Building rapport with students from the very first day of class is a cornerstone of effective teaching, and a fundamental, yet often overlooked, step in this process is learning their names immediately. While it might seem like a minor detail amid the hustle and bustle
Perhaps the earliest introduction a student has with a course is the syllabus as it’s generally the first document, next to the textbook and other purchased course materials, that students acquire. Quite simply, the syllabus provides guidance for students to help them succeed in the
I teach first-year writing at a small liberal arts college, and on the first day of class, I like to talk about dessert with my students. No, really! Sure, we (eventually) get into the nitty-gritty of the syllabus, but first we talk about dessert.
As a new semester dawns, professors often grapple with a crucial question: How should we best use that precious first day of class? The options seem endless, and the pressure is immense. Should we dive straight into the material, set the tone for class etiquette,
A team icebreaker activity for which there is no obvious solution can help scaffold student behavior in group work early in a course. Before the teacher introduces subject matter content, the class can share in an interpersonal, skill-building lesson that is immediately applicable to real
A vital part of preparing to teach is considering what will most benefit the students we encounter. To be successful across a variety of domains, students need instruction on how to engage in critical thinking, synthesize and evaluate information, and self-evaluate their own learning and
Would you engage in a thought experiment with me for a moment?
Like many people, I have days when the simple act of getting out of bed feels daunting, let alone going to campus, lecturing, meeting with students, attending faculty meetings, grading papers, and so on. These challenging days are often amplified by an internal dialogue
The first day of class is a big deal. Just as there is only one chance at love at first sight, teachers like us only have one chance to demonstrate of each class. As Sarah Rose Cavanagh (2016) writes, “On the first few days
Psychologists and educators have studied learning for well over 100 years, and we still don’t know the specific conditions that result in learning. If we did, then teaching would be easy. A teacher would simply recreate the specific conditions, and students would always learn. We
