Ten Things to Make the First Day (and the Rest) of the Semester Successful

I like to arrive in the classroom well before the students. It gives me time to get things organized. I create an entrance table (I use chairs or desks if there's no table) that holds handouts for students to pick up. From day one the students learn the routine: they arrive, pick up handouts on the entrance table, and read the screen for instructions. They know what to do, and it saves time. Here's how I recommend introducing the routine on day one.

1. Post your name and the name and section of the class on the screen, so that when students walk in they know that they are in the right place.

2. Write: "welcome" on the screen and have directions that tell students what they need to do immediately. Example: "As you enter, please tell me your name. Then pick up a syllabus, a card, and a folder from the entrance table. Fold the card so that it will stand on your desk, and write your first name on it in BIG letters. Add your last name and major in smaller print. Write your name on the tab of the folder, (last name first, then first name). Read the syllabus until class starts." Note: By asking students to tell you their name as they enter, you can hear how the name is pronounced, and avoid the embarrassment of pronouncing it for the first time yourself.

3. When it's time for class to start - start class! Late arrivals can catch up by reading the screen.

4. For classes of 25 or less, I have students do brief, 10-second introductions. I tell them there will be a verbal quiz after all the introductions and that they can win stars if they know who is who. (Have fun with this, but remember that these are adults and college is not like junior high.)

5. For larger classes, I have students introduce themselves to three or four people around them, and then we might do "stand-ups" - stand up if you are a Spanish major, stand up if you are an education major, and so on. I explain that students need to know each other for our small group work, and in case they have a question.

6. I collect the file folders and put them alphabetically by student name into a big plastic carrying case. When students need to turn in assignments, they find the box on the entrance table and they put their papers in their respective folders. When papers are graded, they can pull their graded tests or assignments from their folders. The beauty of this system is that time is never wasted by passing out papers. For small classes, I put handouts in the folders of absent students.

7. After the introductions and the explanation of the folder and box system, I turn to the "Today we will" list that I've written on the board, posted on a large paper flip-chart, or projected on the screen. I like to actually write this list on the board, so I can return to it even while projecting my notes. A "today we will" list outlines my plan for the day. For example, for the first day, my "today we will list" says:

o See screen for instruction for card and folder. o Introductions o Turn in folders o Go over syllabus completely o Mini-lecture on _____________ o Interest inventory o Do you know what to read/do before the next class?

Note: The "today we will" list lets me walk around the room, teach from the projection system, and then look at the list for what I should do next. I tend not to forget things if I have the list. As the semester progresses, the "today we will" list might contain warm-up questions that then appear as test questions. The list helps students who arrive late or leave early see what they have missed.]

8. The mini-lesson/mini-lecture - whether it's a short overview of the first reading assignment, some sample problems, or 10 interesting questions students will be able to answer at the end of the course, I strongly recommend doing some course content on the first day. For classes that last longer than 50 minutes, I include a short student activity. I also think it's important to begin with course material on day one so that students begin to see who you are and how you teach. Since I teach courses in teacher education, I often talk about my teaching career. I include a few stories about how times have changed and about how some things in teaching never change.

9. Interest inventories are great for the first day of class. An interest inventory is just a short list of questions about students' backgrounds and interests. It may assess their prior learning as well. In addition to name and major, students can write about a hobby, interest, or goal. Do not be too personal. You can have them answer several questions about content - maybe solve a problem, write a short paragraph or answer specific questions. Finally open-ended questions are useful:

o What are your goals after graduation? o What has a teacher done in the past that helped you to learn

______? o Is there anything else that you want me to know about you and

your course of study?

You can always add one fun question:

o If your song played when you entered the room, what would that song be?

10. Every good class has an introduction, a body, and a conclusion. I usually teach the mini-lesson, and then save the last six to eight minutes of class for the interest inventory and individual questions. This way, students don't have to wait on others to finish. I instruct students to turn in their interest inventory as they exit. As they are writing, I alphabetize their folders and put them in the box on the table. Another good closure is to ask if they know what to read/do before the next class, and if they know three people to ask about the assignment if they have a question.

Use Checklissts to Ensure a Smooth Course Startup

No matter whether this is your first class or your hundredth, you will be more

successful when you ensure that you have completed a specific list of course startup tasks. At Teaching For Success, we depend on lists and checklists to keep us on track with our projects. The checklists that follow are only suggestions, and you should modify them to fit your specific situation-or better yet, create your own checklists. Here are four sample checklists designed to help you track your progress during the first critical weeks of the term.

Syllabus

First check your syllabus, whether it has been provided to you or whether you have developed it from years of teaching experience. Check your syllabus for the following:

An accurate course description, section, meeting times, and dates of holidays and the final exam.

Your current contact information (phone, email, fax, etc.) and office hours. A list of required textbook(s), lab supplies, special tools, safety supplies,

etc. A synopsis of major learning goals in terms of knowledge and skills

students will gain. A class meeting and activity calendar showing the projected dates for

assignments, quizzes, exams, portfolios, surveys, lab projects, etc. A statement of your right to change the course schedule and learning

activities as needed. A description of student behaviors that are considered inappropriate at

your institution, or referral to the institutional document covering student behaviors and processes for dealing with infractions.

A detailed list of your expected and prohibited classroom behaviors. (Make particularly explicit details regarding attendance issues.)

A course grading system description, along with your personal, institutional, or departmental polices for making up exams, in-class work, or late assignments. (This is a very, very important part of any syllabus.)

A section contrasting acceptable with unacceptable academic behaviors regarding homework, term papers, lab reports, small group participation, team tests, etc.

First Class Meeting Preparation Steps

To reduce the chances of something going wrong during the first class, meeting check off these items:

My syllabus has been carefully checked for accuracy and completeness. I have printed 10 to 15 percent more copies than initial registration

information shows. I have a student syllabus-acceptance form that students will sign and date

upon receipt of a syllabus. I have checked the classroom and labs for seating arrangement,

equipment, and negative environmental situations such as noise, poor lighting, inadequate ventilation, etc.

I have obtained samples of required supplies, tools, and safety equipment, as well as copies of textbooks, lab manuals, handouts, etc.

I have created a class calendar or timeline and denoted all learning activities, exams, .etc.

I have read my institution's catalog sections on required student behaviors and grading system options and deadlines.

First-Day Tasks

The first class meeting is extremely important for retaining students and making sure they understand exactly what the course will be like in terms of prerequisite knowledge and skills, content to be learned, and anticipated speed and depth of learning. They must understand your grading system and what the term projects will be, and, finally, how you plan to teach. For example, do you lecture, promote group learning, demand class participation, etc? Make sure you:

Come early to class and welcome students. Introduce yourself; start to learn names. Use an icebreaker introduction to acquaint learners with each other. Distribute your course syllabus. Explain contents of each syllabus section as needed. Survey students for more information on their course subject knowledge

and experience levels.

Two-to-Three Week Benchmark Tasks

At the two-to-three week mark in your course, make sure you :

Have learned students' names and completed at least one measurement of learning, such as a quiz, case study, assignment review, group problem report, etc.

Asked for written feedback on your teaching style and techniques. Encouraged and given learning quality feedback to your students.

BREAK THE ICE

The first day of class is usually spent in part by getting acquainted and establishing goals. Icebreakers are techniques used at the first session to reduce tension and anxiety, and also to immediately involve the class in the course. Use an icebreaker because you want to, not as a time filler or because teaching guides say one should be used. Listed below are several examples of icebreakers.

INTRODUCE MYSELF. Participants introduce themselves and tell why they are there. Variations: Participants tell where they first heard about the class, how they became interested in the subject, their occupations, home town, favorite television program, or the best book they have read in the last year.

INTRODUCE ANOTHER. Divide the class into pairs. Each person talks about him/herself to the other, sometimes with specific instructions to share a certain piece of information. For example, "The one thing I am particularly proud of is..." After five minutes, the participants introduce the other person to the rest of the class.

CHARACTER DESCRIPTIONS. Have students write down one or two adjectives describing themselves. Put these on a stick-on badge. Have class members find someone with similar or opposite adjectives and talk for five minutes with the other person.

I'VE DONE SOMETHING YOU HAVEN'T DONE. Have each person introduce themselves and then state something they have done that they think no one else in the class has done. If someone else has also done it, the student must state something else until he/she finds something that no one else has done.

FIND SOMEONE. Each person writes on a blank index card one to three statements, such as favorite color, interest, hobby, or vacations. Pass out cards so everyone gets someone else's card. Have that person find the person with their card and introduce themselves.

FAMOUS PERSON. People write a famous name on a piece of paper and pin it on someone else's back. Person tries to guess what name is pinned on his/her by asking others around the room yes or no questions. Variation: Use famous place instead of famous person.

MY NAME. People introduce themselves and tell what they know about why they have their name (their mother wanted to name me after her great aunt Helen who once climbed Pike's Peak in high heels, etc.). It could be the first, middle or nickname.

HOW DO YOU FEEL? Ask the students to write down words or phrases that describe their feelings on the first day of class. List the responses on the blackboard. Then ask them to write down what they think you as the teacher are feeling this first day of class. List them on the blackboard in a second column and note the parallels. Briefly comment on your feelings and then discuss the joint student/teacher responsibilities for learning in the course.

COMMON GROUND. This works best for small groups or for each small group sitting together as a team (4-6 learners). Give the group a specific time (perhaps 5 minutes) to write a list of everything they all have in common. Tell them to avoid the obvious ("we're all taking this course"). When time is up, ask each group how many items they have listed. For fun, ask them to announce some of the most interesting items.

ME TOO. This also works best for small groups or foe each small group sitting together as a team (4-6 learners). Everyone in the group gest 10 pennies/toothpicks/scrap of papers, etc. The first student states something he/she has done (e.g. water skiing). Everyone else who has done the same thing admits it and puts one penny in the middle of the table. Then the second person states something (e.g. I have eaten frogs' legs). Everyone who has done it puts another penny in the center. Continue until someone has run out of pennies.

Basic Level ESL Classes

At the basic level the English students should simply go to the front of the class, say their name, age and how they feel. These students will likely need some prompting and it may be necessary to teach them sentences such as “My name is...”. These introductions will usually go fairly quickly.

When dealing with a basic English class, the foreign teacher should have other ESL activities based around introductions, such as the question “How are you?” and the proper response. Depending on how well the ESL students handle the initial questions before the actual ESL activity begins the English teacher can either teach introductions before or after the ESL students introduce themselves.

Interview Icebreaker for the First Day of ClassESL Introduction Activity for Pre-Intermediate Students and Above

With this lesson, a teacher can develop rapport with students and guarantee laughs on the first day of class by allowing the class to interview him

Aside from establishing classroom expectations and rules, an ESL teacher's duty is to develop a positive rapport with his or her students. The following activity works well in a class where the students already know each other and would not benefit from asking each other get-to-know-you questions. Instead, it focuses on the teacher, while the class works together to predict and find answers about the teacher. For this lesson to work, a minimum of two students is needed. However, it is far more interesting and diverse if the class size is bigger.

Interview Icebreaker Lesson Procedure

1. Teacher briefly introduces him or herself by name and asks pairs of students to brainstorm three to four questions that they'd like to ask the teacher.

2. Teacher selects or asks for two students, preferably outgoing and with strong English, to come to the front of the class.

3. Teacher tells the class that they are to imagine that volunteer one and two are the teacher. The rest of the class must ask their questions to the two volunteers, who must predict what the teacher might say. For example: a student asks volunteer one, "Where are you from?" The volunteer mustn't state where he or she is from, but where he or she thinks the teacher is from: "I'm from Hollywood." This part of the lesson usually generates the most laughter. The next question goes to volunteer two. The two alternate fielding questions until the activity is over.

4. Teacher must record all questions and answers, writing quickly, while students continue interrogating the volunteers.

5. When students run out of questions, teacher asks the class if they'd like to know the real answers to their questions. Were the volunteers correct or not?

6. When they say yes, the teacher repeats all the questions, then states his or her genuine answers. Students may ask follow-up questions.

It helps if the teacher has a sense of humor, but the teacher still needs to draw the line if an inappropriate question is asked. If the class has difficulty thinking of questions or is simply a quiet group, the teacher can divide students into teams and motivate them with competition. Afterward, the team with the most questions answered correctly by the volunteers wins a prize.

NEW STUDENTS, NEW SEMESTERHOW TO REMEMBER NAMES AND FACES

Introduction

It's the first day of a new semester. In addition to the enthusiasm and optimism inherent in a new beginnings, we as teachers also must confront a humbling task: how to learn the names and faces of the 20 to 40 unfamiliar students expectantly sitting before us.

And we must learn them quickly! In teaching, as in so many other fields, first impressions count for much. Before becoming teachers, all of us were students; we learned, if only subconsciously, that teachers who were slow in learning the names of their students tended to be uninspired and uninspiring. Although we certainly don't want our students to come to that harsh prejudgment of us, we are only human. Almost all of us find it difficult to put together names with the faces of so many new people in short order. The only individuals who seem to succeed, apart from professional memory trainers and sales representatives, are politicians.

Actually, there is a technique that can reliably be used to associate the names and faces of at least 75% of a typical first day class size of 20-40 new students. Even better, skillful use (i.e., the right amount of showmanship) of this technique can leave the impression that you have gotten to know almost all the students' names and faces by the start of the second class meeting.

Step 1

Before coming to class, read the class roster several times. Focus on the last names and honorifics (Mr./Ms.). Memorize as many of them as you can.

By familiarizing ourselves with the names beforehand, we set up a kind of cognitive dissonance: If we know there is a Jones in the class, them we can concentrate on looking for Jones and remembering what he or she looks like. Under this procedure, paradoxically, students with unusual names become easier to remember. At this point there is no need to focus on the first, or given names. That just increases memory burden without yielding initial benefits.

Step 2

Start the class by introducing yourself and describing your background and expectations for the course. Conclude by saying that you would like to learn more about them, but there isn't time for everyone to be as longwinded as you've been. Hand out a "Student Expectations Survey" that asks for a name,address, and phone number(s), and includes an open-ended essay question about backgrounds and expectations. Allow students at least 15 minutes of writing time.

While the students are busy writing, take the opportunity to study their faces, clothing styles, posture, haircuts - anything, in short, that you can use to personalize the individual student. This visual information also sets up a cognitive dissonance; you'll certainly want to learn the name of the punk rocker with the purple hair.

The writing exercise is not only a chance to study the physiognomy of your students, but is also a way to take attendance and gauging the overall intellectual potential and interests of your new class.

Step 3

In addition to absorbing the "tableau" of visual information presented by individual students, set up a mnemonic position framework. For example, in a traditional classroom layout, call the first row on your left "A", the second row, "B" and so on. Similarly, call the first student in row"A", 1; the second, 2, etc. Modify this positional framework to fit various possible seating arrangements.

This framework is the heart of the techniques presented. It relies on a curious fact of student sociobiology: students almost invariably return to the same seat they occupied during the first class, or in reasonable proximity. For example, students who choose to sit in the back of the room on the first day will almost never voluntarily change their seats to the front, and vise versa. Students who seem to prefer quick access to the door will sooner die than sit over by the windows, and vice versa.

Step 4

Collect the student papers. Then, starting with position "A1," ask the students to introduce themselves and say a few words about themselves and their expectations for the course.

Again, this step, like the preceding ones, is not very different from ordinary classroom practice and sound group leadership. But it does set up the next step.

Step 5

While listening as carefully as possible to what student "A1" is saying, find the name on the class roster and code "A1" next to it. (Obviously, if the student is not on the roster, write in the name and the code.) If you have memorized or nearly memorized the set of names, and have carefully studied the faces and appearances of your students, then the positional code will serve as the link or index between names and faces!

At first glance, Step 5 appears to be the result of cross-pollinating cognitive psychology with an electronic spreadsheet, like LOTUS 1-2-3. Despite the resemblance, it isn't. You might be surprised to learn that the technique described above is virtually identical to the method used by ancient orators like Cicero to deliver complex orations without reading them to their audiences. (For more information on the techniques, consult any scholarly work on ancient oratory, particularly Frances Yates.)

Step 6

As soon as you can after class, read the "Student Expectations Surveys," covering up the names of the student. Attempt to remember the name, based on your recollections of what students said in class about themselves. Refer to your class roster and position-code the "Student Expectations Survey" so that you can "triangulate" if necessary.

This step provides additional reinforcement of the links between names, faces and places.

Step 7

Before the second class meeting, review the surnames and honorifics of the students on the class roster. Reread the "Survey" and attempt to recollect names, faces and places.

By this point, the majority of the names, faces and places should be almost committed to memory, and if during the second class you don't mind using the roster with positional codes as a kind of crib sheet -- well, you can make it seem as thought you know more names and faces that you really do. In fact, with the right amount of showmanship, you can appear to be a close relative of the "Amazing Kreskin."

CONCLUSIONS

Make no mistake: this technique does require a certain amount of work. Like anything else, practice makes it easier and easier to apply. Bit is it worth the effort?

There is no doubt, in my mind at least, that "the pain is worth the gain." In my own career as a student, I remember that my best teachers always seemed to take some extra effort to learn (and use) students' names as quickly as possible. The worst (i.e., graduate assistants in large undergraduate lecture courses) never bothered. Teachers cannot claim to be concerned about how well their students learn, if they themselves do not try as hard as they can to show they care about one of the most important possessions anyone can have in a mass civilization: a face and a name.

WHAT INFLUENCES STUDENT ATTITUDES TOWARD A COURSE?

The first and most obvious answer is the instructor. Much previous research establishes the powerful ways instructors influence how students respond to and in a course. But two researchers wondered if the instructor was the only factor influencing student attitudes. Drawing from work in their discipline, services marketing and management, they extrapolated seven factors that might be significant determinants of student attitudes. Using a complex statistical model, they tested the seven factors and found that four of them explained 77 percent of the variations in attitude toward the course: instructor, course topic, course execution, and the room (physical environment).

They write of these findings: "An important result is that there are significant factors, in addition to the instructor, at work shaping a student's attitude toward a class that he or she may take. The model shows that course topic has just as strong an influence on attitudes as does the instructor." (p. 144) Only required courses were included in the study. They covered topics about which students had a range of interests, from not being interested at all to the course topic being introductory to a major. The researchers point out that if the subject matter of a course influences how students relate to a course, then their level of interest ought to be acknowledged as a contributing factor on course evaluations. At this time most course evaluations focus exclusively on instructor-related variables.

Equally interesting in this work are those other factors not found to influence student attitudes toward courses. For example, the student him- or herself was not found to significantly contribute toward attitude about the course. The researchers explain why they were surprised by this finding. "Given the emphasis some educators place on encouraging students to take ownership of their education, it was surprising to find that, overall, this group of students did not see themselves as being instrumental in shaping

their own education experience." (p. 146) What the findings confirm is that students (at least those in this cohort) do not understand that they are at least partially responsible for what happens to them in courses. It seems to reconfirm the extremely passive orientation many students take toward knowledge acquisition.

Also surprising was that fact that other students were not seen as a factor influencing student attitudes. This means that "educators cannot assume that students will automatically appreciate the value of the diverse student population that takes a given college course together." Finally, in a follow-up analysis that explored some of the factors related to course execution (which these researchers defined as overall design and conduct of the course), there was confirmation for some facts about participation many of us have observed in our individual classrooms. "Students in classes where participation was expected and graded were significantly more likely to prepare for class, attend class, and commit to excellence. Students in those classes where participation was emphasized were also significantly more likely to value the contributions that other students make to their learning experiences."

TOM'S ESSENTIAL SURVIVAL TIPS

Fellow Colleagues: I am a member of the college's ad-hoc Student/Faculty Advising/Retention committee. Over the past year, we discussed many aspects of the retention issue, and it is my belief that we can best serve (and hopefully retain) our students by getting them to realize why they are here, what college is about, and what it takes to succeed in college. While some of you may be going over some of the things I will be covering, I find that many students have really not given much thought to or have not been exposed to the "whys" and "whats" and "hows" of college life.

Instead of requiring all new students to attend an orientation session to expose them to the "answers" to such questions, the committee has decided to first get faculty involved in the process by suggesting that you try discussing the following on the first day of classes or sometime during the first 2 weeks of classes.

Through the years, I take students through a "reality check" so they know what to expect of me and the college experience. Although many of you are doing some of the following, the committee believes that if we all establish some basics related to our own classes, students will perhaps "get the message", take their college learning more seriously, get better grades, and be more prepared to face the future. Hopefully, this will translate in a "reality check" which will increase our retention rates. So, here is a list of things I do in the first few days of the semester.

The first thing I do is to tell my students a true story. I tell them that my wife (a college graduate) is at the mid management level at one of Hawaii's largest banks. She tells me all the time that she hires (and then sometimes eventually has to fire) college graduates who can't think or don't have a clue as to how to begin to solve a problem in her area of banking. They are unable to offer alternative solutions to problems and also cannot write or cohesively present a logical explanation or argument of their work. Some the people she hires even have master's degrees in business administration!

After I relate this story to my students, I then ask and discuss with them, checklist of questions. I call them:

Tom's Essential Survival Tips for students on the first day...the first "reality

check"

Q: Why are you coming to college?

[Call on students to get some of their answers]

Q: Why do employers hire college graduates and pay them more?

[Solicit student responses]

My A: Employers pay college graduates (more money) to use their brain. Using your brain means that you will be paid more to be able to think and solve problems. In addition to learning the content (information) in the variety of courses you will take, keep in mind that the main purpose of attending college is to learn to think and solve problems, in many different ways. Each course you take teaches you to think (analyze the world around you) in different ways. Some of these ways are:

Quantitatively through the study of math and science Qualitatively by studying humanities and social sciences, art, music Ethically through philosophy, religion Logically in all disciplines Temporally (analysis through time) as in history Spatially (analysis of Earth) through geography Socially

[Add your own for the discipline you teach]

In order to learn to think, solve problems and truly train your mind, you will need to put in some study time --- much more study time that went into passing your high school classes! Getting "good grades" is more a matter of how much "sweat" you put into a course rather than "how smart you are".

Q: How many of you got "A"s and "B"s in high school?

[Show of hands]

Q: How many of you who got "A"s and "B"s had to really study hard to get those grades?

[Show of hands]

Q: How many of you expect to get "A"s and "B"s at HCC?

[Show of hands]

Q: How many of you expect to get "D"s and "F"s?

[Show of hands]

Comment: Of course, none of you raised your hands and most of you think of

earning "A"s and "B"s because all of you have very high expectations at the beginning of the semester. Yet, sadly, many of you will be "D"s and "F"s; and, of the two other students sitting around you, one and perhaps even two of you won't be here at the end of the first semester! [HCC has over 60% attrition!]

Q: WHY? My A: Because many of you will treat your experience here as an extension of the high school experience.

Q: Can you get the same "A"s and "B"s IN COLLEGE by devoting the same amount of study time that you did in high school?

My A: I think most of you intuitively know you need to devote more time to studying, but most of you will fall into the same habits you formed in high school: get by with the minimum effort. The reality is that you MUST spend more time studying for college courses than you did in high school.

Here are the "realities" of college vs. high school which require more studying, and getting right down to business "from the get go":

Meeting days: HCC: A 16 week semester course which meets twice a week, will meet for a total of only 30 days! If classes were held daily, the semester would only be 6 weeks long.

High school: Courses are held daily over 10 month period. There are 182 class days in the high school academic year - 6 times the number of days of the HCC semester!

Conclusion: The end of the semester is deceptively distant, but very close! You need to get into it as soon as possible.

Study time: HCC: With "time compression" (from the previous discussion of meeting days), you must study daily. Two to three hours for each hour of class time is a good "rule of thumb". No class time is available for "review" before exams.

High school: Learning occurs over such a long period of time (and so slowly) that students devote little or no time to studying. In addition, teachers often have time to review material before a test.

Homework and assigned reading: HCC: While some courses assign daily "homework", most courses do not assign homework, so there is a perception that there is a lot of time to read and study the information. There are also no "reading assignments" per se during the semester, so reading is often left to the "last minute" and texts often go unread.

High school: Homework or reading assignments are constant reminders for students during the school year.

Result: High school: "A"s and "B"s without studyingHCC: "D"s and "F"s without studying

Q: What do we mean by studying?

A:[You may have your own definition and tips, but here are some I discuss with

students.]

Studying is understanding the material. Understanding the information and concepts means that you can apply the information in the solution of problems. The more you don't understand the terms, concepts, or problems, the more, not less, you will need to study. If you don't understand your notes or the text, see your professor.

Simply reading all of your notes and the text is not studying. You must understand what you read. Again, if you don't understand the material, you can't really say you've studied the material.

Studying for an exam is not simply reading or "going over" your notes the night before an exam. Studying for understanding required of exams requires studying and continual review of the material throughout the semester; not on the night before the exam.

As I end my session with them, I ask them the following to consider about their experience and preparation for the future:

"How many of you would feel comfortable going to a professional (mechanic, doctor, hair stylist, teacher, financial advisor, or whatever) if you knew that they got mostly "C"s and "D"s in college? Would you place your trust or money in them?" As I retire, I will be relying on what you learned, on your skills, and on your qualifications and expertise as I pay for the services you will be provide me.

The First Day of Class

What to do and not do – Before, during and after

All parties – students and teacher included – are just a little nervous on the first day of a new class: the students because they don't know what to expect and are afraid of being unable to perform, and the teacher because he or she doesn't know what kind of collective attitude the students may possess towards learning, and how much of themselves they will be willing to invest in improving themselves.

The teacher should, of course (in one sense), know better than to feel anxious, because he or she has probably "been there and done that" numerous times in the past. In another sense, however, the teacher, like an actor performing before a new audience, really cannot know in advance how receptive the students will actually be, at least of their own accord. There are ways, though, to virtually ensure a successful class from the very first day, and that is what we will be discussing here.

First things first. A successful first class begins before it ever meets; i.e., a placement exam has been given to the students to group them in a class of a similar knowledge and ability level; a textbook and other study materials have been chosen; and a teacher has been selected for the class who is experienced and successful with the given level of students, or at least has been trained to know how to teach them well, even without prior experience. If any of these elements is lacking, the teaching is not likely to be very successful, and the students may not be happy no matter how well the teacher may teach.

Given that the above conditions have been met, a conscientious teacher is likely to arrive with plans for teaching the first two or three lessons, probably

along with some supplementary material (and realia to bring conversational situations to life), which of course is exactly the correct procedure.

Now, however, is the time for caution! Read and heed the following instructions about what not to do on the first day of class:

DO NOT: Start right in teaching. You and the class need to get acquainted and bond with one another first.

Begin speaking in your students' language, if it can be avoided (in other words, if they are above beginning level).

Correct any conversational errors at this point. Give more attention to the brighter or more outgoing students than to

the others. Spend too much time talking about yourself, especially your personal life. Criticize the book that has been selected by your school for the class! If

this is not your favorite textbook, or even if you hate it, you must not at any time allow your personal attitude to be known!

DO:

Introduce yourself briefly. Smile and be modest, while at the same time assuring the students of your qualifications for, and interest in, helping them. Answer with a smile any questions relating to your marital status, whether you like Thai food and Thai people (if you are in Thailand!), etc.

Clean up your native accent to make your speech as understandable as possible. Do not speak too fast, but also do not speak unnaturally slow. Never speak "pigeon English" in order to the understood. And never stop joining sounds in a natural way between your words and syllables, as otherwise your students may understand only you, amongst all the other English native speakers they will meet!

Take your time and get thoroughly acquainted with each member of your class. Find out brief personal (but not too personal!) information about each student. Learn the students' names and how to pronounce them and take brief (and non-distracting) notes about the conversational strengths and weaknesses of each one, while also finding out and noting down what English problems each student feels he or she has.

Find out the various study objectives the different students may have, and show very briefly how these can be met during the course.

After getting acquainted with each student, promise them exactly what they will achieve in their course, if they apply themselves and do the homework you assign.

Introduce and describe in a very favorable way the course book(s) they have been given (despite any feelings or reservations you might actually have to the contrary, as mentioned above). Show how, with your help, their materials give them all the information and tools they will need in order to be successful in improving their English and achieving their objectives.

LAY DOWN YOUR STUDY RULES NOW ! You will need to establish a set of rules that your class needs to follow, and you must do this now! We might compare this procedure to that of interviewing someone to work for you. In doing that, you describe the duties the person would have in doing his or her job, and these duties would, no doubt, be found acceptable by the job applicant. However, if you hire the person, and later ask him or her to accomplish certain duties not described at the job interview, you may receive a small amount of cooperation at first, but will eventually be told in no uncertain terms that such work is not part of their duties (in other words, they will feel they are being imposed on)!

The following are some of the rules you may wish to lay down to your class:

1. Speak only in English, unless it's absolutely necessary to speak in your own language to find something out.

2. Answer teacher questions directly, instead of conferring with your colleagues first, and be assured that you will have ample chance to do work in pairs and small groups during which you can do a minimum amount of conferring, if necessary.

3. Do the homework assigned, and turn it in on time. 4. Don't be afraid that an answer might be wrong. No one will laugh

if it is, and the teacher will not be unhappy. In fact, making mistakes is often how we learn best! (Then you, the teacher, stick to your word, and make sure you always react as predicted.)

5. Ask questions if something is not understood. The fact is that if a given person has a question (whether he or she asks it or not), the chances are other students will have the same question, and would also like to know the answer. Thus, the person daring to ask it will not lose face.

6. Try to avoid telling the teacher that you understand something, just because you are afraid of admitting you don't. (This actually should not happen, however, as you the teacher will know to elicit the given conversational skill – showing whether it has been understood or not – rather than depend on asking students if they understand. Certainly, more often than not they will assure that you they do understand, even though you have trained them not to, and when they don't understand at all.)

Finally, If you have a bit of time left over, introduce a small part of their first lesson, explaining exactly the purpose of it, do a few communciations incorporating the skills demonstrated, and give them a very short homework assignment.

Be upbeat and positive! At the end of the class, try to build some excitement for future classes. All of the above are reasonably good rules, and are intended mainly as guidelines for you to establish your own. If you follow them well, you will have bonded with your students on the first day of class – which is actually what that first day is intended to accomplish!

What to do for a Teacher's First Day in ClassA teacher's first day in class is often a stressful and busy time. At the beginning of the year,

teachers are often faced with a plethora of things that they must get done before the first

school bell rings. This can be particularly challenging for first-year teachers, who do not yet

have a feel for what is and is not requisite. Balancing your time and accomplishing the most

important preparation tasks is much easier if you prioritize and determine what things you

absolutely need for the first day of school, and what things can wait for later.

Grade Book

1. Your grade book is as important as your right arm. This useful recording device contains class rosters, student grades and attendance. Your grade book should be your No. 1 priority when preparing for the first day of school. Having this data storage tool handy on the first day of school will make your start easier.

Lesson Plan Book

2. To keep yourself organized, you need to record all of your lesson plans in one, centralized location. Use a lesson plan book, and draft out your intended lessons for the first week of school. Keep this book in a convenient location, so that you can grab it and use it as a reference if you need to refresh your memory.

Syllabus

3. Create a syllabus including your basic plan for the year. This should be given out to students on the first day, so that they can share the information with their parents. The creation of a syllabus is a daunting task for many new teachers. Remember, this just needs to be a rough outline, not a day by day list of activities. Also, it is fine to deviate from the syllabus during the course of the year. Don't stress over the creation of this document, simply list your intended plans.

Rules and Procedures

4. Establish your rules and procedures on the first day of school. Your students will be more likely to follow the prescribed rules if they are enforced consistently from the beginning of the year. Having an established set of procedures will help your students understand what they need to do in class each day. Have rules and procedures ready for the first day of school, post them in the room and provide students with a copy to take home.

Seat Assignments

5. Don't allow chaos to prevail. Make seating arrangements before your first day of school. While you may ultimately decide to allow your students some choice in selecting their seat, you should assign seats for the first day of school. Students are likely as nervous as you are about the start of the new school year. Don't add to their stress by forcing them to enter a classroom and decide for themselves where they want to sit. Label desks with student names, so that they can tell immediately where they should sit. Also, create a seating chart for your use. This chart will help you learn student names more efficiently.

AUG

Nine questions I ask my students on the first day of schoolFiled Under "At-risk" students, Behaviour Management 

You’ve probably heard that expression that goes something like “you only get one chance to make

a good first impression”. The first impression, that’s what concerns me about the first day of

school. I want, no make that I need my students’ first impression of me and my classroom to be a

positive one because I know that if for some reason things don’t get off to a good start it’s going to

be an uphill battle for a long time.

As a Special Education teacher, I teach students who need extra support in some way or another to

help them be as successful as they can be. Some of my students are so disconnected from

teachers and school that they are at-risk of failing classes and even dropping out all together. I

certainly don’t want that to happen ,so I need to engage these kids right from the first bell.

What do I do to try to make a good impression on the first day? You know part of me thinks it’s

amazing that I’m even talking about the teacher making a good first impression. That part of me is

thinking isn’t making a good impression something the student needs to be concerned with? The

other part of me realizes that of course times have changed since the days back when, and I know

from experience that it is important to set the right tone on the first day. I’ve had kids come and

tell me they hate their teachers after just one class. There’s that first impression. We all do it. We

make our first impression within seconds of meeting someone. Well maybe it’s longer than a few

seconds. Don’t quote me on that one. I do remember reading some statistic about the length of

time it takes us to make a first impression , but I’ve forgotten exactly how long that was but was

an astonishing short amount of time. Maybe someone can remind me.

Now my challenge is that the students who come to my math class on the first day are specifically

placed in my class because they haven’t enjoyed very much success in math thus far. Most of

them come hating math and hating my class because , as so many of them keep telling me , it’s a

class for losers. So you can appreciate why I’m a bit concerned about making a positive impression

on the first day. If they already hate math, and if if they already hate the idea of coming to my

class because they perceive it as a class for losers , if they decide to hate me too how much am I

going to be able to teach them? How much are they going to be able to learn?

So, what do I do the first day of class. Well, for one thing I want them to leave that first class

respecting me. How do I do that? Demonstrating competence never hurts. So I’ll start by be

organized. Me, being organized is so crucial on the first day because the first day of school is so

confusing for my students, especially the grade nines who are new to the school. Oh sure, they

have been to orientation activities but still their heads will be spinning. Since they probably won’t

be organized, I’ll have to be organized for them. I’ll have extra supplies for them to use. I’ll have an

outline on the board of what we are going to be doing for that class, and I’ll greet them at the door

and welcome them and introduce myself. That sets the stage.

One of things I ‘ll do that first class is get to know my students better by having them answer nine

questions about themselves. I tell them that I would really appreciate it if they could answer some

questions about themselves because their answers will help me plan the lessons and the activities

we’ll do in class. I really do use their answers. The questions are

1. When have you felt particularly successful in school?

2. When have you been the most proud of learning something?

3. What is the easiest part of school?

I ask these questions first because I want the first thing they write for me to be about something

positive. I want them to remember that they have been successful at something in the past

because I want them to be open to being successful in the future in my class. Remember these

kids think of themselves as “losers’. I want them to remember they have been winners.

Then I go on to ask about challenges they have at school because the sooner I know about the

challenges, the sooner I can teach kids strategies and give them support so that they can help

themselves cope with whatever. So I ask

4. What is the hardest part of school?

Next, I get subject specific. When I teach a math class, I ask about math. When I teach a literacy

class, I ask about reading and writing. so because I’m teaching math the questions are

5. What do you like about math?

6. When is math easy or fun for you?

7. When is math difficult for you?

Believe me, the kids like having the opportunity to tell me what they like and don’t like about the

subject.

Then, I go on to ask the following questions. I want my students to realize that we are a team. We

each have our part to do in the learning that goes on in class. I need to know what I can do to help

my students be more successful, and my students need to know what they can do to help

themselves be more successful. These questions focus on the team aspect of the student/teacher

relationship , and I discuss this with them.

8. What three things can I as the teacher do to help you become more successful as a student in

this class?

9. What three things can you do as a student to help yourself be more successful this year?

Usually I get good cooperation. Sometimes, not often, a student will answer all questions in a

negative way. That, in itself speaks volumes about that kid, and I respect his answers, and I don’t

ask him to change them to positive ones. At the end of the semester, I’lll have the kids answer

these questions again, and we’ll discuss the second set of answers vis-a-vis the first set of

answers.

After completing this activity, I’ll tell my students that since they are in grade nine, by now, they

are experts at knowing what makes a classroom work so that it is respectful and learning can go

on. Given this, I want us to come up with some rules for the classroom that are stated in a positive

way. For example, “come to class on time” and not “don’t be late for class”. Once we have decided

on the rules for the classroom , we’ll create posters and post them around the room to remind us

of what we need to do. The posters in the classroom are like the signs along the highway. They tell

us what the appropriate thing to do is. In my last post , I talked about my theory about rules for the

classroom. I don’t want to repeat myself here.

I just want to say in closing that I hope by the end of the first class the students realize the

following:

1. The students and I are a team

2. They have their job to do

3. I have my job to do

4. Certain behaviours are conducive to learning and these are to be encouraged

5. Certain behavior in the classroom are not conducive to learning and these are to be discouraged

6. Their input is valued

At least the way I see it.

At this point I’d like to thank Mathew, Sarah, Tracy, Emily, Peggy, and Ron for their insightful

comments about my last post Nine things my students taught me about classroom management

and teaching. Please keep those comments coming. It’s important to hear other points of view on a

topic, not just mine. I don’t expect everyone to agree with me. I’m not always right. I’m open to

other points of view. So please, don’t hesitate to make a comment. Discussion is healthy. I’d also

like to thank three feet up and the podsafe music network for my theme music.

What's the Truth?

Most teachers know the difficulty of an opening lecture, introducing students to the goals and expectations of the course, and, hoping beyond hope sometimes, that the students might respond at some point during that first session. I have found a fun and inventive way to make my students feel relaxed with me and to begin to feel relaxed and comfortable with one another in a question / answer, pair share activity. I've found this specific warm-up game workable and useful at a variety of English proficiency levels. For lower level classes, simply make the statements more direct and use appropriate vocabulary. For more advanced, you can expand your "true or false" questions based on students' capabilities. The main objective is for the students to feel comfortable and to meet at least one person in the class and to begin building rapport while practicing writing, listening and speaking.

Step 1The instructor introduces herself to the class and makes a few casual remarks to get the students acquainted with his/her voice and intonation. Next, the instructor tells the class that they are going to play a game called "What's the Truth?" On the board the teacher lists five sentences about herself (again, these can be very basic or more complex depending on the level), two that are false, three that are true. For example:

1. I love to cook and eat Indian food. 2. I speak three languages: Spanish, English and Russian. 3. I am married and have two children. 4. I love to write short stories and poetry. 5. I lived and worked in Japan for two years.

Step 2The teacher tells the students that some of these statements are true while others are false. She reads the sentences aloud to the class and it, collectively, votes on which are true and which are false. The teacher counts the votes and writes the numbers next to the statements. All of this creates quite a lot of giggles and guesses as to which sentences are true. I believe it helps to get the students thinking about the instructor as a "real" person, just like them.

Step 3Next the instructor reveals the three statements that are true and asks the class which one they would like to know more about. Everyone votes and the teacher then spends a few minutes talking about herself: her love for ethnic cooking, her life in Japan, the book of poems she just wrote, etc. The "opening up" of the teacher in front of her students helps to lighten the atmosphere and begins to set the tone for the semester's learning experience.

Step 4Now it is the students' turn to play the game. On a sheet of paper they must write two false statements and three true ones about themselves. These sentences can be very simple or more complex, but I usually stress that students try to be as creative and free as possible. Allow about 5-7 minutes for the writing process. After completion, break the students into appropriate pairs (perhaps selecting them by gender, native language, race, age, etc. to form diverse groups) and have them begin to play "What's the Truth?" This instantly gives them something to focus upon and talk about as they try to guess the truth about their partner. After the true sentences have been revealed, the students, too, must choose one sentence or topic statement to discuss further. Depending on how talkative and lively the class is in response to this game, the instructor should allow about twenty minutes (10 minutes per person) for the elaboration of the true statement.

Step 5The final phase of this game is for the pair teams to stand up and introduce each other, by name, to the rest of the class and tell one "true" interesting fact about one another. By warming up with the pair share activity and by introducing and talking about someone else, the performance pressure is lessened for the speaker and the rest of the class begins to become familiar with other students.

CaveatsIf time allows and the instructor is stressing listening and memory skills, she could also "test" the class on each other's names, or what information they have learned about each other. For example, the instructor could say, "Keiko, what do you remember about Hsui-Jen?" or "Who can tell me first the name of the student who studied in Russia?"

I have found this introductory activity, which takes virtually no preparation time, to produce lively, fun and often-times surprising results. I had a student reveal that he was a doctor in his native country, a woman who adores Elvis Presley songs, and one young girl confessed that she once gave $50.00 to a street beggar because she had no change! Most of the students really begin to speak and laugh with one another as they read their "lies" and tried to decipher the truth. At best, each student has become better acquainted with another student and all have become better acquainted with the instructor as a person, very similar to them, who has likes, dislikes and has possibly experienced a few adventures!

My ClassmatesHow well do you know really know your classmates? Find someone who fits each sentence and let that person sign his or her name in the space. Ask questions in English.

1. ___________________________ has a telephone number that ends with 5.

2. ___________________________ lives more than two hours from school.

3. ___________________________ plans to go to New York this summer.

4. ___________________________ went skiing during winter vacation.

5. ___________________________ rides a motorcycle to school.

6. ___________________________ will go to a movie on Saturday.

7. ___________________________ has two younger brothers.

8. ___________________________ rides a bicycle to school.

9. ___________________________ `s favorite color is blue.

10. __________________________ likes to play volleyball.

11. __________________________ has a birthday in June.

12. __________________________ eats bread every day.

13. __________________________ has a dog for a pet.

14. __________________________ likes to read books.

15. __________________________ can play the guitar.

16. __________________________ does not like cake.

17. __________________________ plays baseball.

18. __________________________ enjoys swimming.

This checklist doesn't cover everything, but it's a good place to start.

   1.  Is your room ready?

You should have up a few things on bulletin boards, but save lots of space for student work to be added the first day or two, to personalize the room.

 2. Do you have nametags for the students and for their desks?

Be sure to have extras, because some kids on your list probably won't show up, and you'll get new students enrolling for the first week or two.

 3.  Do you have soft music to play in the background?

 4.  Do you have a sign-in sheet for the parents who come with their children the first day, where they can leave you personal notes if they don't have time to talk?

 5.  Do you have a paper for parents to indicate how their child gets home from school?

This is *very* important, because the first week is very hectic and you have to be sure kids go where they're supposed to go.  Few things in life are as scary as "losing" someone's child, especially before you've even matched faces to all the names.

 6.  Do you have some games, puzzles, books and magazines, math manipulatives, etc., out and ready for the students to use as they arrive in class?

You'll need these ready so that you're free to talk with parents and handle paperwork.

 7.  Do you have a Beary Good Work folder made up for each child?

This folder will have coloring pages, games, mazes, blank writing paper, and other fun learning activities to use during quiet times the first week or two of school.  Mine is about 20 pages long, run on the ditto machine to save my copies for later in the year.  Make 5 extra folders, and don't put names on any of them until a child begins using them.

 8.  Do you have stickers, Skittles or M&M's, or some other form of reward to give out several times each day for the first week or two?

Reinforcing good behavior is extremely important.  Decide what your reward system will be and be generous with it while getting classroom routines established.

 9.  Do you have a project or two for your students to complete and take home the first day?

10.  Have you selected what stories and poems you will read?  Do you have follow up activities ready to go?

11.  Do you have a packet of materials to send home about yourself, your rules and expectations, and your classroom routine and schedule?  I'll be adding my first day packet to the website sometime soon.

12. Do you have the following items tucked in a drawer or cabinet?         * aspirin         * deoderant, toothbrush and paste, cologne, hand lotion, cosmetics, etc.         * anti-bacterial soap for washing your own hands         * baby wipes for washing little hands (I don't let kids use my sink)         * room freshener spray         * a good supply of bottled water ... it's important to keep your throat from drying           out from all the talking you do, which can cause laryngitis

13.  Do you have the following items on your desk?         * a picture of your family or pets         * a daily inspiritional calendar of some sort         * notepaper, pens, and pencils         * hall passes, if your school uses them         * referral forms, if your school uses them         * a jar of colored markers         * your reward/candy/sticker jar

14.  Are the following items on student desks/tables?         * Beary Good Work folder         * Nametags         * pencils, crayons, eraser, etc. -- I usually buy a pencil box or basket to hold            these items so they stay together.  Empty videotape boxes work well, too.

15.  Are your desk, work tables, and counters straightened up and presentable?

This is the hardest part of teaching for me.  I keep two large photocopy paper boxes under my desk (I never have time to sit there anyhow), and I use them to stash things out of sight when we're expecting important guests or a substitute.

16.  Do you have at least THREE copies of your class list?  Keep one on a clipboard near the door, to take outside during Fire Drills, unless your school has a different procedure.

17.  Have you organized a warm and welcoming library area/reading corner?

18.  Do you have a paper where parents can sign up to help in the room or by doing work for you at home (stapling and collating papers, etc.)?

OK, that's quite a bit already :o)  Here are a few more things to think about before the first day of school.

 1.  How and where do your students spend their time before school?  If they come directly to the classroom, what activities/procedures will you use until the bell rings and it's time for class to begin?

 2.  What will you use as your signal to get the children's attention?  Flashing the lights, ringing a bell, singing a song, raising your hand and expecting them to do the same, etc.?

 3.  How will you choose a student helper the first day of school, to do things like lead the flag salute, take the attendance and lunch count folders to the office, help pass out papers, etc.?

 4.  Where will your students line up after recess and lunch?  Will you have one line or two?  Alphabetical order or whoever gets there first?  (ABC order really cuts down on pushing in line).

 5.  What is your policy about excusing children to go to the restroom during instructional time?  (5 and 6 year olds *all* need to go to the bathroom as soon as you let the first child leave, so be sure you've decided how to handle this :)

 6.  How often will you send homework and when will it be due?  What is your procedure going to be for collecting and recording homework?

 7.  What activities have you chosen for the first week of school, when teachers are often busy with tons of paperwork and are frequently interrupted by the arrival of new students, parents, and notes/phone calls from the office?

 8.  What type of behavior reinforcement/positive discipline plan are you going to use?  You will probably need a pocket chart to keep track of color changes if you are going to use that type of system (I use a calendar pocket chart with 4 colors of apples).

 9.  What other class rules and procedures are you going to have?  Be sure to have them in writing before the first day of school, and spend time the first day explaining them to your students.  Realistically, you'll have to go over class rules and procedures every day for at least a week, to help your students learn your expectations.

10.  What type of letter will you send home with students the first day of school?  Your letter should introduce you, tell them a bit about you and your goals for the year, and explain your rules, procedures, and behavior management plan.

11.  What will you do about students who consistently don't complete their work?

12.  What are your policies for allowing children out of their seat during worktime?  Will most of your work be assigned seatwork, or will your students spend most of their time out of their seats, doing individual and group learning activities?

13. What is your plan for making sure that students who are absent are able to catch up their work?  (I have the person next to them get a yellow "We Missed You" folder and put on the absent child's desk at the beginning of the day, so that any and all work papers can be put in the folder until the child returns to school).

14.  Do you have cubbies or mailboxes for your students?

15.  Where do you want your students to keep their jackets, backpacks, and lunchboxes?  (In my room, jackets and backpacks are kept on their chairs, which greatly reduces the spread of lice.  I use the area beneath the coat hooks as a work area for centers and independent work).

16.  What will your rule be about interrupting you when you are working with a student or a group?  (In my room, students may only interrupt me for B Emergencies ... blood, bathroom, and barf :)

17.  If a parent shows up unexpectedly and wants to conference with you during classtime, what will you do?  (I usually ask them to have a seat and let them know when I will be able to talk to them.  I also ask them if they'd like a job to do while they wait, and give them a tub of papers to collate and staple, or something similiar.  I *always* have work ready for helpers to do).

18.  What are your procedures for fire drills, etc.?  Be sure to go over these the first morning, and take your students on a walking tour of the campus, showing them where they meet and line up during a fire drill, if they aren't with you when the bell goes off.

18 Things Teachers Need to Do the First Day of ClassThe first day of class is perhaps the most important time for teachers in setting the atmosphere for the class for the rest of the term, semester, or year depending on the length of the class. This will be a  teacher's first and best opportunity to make sure student's attitudes toward you, the course, and other students will support a constructive learning environment.

Therefore, what can you do to make the first day a positive experience for all involved. Here is a list of ideas from a high school teacher, and these can be changed or added too depending on your subject matter, grade level, personal style, and school.

A. Enthusiasm

You must be enthusiastic about the class if you want the students to be interested in the material. Tell them why the subject is important to you, how it will help them in the future, or what classes it will help them with in the future.

B. Introduction

Introduce yourself to the class, and tell them a few things about you. Who you are, where you have been, and what you like to do is of interest to the students. If they get a feel that you are a real person, and have things in common with them, they will be more likely to treat you with respect and politeness. Everyone has had a favorite teacher in his or her life, and I doubt it was the teacher who dryly read off the periodic table from memory.

C. Course Expectations

Give the class a well-designed syllabus, clarify expectations for grades, class rules, late work, use of cell phones or iPods, everything. Tell students up front will the class be hard, what is needed to pass and receive an "A". This is not only your time to set down the rules, but gives you something to go back to with students or parents if problems arise later. It is much easier to set rules, and lighten up later if the class can handle it, then try to toughen up later.

D. Textbook

Give the book out the first day. Remind student's that it is their responsibility to keep it in good shape. Suggest or demand that students put a cover on it to protect it. Give a brief positive

overview of the book. Even if you have wanted a new one for years, do not let the students think you hate it.

E. QuestionsProvide an opportunity for students to ask questions about you, the class, the book, the weather, or what ever. You want the students to feel comfortable asking questions so make sure the students leave the first class  knowing they can.

F. Ice-Breakers

Do some form of an icebreaker exercise. Have students introduce them selves, say their favorite kind of pie, there are many ways. The goal is to get communication going in the class.

G. Assignment

Give out an assignment the first day. You want the students to leave knowing this is a real class, and you expect them to work. You do need to remember that this is not their only class. Students will have between 4 - 8 classes a day depending on the high school and its scheduling. As teachers, we tend to think our material is the most important, and a few teachers give more homework then everyone else, and get away with it. A 10-minute project is not a lot, but times that by 8, and 80 minutes of work a night, especially on the first day is a lot.

First Day Check List

1. Write your name and class on the board

2. Introduce yourself and tell something about you and your family

3. Tell them about other classes you teach, and student activities you are in charge of

4. Be energized and enthusiastic

5. A hard candy or treat for students is not a bad way to end class the first day

6. Learn how to pronounce the students names correctly

7. Tell them what supplies and materials they will need

8. Hand out the textbook

9. Give out a short assignment or project

10. Write a brief overview of what you are doing today or the week on the board

11. Greet students at the door, and get their names at the start of class

12. Be on time yourself, do not run down to the office, and barely make it back

13. Have the classroom arranged properly and clean

14. Give out a clear and complete syllabus

15. Go over your class rules

16. Take attendance at beginning of class

17. Tell students how much time your class will take up of their time

18. When it is time to start class - Start class!

Title: Lesson Plan for the First Day of Class

Description of School and Students

This lesson will be taught to 10th-12th grade journalism students in an advanced journalism class in a small, public high school in California.

Unit Objective

Students will discover the information normally given on the syllabus through interviewing methods. Students should understand the importance of good interviewing and note taking skills.

Activity:

Teacher introduces him/herself and welcomes students to the class. Teacher explains that he/she will run the class, while the students will

run the newspaper. Teacher explains that the students need to know the very important

information that is usually given to them in a syllabus, but the teacher will not be giving the students a syllabus.

The teacher explains that interviewing skills are among the most important in journalism; therefore, students will begin their journalism experience by interviewing the teacher to get the information normally given in a syllabus. Teacher recommends that students take notes.

Requirements:

The teacher needs to have a clear idea of everything the students need to know. If possible, it would be helpful to start questioning with students who have been

in the class previously. (Even if this is the first time for the assignment, those students might feel more comfortable asking questions and will be more familiar with procedures from previous years.)

Potential Problems and Solutions:

The students miss important questions and, therefore, information. o Solution: The teacher can give hints to draw students to those questions.

The students will not ask any questions. o Solution: The teacher can write random, but important topics on the

board (i.e. grades, assignments, positions, etc.) to encourage students to ask questions along those lines.

The class runs out of time before getting all the necessary information. o Solution: The teacher should have a written syllabus prepared to give

students the next day.

Assessment

The following day, the teacher hands out the written syllabus. Students compare the written syllabus to the information they gathered in their

notes the day before. The teacher can lead a discussion on what information the students missed, how

they missed that information and why they missed that information.

That discussion can lead into a discussion or lecture on the importance of journalism fundamentals.

Planning for the First Day of Class

Preparing for The First Class Meeting

On the first day of class, your students' concerns are, "What is this course all about and what kind of person is the teacher?"  For you as the instructor, the first day of class is your opportunity to answer those questions and to establish a tone for the entire term.  Under ideal circumstances, you will have had at least a month prior to the first class meeting to plan the syllabus, calendar, course sequence and lessons.   As the first day of class approaches, your attention will turn to the logistics that will make your class run smoothly throughout the semester or term.  

At Least One Week Before the First Day of Class (or as soon as possible) o Find the building and visit the classroom. o Find the restrooms. o Obtain a key to the classroom and any computer/audiovisual cabinets. o Check textbook orders in bookstore.

Prepare printed materials that students will purchase. Plan for any special supplies needed for class.

o Make sure web-sites used to support your class are still active. Ask department members to recommend sites they find helpful.

o Make arrangements for classroom audiovisual equipment. o Check the operation of overhead projector, computer or VCR (recheck right

before class). o Learn about the college library reserve system and place books on reserve in

the library as needed. o Find out your department's enrollment management policies and forms, (e.g. if

the class does/does not fill, add/drop, wait-listing students). o Check the sound and carry of your voice in the classroom. o Make sure that your handwriting on the board is clear and readable from the

back of the room. If it is not, plan to use transparencies or PowerPoints. o Be prepared to deal with your specific student population. For example, if a

significant number of your students are likely to have Spanish surnames, learn how to pronounce common names for that group correctly.

On the First Day of ClassFirst impressions tend to be lasting impressions. Strive to convey organization, preparedness and enthusiasm.

Try to arrive in the classroom before your students and organize your handouts, roll sheet, recheck equipment functionality, and other materials.

Put your name on the board for students to see as they come in. If there is additional material to be written on the board, try to do so before students

arrive, if appropriate and not distracting to student involvement in the lesson. Notes

should be written/taken in context. Greet students as they enter the classroom. Breathe.  Understand and accept that being nervous is quite normal. Let students know when you'll handle enrollment issues such as signing add/drops. Show a human side.

o Share information about yourself such as the history behind your teaching career and other professional activities. 

o Share any activities or connections you have with the community outside of your teaching, and any hobbies or other special interests which you enjoy.

o Make these comments brief. (If you have students introduce themselves in pairs, have a student introduce you.)

Get to know your students. o  Immediately try to associate names with faces. o Allow students to introduce themselves.

Ask about career and educational goals. Inquire about their expectations of the class.

o Have students write what they want to be called on a folded card and put it on the edge of their desk.

o If you have a digital camera ask students to hold their plaque and take their picture. Be very sensitive to students who may not want their picture taken. You must have their permission.

Avoid making apologies for any lack of teaching experience.  Your enthusiasm for the subject matter and your ability to engage students is more important than experience.

Use an icebreaker to initiate the exchange of information.

Class Structure, Tone and Expectations

Probably the most important function of the first day of class is to provide students with the structure and expectations of the class. 

Review the syllabus completely. o You might have students do a paired exercise to discuss the syllabus or give an

ungraded syllabus quiz. o Identify and describe textbooks, lab materials or supplies.

Make your academic and behavioral expectations very clear. o Describe the organization and scope of content of the class.

If appropriate, you may have planned to let your students identify key topics they want to discuss late in the semester. If you have done this, you will want to discuss the intent of this plan and how students will be engaged in the design of the course.

o Explain attendance policies and ground rules for class interaction (see box below).

o Explain to students that you will frequently offer them learning strategies for your content. And, that it will be helpful for them to pay particular attention to learning strategies in addition to course content.

Remember that we learn best when doing, applying or teaching content. Get students involved in this process.

Be honest about the skills needed to succeed in the class and identify college and community resources available to support student success.

o Describe any prerequisites for the course. o Give time estimates for study and assignments. o Suggest some study strategies that may help students succeed (see "Helping

Your Students" for ideas). Clearly explain the grading system. Make sure students know how to reach you.

o Review your contact information, including office hours and location, email,

phone and fax numbers. o Do what you can to dispel the myth that a visit to your office, or other attempt to

contact you, will automatically signal to you that they are in trouble. Review safety precautions.

o If your course requires laboratory or fieldwork, demonstrate the procedures for using equipment and supplies safely.

In ongoing classes, large visuals, such as posters, can be a better learning cue than a verbal reminder.

o Discuss emergency procedures in the event of an accident, illness or natural disaster.

Encourage questions and allow frequent opportunities for students to ask them. Remember that some students need reflection opportunities before they will know what they want to ask. Anonymous questions on 3 x 5 cards or post-its can be very helpful.

Learner-Centered Ground Rules for Conduct

by Lisa Rodriguez

A growing trend among faculty is to allow students to participate in the decision-making process. Typically, faculty delineates a code of conduct for their students within their syllabi, but in the learner-centered classroom, students design the ground rules as well as the ramifications for breaking them. This process need not exclude faculty preferences that can be inserted at the end of the process. Here is a list of typical ground rules that students might agree upon:

Start and end class on time One speaker at a time Everyone participates Keep an open mind Focus on "what" and not "who" No "zingers" or put downs No one dominates discussions Share "air time" Be an active listener Create a safe zone Stay on track/topic Agree only if it makes sense to do so

This is not an exhaustive list but it serves as a template to show what students often expect of themselves and of one another. For those instructors who might feel anxious about this process living up to the tried (but sometimes not true) statement of conduct dictated by the instructor in the syllabus, we suggest having all students verbally agree upon and/or sign a final list that is duplicated and distributed for future reference. Often, faculty who use this learner-centered approach feel that the class members have more sense of "buy-in" or ownership of their learning environment where conduct is concerned. As stated previously, many instructors also feel that students are capable of deciding the consequences for breaking the code, but they find that is sometimes necessary to lighten the decided penalty for their classmates' unacceptable behaviors.

Also, let students know that you are ultimately responsible for maintaining a fair learning environment. This may differ from what students feel is fair or unfair. For a good article on what students deem to be fair in the classroom see "That's Not Fair: Understanding Student's Ideas of Classroom Fairness," in The Teaching Professor, Vol. 14, Issue 4.

Final Advice

Create an open atmosphere where dialogue between the students and you is encouraged. Students appreciate immediate feedback.

Take two minutes the first day to have students write reactions from the first day, perhaps on the back of that same 3 X 5 card or anonymously if you like.

Assess your students’ comprehension of the class material during each class session and more formally within the first two weeks. The 3x5 card mentioned above is an easy way to do this.

Spend some time each class period for approximately two weeks identifying issues that commonly stand in the way of student success and help students learn how to overcome them. Understanding how the brain works can help your students understand their learning processes.

Create the atmosphere that you feel is conducive to optimum learning of your content material. Keep in mind how people learn as you do this).

Demonstrate that time in the class is important by engaging students in substantive material, such as a paired discussion of the syllabus, or a reading, while completing administrative tasks, such as taking role. Do not end the first class early in order to send students off to purchase the textbook. If they have time constraints recommend an online purchase or purchase prior to the start of class (there are exceptional circumstances that you will want to attend to, but as a general rule - don't let students out early). Those students who come prepared with textbooks the first day will have their actions reinforced by a full menu of activities the first class meeting.

Students will appreciate your interest in their learning and if you follow many of the suggestions presented here, they will have begun taking an active part in that learning.

Mother tongue in the classroom?

Hello again,Should EL teachers use the mother-tongue in the classroom? The rationale for not using the mother tongue was a mixture of pedagogical and pragmatic. First, use only of the target language allows learners...... maximum exposure to English. Thus learners can accustom their ear to the new sounds, develop listening strategies and be discouraged from translating. Teachers with multi-lingual groups could not be expected to know all the native languages of their students, so English was the only practical medium for teaching. And even teachers with mono-lingual groups do not always a level of proficiency in the language of the students to be able to teach in that language.

Commercial pressures are at work too. Exam boards would have to spend a lot to translate the exam rubrics into a lot of different languages and publishers produce only English versions of coursebooks.

But if a class is monolingual the reasons for using the mother tongue for specific reasons are surely convincing. First there is the time-saving benefit of issuing complex task instructions in the mother tongue or troubleshooting when activities are not working too well. Then there are issues of comprehension. Take false friends as an example. It is often helpful to use mother tongue comparisons to help clarify such issues. If the learners are children then use of mother tongue in such situations can be helpful to keep the pace of the lesson brisk so that the children do not lose attention.

Then there is the value in making structural comparisons. Where English grammar is posing a conceptual difficulty, an illustration of a mother tongue equivalent can be helpful. Take the ways in which English uses the present tense, for example. Linking examples of each use of the present tense with the mother tongue equivalent can help learners understand how English works.

It seems to me that what is important for learners to have effective teaching and if use of the mother tongue adds to the effectiveness then it should be used when required. It is a good idea to agree a policy on its use with the group at the beginning of the course: when and why will mother tongue be used and by whom.