Teaching Strategies (con't)
FIRST DAY / ESTABLISHING RAPPORT

First Class Period - Sending the Right Signals

First meetings, whether they be in a business, social, or educational context, are important for setting a tone and making a lasting first impression. The first day of class is an opportunity to present oneself and the course to the students, learn something about the students, begin to create a classroom environment, and start the students thinking about the course material. Although each instructor will create a unique "first day," the following are some suggestions for consideration.

To set the tone,
the instructor can:
in order to:
  • arrive at the class early
get organized, visit with some students,
send a message of punctuality and caring.
  • use the entire class period
show that class time is valuable.
  • get to know the students
recognize that students are individuals,
collect student information.

In smaller classes, personal introductions or paired interviews work well. (Ideas for "icebreakers" are available at the TLC.) In large classes, students can complete a survey which includes basic demographic questions as well as questions addressing students' previous experience with and attitude towards the discipline, their prior knowledge, expectations and concerns regarding the course. For the internationalized classroom, take more notice of these basic tips -- see "Suggestions from Teaching in the Internationalized Classroom: An Instructor's Guide" by Judith Schiffbauer in Teaching at UK, Vol 2, No. 4.

  • let the students get
    to know the instructor
increase rapport and clarify
some instructional issues.

The instructor can relate some professional or personal experience, a hobby, teaching philosophy, or interest in and enthusiasm for the discipline.

  • review the course syllabus
demonstrate professionalism and allow
students to make an informed decision
about their enrollment.

A carefully constructed syllabus is a written contract with the students. Reviewing the syllabus content verbally can accent the material and help avoid misunderstandings. The syllabus should contain:

See more on what a syllabus should contain: read the Ombud's essay on "Procedural Issues in Teaching: A View from the Academic Ombud's Office."

  • demonstrate one's mode of teaching
display one's teaching style.
  • foster a spirit of open and safe
    inquiry, cultivate students' trust
create a learning community.

Treating individuals, their questions and comments with the dignity they deserve is essential. Using sarcasm or inappropriate humor, being defensive about policies and procedures, becoming insulting, upset, preoccupied, or evasive toward student questions are very effective behaviors for destroying rapport and stifling future classroom discussion. Students can be empowered by inviting them to assist in setting the course agenda based on their needs, interests and expectations. To the extent that some of the agenda can be modified or is flexible to allow for student input, the instructor can foster a spirit of shared ownership which contributes to a positive class climate. Modeling and expecting an open environment for dialogue creates a sense of safety for asking and answering questions.

  • start learning students' names
improve class climate by personalizing interaction.

An instructor can practice matching faces with names on the roster, create an unofficial seating chart, ask students to provide biographical information on index cards, distribute papers directly to each student while stating names, take a Polaroid photograph and label, require students to visit either individually or in groups early in the semester for an acquaintance meeting.

 

 

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Posted July 1, 1997
http://www.uky.edu/UndergraduateStudies/tlc/topic/teaching1.html