First days are often challenging. Administrative details can overwhelm instructor and students alike. Students may be late or not show up, and unenrolled spot-seekers may attend in hopes of landing a slot. Yet despite these built-in constraints, it’s a well-established fact that firsts matter, especially the first day of a new course. Research has shown that students form their impressions about their instructor and the class in those sometimes-fraught first moments. As you prep for the new semester, keep a few strategies in mind that can get your course off to a good start.
- Remember that your job on the first day is to instill curiosity, build community, and start the learning. That means not beginning the session with a reading of the syllabus. Instead, build some interest in the course content. Business communication instructors have a natural inroad: What we teach is directly applicable to students’ future jobs and careers. Provide examples in which the workplace demands clear communication, and then bring out the syllabus to show how the course content will teach students how they will learn to be clear communicators.
- Another goal on the first day is to build a sense of belonging, to form a community of learners. We know our students are riddled with anxiety, so one way to minimize those feelings is to humanize ourselves. As students enter the classroom space, try to speak to as many individuals as possible. Don’t be afraid of self-disclosure (but do avoid oversharing, which can make students feel uncomfortable). Put students in groups so they can get to know their peers. Perhaps have them set up study-buddy pairs or teams so they can lean on one another as the course progresses.
- It’s also a good idea to get students learning on their first day. Give them a writing task they are not prepared for, such as writing a business text requesting a meeting or an e-mail announcing a new policy or even a résumé. When students try something before they possess the tools to do it well, they build “fertile grounds” for learning the material to come. Get them writing in any event, but make sure they know it will not be graded. Perhaps even ask them to keep their attempts to compare them to pieces they will create and edit during the semester. (Take a look at this month’s Classroom Exercise—a bonus from the soon-to-be-published Business Communication: Process and Product, 11e in which students are asked to edit a wordy ChatGPT message.)
- Many instructors find that having students perform a metacognitive task—such as reflecting about their learning processes, defining support they may require, spelling out learning behaviors they should avoid, and recalling successful past strategies—sets learners up for success. This activity can be done during class time or assigned as homework.
- Finally, define what students can expect from the course. Discuss learning materials that they need to use and/or purchase (CMS, textbooks, etc.), assignments, group work, or whatever you have in store for them. Explain grading and other policies without reading them from the syllabus. Instead, consider giving a syllabus quiz during the second class session or assign the quiz as homework.
The first day—and the entire first week—is one of flux. Students will drop the course not because they didn’t like what they experienced but because they got into another class they need for their major or that better fits their schedule. Others may add your course and require help catching up.
Remember they’re called “first-day jitters” for a reason. Good luck… and have a great first day!