Meeting the Class for the First Time | Origin: ED101
This is a general discussion forum for the following learning topic:
Effective Teaching Strategies --> Meeting the Class for the First Time
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
The first impression is important, learning students' names and breaking the ice with a "get to know" everyone is something I will implement into my teaching rubric.
Learning names are so important to make a student feel comfortable and that they matter in my class.
I have learned that the first day I'm going to have everyone write their information on a note card and then their names on another note card so that I can get to know them better and remember who they are.
I like the idea of splitting your class up and have them rotate meeting people. This will create more genuine and organic dialog and openness than someone just telling the class about them self.
I believe that the first meeting is extremely important. As discussed it sets the tone for the rest of the class. Meeting the individual students at the door is a new concept for me. I have not personally experienced it in my personal education.
An appreciation for their nervousness and ways to help them feel comfortable.
Thank you for your valuable information
Comment on Rebecca Land's post:
Thank you for your time and consideration.
What have you learned from this module and how do you intend to apply it? Take a few minutes to post your response and learn more from your peers.
I learned as instructors and teacher we/I can never forget that I need to wear and model my 3 Ms; Manager, Model, and Motivator for our students.
From this module, I learned that first impressions are crucial and that setting a professional, organized, and welcoming tone can greatly influence student engagement. I also learned the importance of clearly communicating course expectations, objectives, and policies during the first class. I intend to apply this by preparing an introduction that establishes credibility, outlines the course structure, and creates an open environment where students feel comfortable asking questions and participating. This approach will help build trust and set the stage for a productive learning experience.
Arrive early, great students at the door.
Make a checklist of things you want to get done.
Give students study guides and suggest taking notes.
Set reasonable expectations and activities that engage students motivates them to learn.
It is important from day one to have clear, outlined expectations for students and communicate them. It is also important to have some sort of activity to help ease students nervousness as well as the teachers.
Students are always nervous on the first day. I introduce myself and share a bit of my background. While going over the syllabus they see what I expect of them and what they can expect from me. Once we've gotten through those things, I do some icebreaking activities where they can get to know and become comfortable with each other.
It is important to create an inviting environment, and let the students feel safe, and welcomed. You don't want to overwhelm the students and want them to have clear objectives so that they understand what is expected.
Its important to set the students up for success by making sure they are aware of what they will be taught and what is expected of them.
Comment on Raul Martinez's post: I agree with your comment about the need to "care" for students. We, as instructors, can demonstrate caring in many ways. Below are some ideas on caring for our students, but they can also be applied to caring for our colleagues, too. It follows:
- Direct personal engagement signals to students that they are valued as individuals rather than just names on a roster.
- Personal Recognition: Learning and correctly pronouncing students' names as early as possible is a foundational signal of respect.
- Consistent Greetings: Greeting students at the door with a smile or a brief "hello" can increase engagement and reduce disruptive behavior.
- Availability: Being approachable both inside and outside the classroom—such as through office hours, prompt email responses (ideally within 24 hours), or brief "casual chats"—demonstrates genuine interest in student success.
Active Listening: Giving students full attention, setting aside technology, and maintaining eye level when speaking one-on-one shows that their perspectives matter.
Mentioned in this module is the importance of the instructor learning the names of students, including the correct pronunciation of their names. On the first day of class after introducing myself to the student cohort, I ask each student while they are seated to tell me of their first name and their favorite color. On occasion, I’ll do it slightly differently by asking students to tell me their favorite ice cream or favorite vacation spot – or a vacation location where they have never been before but would like to visit. Each time, I notice that every student’s face lights up when they discuss their “favorite” whatever after introducing themselves.
Why is this an effective ice breaker on the first day of class? Read on…
- Reduces Anxiety: Because it requires no movement or complex thought, it lowers the social risk for shy students, making them feel safer.
- Facilitates Name Learning: It provides a structured, quiet moment for the instructor to associate faces with names and hear pronunciation.
- Low-Stakes Participation: Asking for a favorite color or ice cream is easy to answer, preventing the "boring" answers that come from forced personal sharing.
- Establishes Routine: It immediately sets a tone of a participatory classroom where everyone's voice matters, fostering a positive atmosphere.
- Builds Peer Connections: Even a small, shared fun fact helps students find common ground with classmates, reducing tension.
Introducing yourself and telling your professional background will help not only establish you as a good leader but also they can trust that what you're teaching is relevant
I have learned that introducing yourself and giving background on your professional experience will help establish you as a leader and example that students can look up to.
