communicate or provide your office hours, office
phone number, availability for instant messaging, email, and when you do
not respond (evenings, weekends, and traveling for example). If you are
traveling during the semester, you may want to explain the dates that you
will not be available.
o You may also want to alert your students to the events, habits, or
situations that detract from your ability to fulfill your responsibility. For
example, if late assignments, lack of participation, or sleeping during your
lectures distracts you from timely and persuasive teaching, explain why
you cannot tolerate these events and how you handle them when they
occur.

 Student responsibilities: If attendance is required, participation is mandatory,

or you want them to read the assignment before class, explain to your students
that this is expected of them throughout the semester. Explain policies on
 absences, make-ups, emergencies, and accommodating special needs. You may
also remind them that they are responsible for their success and communicating
with you when they have need assistance or have other concerns.  The
university launched new Title IX and Student Discrimination, Student Access
Services and Equal Employment Opportunity offices to serve students, faculty
and staff Jan 15, 2018.

 Assessment: How will you assign the course grade at the end of the semester?
How many assignments will you grade? Do you have grading policies and/or
rubrics or criteria for grading?

 Cooperation/communication/resources: Finally, you may want to spend a few

minutes discussing university, department, library, or other resources for
students to use in through the course of the semester.

“By giving students an interesting and inviting introduction, I was able to reduce anxiety
about the course and help students view the class as a collaborative learning process.
Every field has its own exciting research or striking examples, and it is a good idea to
present a few of these up front. The teaching challenge is to find special ideas within
your own field. Your class will thank you.”
–From “How to Start Teaching a Tough Course: Dry Organization Versus Excitement on
the First Day of Class” by Kevin L. Bennett, in College Teaching, 52(3), 2004

Additional Resources:
 Angelo, T. A., and Cross, K. P. Classroom Assessment Techniques: A
Handbook for College Teachers. (2nd ed.) San Francisco: Jossey-Bass, 1993.
 Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San
Francisco: Jossey-Bass, 1991.
 “The First Day of Class: Advice and Ideas.” Teaching Professor, 1989, 3(7), 1-2.
 Johnson, G. R. Taking Teaching Seriously. College Station: Center for Teaching
Excellence, Texas A & M University, 1988.
 McKeachie, W. J. Teaching Tips. (8th ed.) Lexington, Mass.: Heath, 1986.
 Scholl-Buckwald, S. “The First Meeting of Class.” In J. Katz (ed.), Teaching as
Though Students Mattered. New Directions for Teaching and Learning, no. 21.
San Francisco: Jossey-Bass, 1985.
 Serey, T. “Meet Your Professor.” Teaching Professor, 1989, 3(l), 2.
 Weisz, E. “Energizing the Classroom.” College Teaching, 1990, 38(2), 74-76.
 Wolcowitz, J. “The First Day of Class.” In M. M. Gullette (ed.), The Art and Craft
of Teaching. Cambridge, Mass.: Harvard University Press, 1984.

Other Vanderbilt Center for Teaching Resources:

 Teaching Resources
Summary Checklist
 Introduce yourself
 Allow the Students to introduce themselves
 Discuss and evaluate the room environment together
 Course overview
 Departmental requirements/expectations
 Presentation of material
 Expectations for class time
 Expectations outside of class
 Instructor responsibilities
 Student responsibilities
 Assessment
 Cooperation/communication/resources

Preparing for the First Day of School

Learn how to get off to a great start communicating with parents during the first week of school.
This article describes ways to introduce yourself to parents, and offers helpful tips for writing
letters to send home with students. It also discusses the benefits of getting parents involved in
their children's school.
First Questions First

First Questions First

This article is full of ideas on how to introduce yourself to your students and get to know one
another. Alleviate your nervousness as a new teacher and calm your students' fears by focusing
on four areas: personality, building a community, routines and schedules, and self-determination.
FAQs for the First Days of School
FAQs for the First Days of School

This article offers advice to help new teachers prepare for the first days of school. Find answers
to common concerns about seating arrangements, what to wear, how to welcome and introduce
yourself to new students, and how to learn students' names quickly.
Thinking About the First Day of School

Thinking About the First Day of School

The tips in this article will help you make a great impression on the first day of school. Learn
how to set first-day goals, and find an effective teaching stance that fits your personality.
First Day at the Elementary Level
First Day at the Elementary Level

Prepare yourself for your first day of teaching at the elementary level with the suggestions and
activities in this article. New teachers will find tips and ideas for getting to know their students,
discussing rules and procedures, assigning classroom jobs, and organizing first-day tasks.
First Day at the Secondary Level

First Day at the Secondary Level

The suggested sequence of first-day tasks and procedures will help new teachers prepare for their
first day of teaching at the secondary level. This article includes tips on outlining the syllabus,
ideas for homework assignments, and suggestions for fun activities.
Offering Students Choices from Day One

Offering Students Choices from Day One

Discover a variety of options you can offer students when it comes to classroom assignments,
presentations, assessment, and homework. Personalize your classroom with suggested teaching
methods and strategies that give each student a choice.
Creating a Physical Learning Environment
Creating a Physical Learning Environment

Create a warm and inviting classroom environment for the first day of school. This article
provides tips for creating a physical learning environment through different configurations of
students' desks.
Bully-Proof Your Classroom

Bully-Proof Your Classroom

"Bully-proofing" your classroom creates a physically and emotionally safe environment for
students. The tips in this article will help you set behavior expectations, teach students how to
handle minor incidents on their own, and establish a safe way for students to communicate with
you and their peers about acts of bullying.
Getting to Know Each Other
Getting to Know Each Other

Use icebreakers during the first few weeks of school to help students get to know you and each
other. This article suggests several fun, educational activities that will build community in your
classroom and help you establish a strong student-teacher rapport. Icebreakers will help your
students learn each other's names, discover similarities, and reveal interests.

What to Do on the First Day of Class

1. Classrooms
Make it a habit to check out your assigned room in advance, to see if it has the features you
were expecting. If you must change rooms, ask your department room scheduler.
For physical classroom maintenance problems (desks, chairs, windows, chalk, blackboards,
etc.), you can contact Classroom Central:(link is external) 642-2800.
For audio/visual equipment requests, contact Educational Technology Services(link is
external) 643-8637.

2. Waiting Lists and "Shopping"

Every department has a different method for handling waiting lists, so check with your
departmental administrative assistant or a colleague.
Remember that in many classes, students are "shopping" on the first day, don't be surprised
if there is turnover. This should not prevent you from conducting the first class as if all those
present will be there for the duration.

3. The First Day of Class

Here are some ideas for the first day of class:
 Be Early. Arrive 5 minutes early for class. Whether inside or outside the classroom, let
students know that you are ready to talk with them: smile, nod, make eye contact, chat,
whatever suits your style.
 Shake Hands. This simple gesture is powerful. In a large class, greet a few. You will find
that those who are welcomed are more ready to respond in class.
 Have Students Meet. Have students greet someone else in the class. Even if this ritual
takes only 30 seconds, you should find that your class warms up considerably. Add some
fun: have students use greeting rituals from various cultures, or ask students to create
and lead the daily greeting (no embarrassing tricks allowed).
 Social Ice Breakers. While often misunderstood and over-used, the right ice breaker can
help a group of students get over the chill of anonymity.
 Attention Grabber. Use a problem or a demonstration to capture students' imaginations
about what is to come. Often, an intriguing example will provide a guiding context for the
material that follows.
 Make a real beginning to class. Not just on the first day, but every day. Don't say "We
might was well get started" or "Let's get started." Try instead, "Good Morning, I'm
Professor xyz. Welcome to Sociology 10."
 Use the whole class period, tell your students about yourself, discuss your teaching-
learning philosophy, demonstrate your mode of teaching, cultivate your students' trust,
foster a spirit of free and open inquiry, display your enthusiasm for the subject, and
finally, display a sense of humor. 
 Don't run out of time. Have a real ending to the class, especially on the first day.
Conclude with something like "I look forward to seeing you on Wednesday."
 Consider handing out a questionnaire, "pre-test," or quiz to get to know your students,
and to let them know what they will need to know. (See Sample First Day of Class
Questionnaire.)

Design & Teach a Course

Make the Most of the First Day of Class
(Loosely based on Lyons et al. 2003) 
The first day of class always creates some nervousness, even for seasoned instructors.
It helps to have a mental checklist of objectives to accomplish so that you and your
students come away with the impression that the course is off to a good start.

The first class meeting should serve at least two basic purposes:
o To clarify all reasonable questions students might have relative to the course
objectives, as well as your expectations for their performance in class. As students
leave the first meeting, they should believe in your competence to teach the course,
be able to predict the nature of your instruction, and know what you will require of
them.
o To give you an understanding of who is taking your course and what their
expectations are.
These two basic purposes expand into a set of eight concrete objectives:
1. Orchestrate positive first impressions
2. Introduce yourself effectively
3. Clarify learning objectives and expectations
4. Help students learn about each other
5. Set the tone for the course
6. Collect baseline data on students' knowledge and motivation
7. Whet students' appetite for course content
8. Inform students of course requirements 
1. Orchestrate positive first impressions
First impressions can be long-lasting, and they are usually based on a thin slice of
behavior. Before you even start teaching, your students will have already made some
decisions about you, so it is important to understand what those impressions are based
on and how to manage them.
o Your attire. Research shows that clothing affects several kinds of judgments people
make, including but not limited to, credibility, likability, dominance, kindness, and
empathy (Raiscot, 1986; Morris et al., 1996). More formal attire communicates
expertise and confidence, less formal attire communicates approachability. Usually, it
is easier to relax a more formal impression into a more relaxed one than the other
way around. These considerations are likely to be particularly relevant for young
instructors who are concerned about establishing themselves as authoritative.
o The physical environment. Students can make decisions about what kind of
course yours will be by the way the chairs are arranged. Rows signify a more formal
environment, while circles or u-shapes imply a more informal atmosphere, with more
expectations of student participation. The words on the board also indicate how
interesting the course is likely to be. In addition to the course information, consider
having a thought-provoking question displayed as they arrive.
o Your use of the few minutes before class. Greeting the students as they enter
the classroom communicates approachability. Franticly arriving right on time or even
late communicates disorganization, and so on.
2. Introduce yourself effectively
Your introduction should be succinct, but make sure to cover certain key areas. These
questions should help you decide what to say:
o What characteristics do you want to convey about yourself?
Among other things, you probably want the students to get a sense of your
qualifications for teaching the course, how formal/informal you want to be, and how
available you will be to the students.
o What will you need to say to convey those characteristics?
Consider talking about your research interests as they relate to the course, in order
to establish yourself as an authority, and to make to course more relevant. Talk about
the best ways to reach you (e.g., phone, email) and your office hour preference (e.g.,
set hours, open door, make an appointment).
o What do you think students are trying to figure out about you?
In addition to the categories above, students are likely trying to determine whether
you are a harsh or easy grader, and how flexible you will be with deadlines. You don’t
need to cater to their agenda, but you might want to say something about your
policies (more on this in the next objective).
o What should you be careful not to say?
Students do not need to know everything about you. In particular, it is not helpful to
say you’ve never taught the course before, or that it is your least favorite course to
teach, or to disclose any irrelevant personal information that can undermine you in
the eyes of your students.
3. Clarify learning objectives and your expectations
This is probably the most important objective. Cleary laying out expectations starts to
orient students toward the kind of effort, learning, performance and classroom behaviors
you expect from them, and it helps them use their time productively. It will also help
those students who are shopping around in deciding whether to take your course or not.
o Describe the prerequisites so that students will know if they are ready to take your
course.
o Highlight main aspects of the syllabus.
If you followed the course design process, you should have an effective structure for
the course. Communicate that structure to the students so they will understand the
 decisions you made for the course and the reasons why you made them. In
particular, make sure to highlight the learning objectives, the alignment with the
assessments – including the grading criteria – and the instructional strategies, the
course policies, and the rationale for the structure and the policies, and the reasons
for choosing the textbook or other reading materials.
o Consider a quiz on the syllabus.
To reinforce the point that understanding expectations is crucial for success in the
course some professors require students to take a quiz on the syllabus and get all
answers right before they go on with the course content. Blackboard can be used for
that purpose.
o Explain your expectations for student behavior (if they are not included in the
syllabus) including expectations for: 
o punctuality
o seeking help when needed
o offering feedback when appropriate
o preferences for student participation (e.g., raising hands and waiting to be called
on vs. jumping in the discussion)
o Communicate your commitment to the students’ learning experience.
Share some advice for success in your course (e.g., attendance, participation,
keeping up with the readings) and let them know you are confident in their success
as long as they put in the required effort.
4. Help students learn about each other
The classroom is a social environment, so it is helpful to start the social dynamics in a
productive way.
o Icebreakers raise the energy levels and get students comfortable  so that
they will be ready to focus on the material, especially if you want to foster a
collaborative environment where students will have to work in groups or dialogue with
each other.
o Make sure that the icebreaker is appropriate for the course.
o Icebreakers work even better when they allow students to get to know each other
in the context of the course material.
 o Provitera McGlynn (2001) provide a variety of social icebreakers some of which
can be tailored to course content.
5. Set the tone for the course
The way you engage students on the first day sends powerful messages about the level
of involvement and interaction you expect from them.
Inexperienced instructors sometimes make the mistake of lecturing at the students for a
few weeks, then try to have a discussion when the first big unit of the course is finished,
only to be surprised at the lack of student participation. This is because students have
already been socialized to just listen in the course.
The following strategies will help you set a productive tone:
o Whatever you plan to do during the semester, do it on the first day.For
instance, if you plan to use discussions, have students start talking on the first day. If
you plan to use groups frequently, put students in groups on the first day. If you plan
to use extensive writing, have some kind of short reflective writing activity. If you want
the students to be in charge of their own learning, start with an activity where they
are the experts, and cannot rely on you for information. For instance, in a psychology
course on myths about human behavior, the instructor starts with a brainstorming of
myths about student behaviors in dorms.
o Consider a “Homework 0” voluntary-mandatory office hour. The assignment
is simply to make an appointment with you at a convenient time, find your office and
visit you there before the next class or two. This gets students to your office, breaks
the ice with a short one-on-one interaction, and makes it much more likely that the
students will come back for help when they need it.
o Establish a culture of feedback. Let students know you are interested in how they
experience the course and in any suggestions they have. Let them know you will do
formal early course evaluations, but that they should feel free to give you constructive
feedback, even anonymously. You might not adopt every suggestion they have but
you will listen and consider them. This starts to create a partnership in learning.
6. Collect baseline data on students’ knowledge and
motivation
This objective stems directly from the second overarching goal for the first day of class.
o Collect data about baseline knowledge. This can take several forms:
 o Check that students have taken relevant courses in a sequence.
o Give students an ungraded pretest that assesses knowledge and skills necessary
for the course.
o Also rely on students’ self-reports about how confident they feel about particular
knowledge and their ability to apply it.
o More information on several forms of pre-assessment.
o Get a sense of students’ motivation in the course. Collect data about:
o why students are taking your course
o what they expect to get out of it, and
o what challenges they anticipate
o Decide what to do about different/inadequate prior knowledge. Depending on
how many students are lacking certain knowledge or skills, you might choose to:
o tell them they cannot take the course
o tell them how they can bridge the gap on their own
o decide to devote one or two classes to a review of important foundational material
o defer that to a review session ran by your TA
7. Whet students’ appetites for course content
Some instructors simply hand out the syllabus and dismiss class figuring that the
enrollment has not yet stabilized and it does not make sense to cover material. While
there is truth to that argument, the first day of class is a great chance to stimulate
interest about the course and to activate relevant prior knowledge students have about
the material. Here are some suggestions for activities that orient students to the content:
o Directed reading-thinking activity. Lyons et al. (2003, p. 87) suggest the
following exercise:
1. On your own, list everything you can think of that might be in a book entitled [your
textbook, or the name of the course if you don’t have a textbook].
2. Get with a partner, share your ideas, and then put the ideas you both generated
for step 1 into categories.
3. Give each category a name.
4. Get with another pair and together combine your ideas. Then arrange the
categories as a table of contents for this book and write it on the chart paper each
group has been given.
This activity gets students talking to each other, makes them realize they bring relevant
knowledge to bear, and it makes them think about a possible overarching structure for
that knowledge. If that structure is appropriate, you can capitalize on that, otherwise this
exercise will expose some of the misconceptions students possess, giving you a
chance to correct them. The activity typically takes about half an hour.
o Collect data from the students about issues related to course content.  This
exercise gives you knowledge about the students and is relevant in social science
courses that involve research. A statistics instructor always collects data on the first
day and uses the survey and the students’ responses to illustrate points about survey
sampling.
o Have students generate hypothesis about a typical problem in your
course. This exercise can be used to foreshadow different positions and camps in
your discipline. When appropriate, you can push the students to think about how they
would test their hypotheses, getting deeper into methods of inquiry appropriate for
the discipline.
o Connect course content to current events. Bring in newspaper or magazine
clips that relate to your course. Whenever you can connect your field to current
events, or pop culture, or student interests, you demonstrate relevance, which
increases student motivation.
o Common sense inventory. Nilson (2003) describes a “Common Sense Inventory”
where students need to determine whether 15 statements related to the course
content are true or false (e.g., in a social psychology course, “Suicide is more likely
among women than men,” or “Over half of all marriages occur between persons who
live within 20 blocks of each other”). After paired or small group discussions, you can
reveal the right answer. This works particularly well in courses where students bring
in a lot of misconceptions (e.g., Introductory Physics).
o

8. Inform students of logistics

Students are also looking for answers to questions such as:
o “Will I be able to get in this course that I really need?”
o “I have a conflict, is it possible to switch sections?”
You might want to provide information about the following categories:
o caps on enrollment and waitlists
o drop-add dates
o rules about course sections
o safety procedures
o other relevant administrative or logistic procedures
While this may seem like a lot of information to consider for one class, remember that
the first day of class sets the tone for the entire course. Time upfront will pay off in the
long run.

References
Lyons, R., McIntosh, M., & Kysilka, M. (2003). Teaching college in an age of
accountability. Boston: Allyn and Bacon.
Provitera McGlynn, A. (2001.) Successful beginnings for college teaching: Engaging
students from the first day. Madison, WI: Atwood Publishing.
Morris, T., Gorham, J., Cohen, S., & Huffman, D. (1996). "Fashion in the classroom:
Effects of attire on student perceptions of instructors in college
classes." Communication Education, 45, 135-148.
Nilson, L. (2003). Teaching at its best: A research-based resource for college
instructors (2nd ed.). Bolton, MA: Anker Publishing.
Raiscot, J. (1986). Silent sales. Minneapolis, MN: AB Publications.