Making a Good First Impression

It can be intimidating to walk in front of a class for the first time, so here are some suggestions for getting off to a good start from the first class meeting.

Arrive early and set up (if necessary)

Simple tasks like turning on the computer and projector early or changing the seating layout allows you to greet students and answer individual questions.

Review your roster in advance and start learning student names

Decide how you will take the roll and begin the key process of learning who students are (try mnemonic devices, photos, games, and repetition); allow students to provide info on preferred methods of address.

Review department/program guidelines on “overloading” a class or signing students in over the class cap

Be prepared for students asking to add the class if your section is full. Some SFCC departments have shared guidelines on overloading a course, so make sure that you check with your chair before acting. If no policy is in place, you can choose whether to sign in students who may show up to a full section during the first week. After week 1, students may need the Vice President of Instruction’s permission (and usually, a compelling reason) to add the class.

Be sure to introduce the course as well as yourself

Be sure that students are in the right place and then explain in your own words what the course is and what they can expect to do in it; find a way to convey your own personal teaching philosophy and approaches as well.

Review the course syllabus

No other document is as important to an effective learning environment than the syllabus, so take the time to review it with students; spend time on the key features that matter most (often, grading policies); consider stressing the importance of understanding the syllabus by having a Day 2 “syllabus quiz”.

Consider icebreaker activities

Any chance for students to get to know each other can build relationships that will support learning. You might ask students to introduce themselves (out loud or in writing) or perhaps interview and introduce each other in teams or pairs.

Consider activities that assess student abilities

Asking students for information on prior learning and experiences can help you gauge the group’s familiarity with your subject matter. You might also have them complete a low-stakes assessment (writing sample, practice/pre-test, exercise, etc.) to provide you more information about their individual skill level.

Create excitement about your subject matter by teaching something on the first day

Don’t allow a precious class day to escape without creating an opportunity for real learning. Begin making the case that your discipline is relevant and essential. Perhaps find an interesting story connected to your subject in the news, show a real-life use for your discipline, or find an inspiring video by an expert.

Remember that a large part of running an effective class is confidence

Avoid undermining your authority by announcing “this is my first day” to a group; admit when you don’t know something (without apology) and commit to finding an answer; trust that you know more about your subject than the students.

Remember what experienced faculty know–you don’t know how to teach a class till it’s over…

We all learn from our experiences and try to improve on the next attempt. Take notes and make adjustments as the quarter progresses and learn from mistakes.