The First Day of Class: When The Class Meets You

Adapted with permission from L. Acitelli, University of Michigan.

The first day of class is when you introduce yourself to your students. Clearly spell out the relationship you want to have with students (e.g., see me during office hours and by appointment; see me any time; here's my e-mail address) and let your students know how you want to be addressed. You need to accomplish a number of administrative tasks while trying to create an open, welcoming classroom environment. Focus on setting course expectations and standards. Let students know you have high expectations for them, but that you are committed to helping them reach those goals.

When to Arrive

The timing of your arrival on the first day of class will help set the tone for the semester. If you arrive early, well before class begins, you can get to know students and they can get to know you. If you want a more formal setting, you can arrive just before you are about to begin class, without leaving time for informal discussion.

What to Post on the Board

It is usually a good idea to arrive at least a few moments before class begins to give yourself time to write the title of the course, the section number, your name, your office phone number, and the instructor's and/or teaching assistant's name on the board before students arrive. Then they will know whether or not they are in the right place. You could also post your office hours if you have determined them, but some instructors like to wait until they have experienced a week of their own academic schedules so they will not post what turns out to be an impossible time slot for either themselves or their students.

Introducing Yourself

Let students know who you are by telling them why you chose the field you are in and why you find it exciting. Tell them about relevant experiences or background that qualifies you to teach this course. Try to make yourself more approachable by giving them more of your background - telling them where you are from, where you did your undergraduate work, and other interests you may have. Furthermore, if you are making choices about the way the class is taught, you may want to provide them with a rationale for the format of the course and why you chose the teaching methods you have. This lets students know that you have thought about your teaching and how it can enhance their learning. If you have a philosophy of teaching, share that with the students. For example, tell them that "Learning is about taking ideas and turning them into ideas that make sense to you;" that there are no stupid questions; and that learning should be interesting, but also requires struggle.