EDUCATOR’S CORNER
The First Day of Class: How to Turn the Challenge into Opportunity
Rasoul Sorkhabi, Ph.D., CPG-11981
Dr. Rasoul Sorkhabi is a professor at the University of Utah’s Energy & Geoscience Institute, Salt Lake City. Email:
rsorkhabi@egi.utah.edu
“Meeting a group of strangers who will affect your well being is at the same time exciting and anxiety producing for both students and teacher.”
- Wilbert McKeachie in Teaching Tips
As a new semester begins, both teachers and students get ready for classes and courses. The first day of class; however, is probably the most important. It sets the stage and the tone for the rest of the course. Picture a number of individuals from various walks of life and unknown to each other are assembled in a single room to study a subject matter that is of interest to them. The first class (or the first week of the course) is thus is filled with excitement of learning a new subject as well as nervousness about performance and interpersonal relationships. In this equation, however, the instructor is also the navigator, and a great deal thus depends on him or her. Whether you are teaching the course in a physical or virtual class, the importance and the challenges of the first meeting remain the same.
Students usually spend the first week of the semester sizing up courses and instructors, and shopping for the best that suit them. As a teacher in love with your subject – earth science here – you do not want to miss this opportunity to share your science with a younger generation, or even worse, convey some unpleasant impressions about your course and subject. Here are some tips and suggestions to make the best use of the first meeting with your students.
Preparations in Advance
Preparations for the first day of class actually begins months before. Ideally, before the semester starts, the instructor has already designed the syllabus: its objectives, content, timeline, textbook (and other materials), teaching techniques, assign- ments, examinations, and so forth. A few days before the first day of class, it is wise to visit your classroom and ensure that all the facilities you need for teaching are in place and func- tional: Lights, Internet connection, projector, screen, white board, etc. It is also important to know who to contact in case you need technical support during the class.
Attire is always a good way of conveying a message about yourself: Are you well organized? Do you care about yourself? Do you respect the class? By dressing well (but not overdress- ing), you also inspire pleasant feelings and invite the students to respect the class and exhibit proper behavior. The image of an absent-minded professor with poufy hair and wearing no socks may be endurable for scientists like Albert Einstein (who hated wearing socks) but most of us are not Einstein.
44 TPG •
Jul.Aug.Sep 2021
The first day of class is the initial meeting between the instructor and students. It is a great opportunity for the instructor to introduce himself or herself, to learn about stu- dents, to attract the attention and interest of students to the course, to create a sense of teamwork and a positive learn- ing environment, to articulate the significance and learning outcome of the course, and to show students a roadmap for successful completion of the course.
Introduce Yourself
Going to class a bit early, and greeting and welcoming students demonstrate your care and commitment. Start the class on time, and introduce yourself clearly: “Good morning (or good afternoon)! Welcome to the class of X. My name is X. I am delighted to be your instructor for this class.” It is also helpful to write on the white board (or already written on a slide) your name, contact information (email address and office phone), and your office hours.
You may also share with students some background information about yourself: Your education, your teaching experiences, how you became a geologist, what you love about geology, in what area of geology you conduct research, and so forth. Remember this is a formal class; talking too much about yourself and your accomplishments is not appropriate. Be modest in what you say and how much you say. Students feel comfortable with a teacher whom they know. They also appreciate a teacher who is enthusiastic about his or her job. Reveal yourself at best and show your passion for geology and for teaching it.
Let Students Introduce Themselves
Introduction has two sides; it is a two-way street. You also want to know about your students. Asking students to intro- duce themselves indicates that you care about them; it also helps create a feeling of belonging to the class. If the class size is manageable, request students to say at least their names and majors. Regardless of the class size, it is always good to pass pieces of paper to the class, and ask students to write down their names, majors, why they are taking your geology course, and what they expect of the course. This has two ben- efits. Firstly, you have a class roster for the first day, which you can compare with the roster provided to you by the college. (Colleges usually need this information for managing “wait- ing lists” for classes). Secondly, you have a written record you can review later to better asses the composition of your class. (Memory is very limited and it does not improve with age!)
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