In an otherwise unremarkable September morning, long before I learned to be ashamed of my mother, she takes my hand and we set off down to begin my very . The First Day may refer to: The First Day The First Day (Kay Tse album) · The First Day (film) · Disambiguation icon. Disambiguation page providing links to. A successful first day can be a key component of a successful quarter. You should envision the first day as more than just a time to review your syllabus. It is an.
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At the very least, the bill would require the appropriation of money to pay a panel of doctors, at least. In short, it was what is known as a money bill. And if a government were to be defeated on a money bill, it would amount to the House of Representatives declaring a lack of confidence in the government. And that, by historical precedent, would likely lead to the government's fall. And with a statement from Speaker Tony Smith, Australia's constitution suddenly came into play.
The Speaker got to the end of the advice he had received, the MPs holding their collective breath. You might have imagined the Speaker would announce that a constitutional crisis would have to be solved in the High Court. Highlight main aspects of the syllabus. If you followed the course design process , you should have an effective structure for the course.
Communicate that structure to the students so they will understand the decisions you made for the course and the reasons why you made them. In particular, make sure to highlight the learning objectives, the alignment with the assessments — including the grading criteria — and the instructional strategies, the course policies, and the rationale for the structure and the policies, and the reasons for choosing the textbook or other reading materials.
Consider a quiz on the syllabus. To reinforce the point that understanding expectations is crucial for success in the course some professors require students to take a quiz on the syllabus and get all answers right before they go on with the course content. Blackboard can be used for that purpose. Explain your expectations for student behavior if they are not included in the syllabus including expectations for: Share some advice for success in your course e. Help students learn about each other The classroom is a social environment, so it is helpful to start the social dynamics in a productive way.
Icebreakers raise the energy levels and get students comfortable so that they will be ready to focus on the material, especially if you want to foster a collaborative environment where students will have to work in groups or dialogue with each other. Make sure that the icebreaker is appropriate for the course. Icebreakers work even better when they allow students to get to know each other in the context of the course material.
Provitera McGlynn provide a variety of social icebreakers some of which can be tailored to course content. Set the tone for the course The way you engage students on the first day sends powerful messages about the level of involvement and interaction you expect from them. The following strategies will help you set a productive tone: Whatever you plan to do during the semester, do it on the first day. For instance, if you plan to use discussions, have students start talking on the first day.
If you plan to use groups frequently, put students in groups on the first day. If you plan to use extensive writing, have some kind of short reflective writing activity. If you want the students to be in charge of their own learning, start with an activity where they are the experts, and cannot rely on you for information.
For instance, in a psychology course on myths about human behavior, the instructor starts with a brainstorming of myths about student behaviors in dorms. The assignment is simply to make an appointment with you at a convenient time, find your office and visit you there before the next class or two. This gets students to your office, breaks the ice with a short one-on-one interaction, and makes it much more likely that the students will come back for help when they need it.
Establish a culture of feedback. Let students know you are interested in how they experience the course and in any suggestions they have. Let them know you will do formal early course evaluations, but that they should feel free to give you constructive feedback, even anonymously.
You might not adopt every suggestion they have but you will listen and consider them. This starts to create a partnership in learning. Collect data about baseline knowledge. This can take several forms: Check that students have taken relevant courses in a sequence. Give students an ungraded pretest that assesses knowledge and skills necessary for the course.
More information on several forms of pre-assessment. Depending on how many students are lacking certain knowledge or skills, you might choose to: Is the class discussion-based? Do you follow your syllabus or do you improvise? Do they need to bring their books every day? Tell them what they can expect and how can they interact within those expectations to thrive in your classroom. Expectations outside of class: Provide them with an idea of what they will need to prepare for the course outside of class.
Is their preparation primarily reading and writing individually, or will they be working in groups? Will they need to turn in assignments electronically outside of class hours? Give them enough information so they will be able to plan their schedules accordingly. Establish what you will provide for your students to be successful in your class. This may include in-class material, study guides, meaningful and prompt feedback on assignments, facilitation of discussion, attention to students with special needs, and a positive and welcoming classroom environment.
Let your students know how to contact you and when. For example communicate or provide your office hours, office phone number, availability for instant messaging, email, and when you do not respond evenings, weekends, and traveling for example.
If you are traveling during the semester, you may want to explain the dates that you will not be available. You may also want to alert your students to the events, habits, or situations that detract from your ability to fulfill your responsibility. For example, if late assignments, lack of participation, or sleeping during your lectures distracts you from timely and persuasive teaching, explain why you cannot tolerate these events and how you handle them when they occur.
If attendance is required, participation is mandatory, or you want them to read the assignment before class, explain to your students that this is expected of them throughout the semester.
Explain policies on absences, make-ups, emergencies, and accommodating special needs. You may also remind them that they are responsible for their success and communicating with you when they have need assistance or have other concerns.
How will you assign the course grade at the end of the semester?
Teaching the first day of class
The first day of class always creates some nervousness, even for seasoned instructors. It helps to have a mental checklist of objectives to accomplish so that you. Remember that in many classes, students are "shopping" on the first day, don't be surprised if there is turnover. This should not prevent you from conducting the. The first day of class is your opportunity to present your vision of the class to prospective students. It is helpful if you can introduce yourself as a scholar and.