By Kate Cammack, CfT Co-Director
TLDR: Your first day of class is an important opportunity to build connection and community – don’t waste it!
As our first day of classes nears, I always think of James Lang’s wonderful article “How to teach a great first day of class.”
There are many ways to spark students’ curiosity, build community, and kick off the semester, including:
- Setting the stage. Arrive early, greet students, make small chat, pass out chocolates, even play some music (probably not this). For my FYE class this year, I used these nametags one day and table tents the next. Consider a time that you’ve entered a room and felt excitement and curiosity, and let that inform your approach!
- Low-stakes introductions. Questions that you might ask that spark genuine curiosity could include What is something you’re curious about? or What is one thing that you hope to learn, make, or understand better this semester? It can be also helpful for students to pair up, then introduce each other. As a learner, I find that I like being told what to do and who to talk to on the first day, so I’m always looking for ways to group students. Lighthearted icebreakers? I love Katy Morgan’s “what ____ are you today?” (and there are so many versions) and hearing about students’ hobbies, halloween costumes, or secret talents. Finally, you might provide a more personal venue for students to introduce themselves, before or after the first day of class – for instance, a Brightspace survey with questions like “Answer one of the following: What is your name story? Where do you call home? What is something surprising or enjoyable that you did over summer break?” Some of the name stories that I’ve heard have been touching and a wonderful point of connection.
- Actually doing some learning. What better way to introduce your students to your course than by engaging them in some concepts, ideas, or ways of thinking that you’ll be practicing that semester? These early activities can set an important tone for the semester.
- Consider community norms. You might ask: What do we need from one another to do our best thinking in this class? You can collect students’ ideas, pull out themes, and compile them into a shared document. Such classroom community agreements are living documents that can then be revisited and updated throughout the semester. Also, our own Dr. Lydia Reinig is an incredible thought-partner and resource for cultivating space for dialogue.
The first day sends a powerful message about what—and who—matters in our classrooms. If we want students to participate, collaborate, ask questions, and take intellectual risks, why not begin by helping our students experience exactly those things.
Happy teaching, friends!