Energizing the First Day of Class Beyond the Syllabus Review
The traditional approach of using the first day of class to review the syllabus often misses an opportunity to engage and excite students. This article advocates for a shift from routine syllabus review to an interactive, inspiring kick-off that sets the tone for a dynamic semester. This approach not only sparks students’ interest but also sets the stage for a collaborative and enriching learning experience throughout the course. By transforming the first class from a mundane contractual rundown of expectations and assessment to an engaging and thought-provoking session, educators can create a lasting impression that ignites students’ curiosity, builds a classroom community and fosters active participation and enthusiasm in their students.
Teaching Philosophy Blueprint
My approach is to start with a warm welcome, introducing myself and sharing my relevant experience. I emphasize my passion for the subject and my excitement about teaching the course. This personal introduction helps establish a connection with the students and gives them a glimpse into my enthusiasm and commitment to the subject.
Depending on the course, I like to dive right into a practical problem that the students will be able to solve after the first couple of weeks or by the end of the course. For instance, in my “Introduction to Programming for Engineers” course, I begin with a simple programming challenge. I show the students basic code that generates a random number between 1 and 100 then prompts the user to guess the number in the fewest guesses possible. This exercise not only introduces them to coding but also to the concept of problem-solving through divide and conquer strategies. It’s a hands-on start that immediately gets students engaged with the core content of the course, setting up their programming environment and trying out the code themselves.
For smaller classes, I encourage student introductions where they share a bit about themselves. For larger classes, I opt for a brief three-question survey: why they enrolled in the course, what they hope to gain from it, and an interesting fact about themselves. This activity not only helps me understand their motivations and expectations but also valuable information about their personal interests and hobbies.
The syllabus review is brief but still an essential part of the first class. I spend about 10 minutes going over it, focusing on the key expectations and course layout. This ensures that students are aware of the course structure, important dates, and what they can expect in terms of workload and assessments.
Finally, I conclude the class with a climate survey adapted from an activity proposed by Barbara K. Goza in her 1993 article (Graffiti Needs Assessment: Involving Students in the First Class Session) in the Journal of Management Education, 17(1), 99–106 . The survey includes five questions that explores students’ learning preferences and the classroom environment they find most conducive to learning. Students are asked to complete the following five statements:
- I learn best in classes where the instructor …
- Students in courses help me learn when they …
- I am most likely to participate in classes when …
- Something that makes it hard to learn in a course is …
- Something that makes it easy to learn in a course is …
I review the responses before the next class and take about 10 minutes in the following session to discuss them. This discussion sets the stage for a collaborative and dynamic classroom environment, emphasizing the shared responsibility between me and my students in shaping our learning journey together. This approach not only encourages active participation but also ensures that the classroom atmosphere is conducive to everyone’s learning style.
Best Practices
This section outlines key best practices for the first class to lay a foundation for an engaging and productive semester. From fostering a sense of community to linking course material to real-world applications, these practices help to create a dynamic and interactive classroom environment from day one. While not every practice may be suitable for every course, they collectively contribute to establishing a dynamic, interactive classroom environment from the outset.
- Warm Welcome and Passion for the Subject: Begin the class with a heartfelt welcome and a personal introduction, sharing your enthusiasm and passion for the subject. This can include anecdotes about your journey in the field or what excites you about the course material.
- Real-World Relevance: Briefly introduce how the course topics are applicable in real-world scenarios. This contextualization helps students understand the practical importance of the subject matter and boosts their motivation to learn.
- Inspirational Anecdotes: Share stories or case studies that highlight the transformative power of the subject. This could be historical breakthroughs or contemporary issues that underscore the subject’s impact.
- Course Themes and Objectives: Instead of diving into the nitty-gritty of the syllabus, highlight the major themes and objectives of the course. Discuss what students will learn and how this knowledge can be beneficial in their academic and professional lives.
- Engaging Visuals and Media: Use multimedia elements like videos, infographics, or interactive polls to make the first class more engaging. These tools can help illustrate key concepts and make the introduction more memorable.
- Student Input and Expectations: Encourage students to share their expectations and what they hope to gain from the course. This not only makes them feel valued but also provides insights that can help tailor the course content to their interests.
- Outline of Interactive Methods: Give students a preview of the interactive methods you’ll be using throughout the semester, such as group projects, discussions, guest lectures, or field trips. This sets expectations for an active learning environment.
- Question and Answer Session: Allow time for students to ask questions about the course. This helps in clarifying doubts and establishing an open, communicative classroom atmosphere.
9. Encourage Collaboration and Networking: Highlight the importance of collaboration and peer learning in your course. Encourage students to network with their classmates, forming study groups or discussion circles.
10. Syllabus Overview: Conclude with a brief overview of the syllabus, emphasizing key dates and requirements. Ensure this is concise and leave room for students to review the document in detail outside the class.
The first class can set a vibrant, intellectually stimulating tone, fostering an environment where both students and educators are not just present, but actively engaged and inspired. Take the first step and implement best practices to transform the first day of class from a routine syllabus review into a launching pad for a dynamic and memorable educational journey.
