"The First Day of Class", from Tools for Teaching, Barbara Gross Davis, Jossey-Bass, 1993

• general strategies
• visit the classroom before the first meeting
• build a sense of community in the classroom
• address students' concerns
• set the tone for the rest of the semester
• make the time worthwhile
• expect some awkwardness
• taking care of administrative tasks
• write the course name and number on the board
• take attendance
• mention department course policies
• explain the procedures for the course's sections
• review any prerequisites for the course
• define your expectations for student participation
• tell students about campus policies on academic honesty
• hand out and discuss the course syllabus
• invite students to attend your office hours
• review safety precautions
• review emergency procedures
• bring copies of the required texts to the first class meeting
• tape the session, if appropriate
• creating a positive classroom environment
• introduce yourself to your class
• ask students to fill out an introduction card
• begin to learn students' names
• give students an opportunity to meet each other
• ask students to interview each other outside of class
• if your class is small, conduct a "people search"
• break students into small groups
• encourage students to exchange phone numbers
• setting course expectations and standards
• discuss the objectives of the course
• ask students to list the goals they hope to achieve by taking the course
• describe how you propose to spend class time
• give your students ideas about how to study and prepare for class
• if appropriate, give a brief diagnostic pretest
• ask students to do a group exercise
• work through a problem or piece of material that illustrates the course content
• give an assignment for the next class session
• ask students to write their reactions to the first day
• other
• talk to instructor: what are his/her requirements of t.a.s? what is his/her teaching philosophy?
• contact previous course t.a.s
• think about
• your own philosophy: what good teachers have you had, why were they good, and what they do that you want to do
• your strengths and weakness
• logistics: do you want to give out your home phone number? how adventurous do you want to try to be?
• the course material: predict what will be hard, what will be easy