Planning the First Class Period

Because of the importance of the first class period, plan it carefully and give thought to the kind of message you send to students.

• Be prepared for class. Get to class early, arrange your materials, and visit with students, thus sending a message that you are punctual, caring and conscientious-and that you value these qualities in others.
• Use the entire class period.
• Get to know your students. (3X5 note cards, what do you expect from this class?) A variety of methods can be used. At the very least, a questionnaire designed to provide information about each student’s background, learning style and expectations should be administered.
• Tell your students about yourself. Disclose only as much as you feel comfortable with sharing, but give them a sense that you are a “real” person.
• Create an effective syllabus that is well written and well organized. This sends a message that you are an organized and conscientious professional who cares about the course.
• Give an overview of the course that is student-oriented. Avoid using jargon; show your enthusiasm for the subject matter and the course.
• Demonstrate your mode of delivery. Do not indicate that the course is primarily discussion and then only lecture during the first class. Introduce and demonstrate your teaching-learning philosophy.
• Cultivate your students’ trust. Although this is a long-term process, begin the first day with acknowledging and encouraging students’ contributions. Treat their questions with respect and dignity.
• Foster a spirit of free and open inquiry. Create an environment where students feel free to ask questions and say what is on their mind.
• Empower your students. Enable students to help set course priorities and become a part of the process to create a spirit of shared ownership in the course.
• Display enthusiasm for your subject matter. Do not be concerned about letting your enthusiasms show.
• Display a sense of humor. Sometime during the first class, send a message that you are human and have a sense of humor. Do not be afraid to laugh.

Source: “Planning the First Class Period” by Kenneth J. Zahorski, St. Norbert College (WI).Source: “Planning the First Class Period” by Kenneth J. Zahorski, St. Norbert College (WI). The Teaching Professor, 1993, June/July, pp.5-6

Creating a Sense of Community

• Learn the demographics of your class: By finding out as much as possible about the student in each class, an instructor can more easily tailor the class so that it truly meets the students’ needs. By knowing that a particular class ahs a large number of business majors, for example, a history instructor may decide to utilize examples from “corporate America.”
• Learn student’s names: Call on students when they volunteer, and call them by name.
• Provide encouragement and student participation: During class discussion, provide positive reinforcement in the form of encouragement and approval.
• Ask analytical questions: During discussion periods, ask analytical questions and give students ample time to respond.
• Ask for students’ opinions: Actively involve students by asking for students’ opinions even when they do not volunteer.
• Present material in a variety of ways: Because students have a variety of learning styles, use a variety of methods to present material, including discussion and audio-visual materials.

Early Signs

Some possible indicators that something is wrong and help is needed:

• Excessive absences, especially if the student had previously demonstrated good, consistent class attendance.
• Perfectionism, procrastination, or excessive worrying.
• Serious grade problems or a change from consistently good grades to unaccountably poor performance.
• Marked change in personally dress or hygiene

Sources:
“Some Simple Guidelines to More Effectiveness Teaching” by David E. Foster, The University of Findlay (OH). The Teaching Professor, 1993, December, p.8

“Faculty Behaviors and Student Participation.” The Teaching Professor, 1995, March, p.3