Title: Setting the Tone for the Semester
1The First Day of Class
- Setting the Tone for the Semester
Terri A. Tarr, PhD
August 13, 2008
2Getting to Know You
- Introduction by Interview
- Introduce yourself and tell how long you have
taught and what course(s) you will teach this
fall. - After your brief introduction, the floor will be
open for two interview questions.
3Getting to Know You
- Circle in the Circle
- Form two concentric circles
- Line up facing one person in the other circle
- After the prompt, discuss each question
- After discussion the inner circle will be
directed to take one step to the right
4Objectives
- By the end of this session, participants will be
able to - Articulate reasons why the first day of class is
important. - Identify objectives for the first day of class.
- Share ideas and concerns about first day
strategies. - Recognize the multiple functions of an effective
syllabus. - Identify elements that are essential to include
in a syllabus and consider elements that you may
wish to include in a syllabus.
5YOUR Objectives
- What would you like to gain from this session?
6Why is the First Day of Class Important?
- The first day sets the tone of the class for the
whole semester!
7What do Students Want to Know on the First Day?
- Is this class going to meet my needs?
- Is the teacher competent?
- Is the teacher fair?
- Will the teacher care about me?
- Scholl-Buckwald (1985)
8Creating a Community of Learners
- Most learners respond well to caring and
communicative educators who are willing to listen
thoughtfully to their ideas and allow them to
have some choice in the classroom. (Sowers,
2004)
- Possible First Day Activities to Promote
Community - Introductions or icebreakers
- Learn names
- Have students work in groups
- Review syllabus
- Gather contact information
- Gather information from students
- Demographic
- What helps them learn
- Brainstorm a list of adjectives to describe a
community of learners
9Icebreakers
- Most effective when they are tied to course
content - Debrief by telling students the purpose of the
icebreaker - Examples
- Five-fingers icebreaker
- People search
- Common ground
- Eight nouns
- Others?
10What Should We Do on theFirst Day of Class?
Lets Vote!
11What Should We Do on theFirst Day of Class?
- Involve students quickly
- Identify the value and importance of the subject
- Set expectations
- Establish rapport
- Reveal something about yourself
- Establish your own credibility
- Establish the climate for the class
- Provide administrative information
- Introduce the subject matter
-
-
(Fink, 1999)
12Think its Too Much?
- Building community can be done in small ways
as an enhancement to what faculty traditionally
do on the first day go over the syllabus, get to
know the students, and introduce the subject
matter.
13How Much of You is in the Classroom?
- Share the awe of discovery
- Spread excitement for the work
- Show passion for the discipline
- Let students see enthusiasm in your teaching
- Let students know you remember what it was like
to be them
14Terri Tarr
Born in Portland, Maine
Grew up in Michigan
Live in Indianapolis
- Graduated from
- Carmel HS
- Ball State University (BA, MA)
- Purdue University (PhD)
Running is the greatest metaphor for life,
because you get out of it what you put into it."
Oprah Winfrey
Married to Mike Mother of Chris (25) and Kara (20)
Associate Director, Center for Teaching and
Learning Associate Faculty, Department of
Psychology
15Think-Pair-Share
- What excites you about your subject matter?
- What kind of activity would demonstrate it and
articulate to students why you think the subject
is important?
16What If Im Nervous?
17Ending the First Class
- Bring closure to earlier activities
- Make an assignment
- Give time for reflection (minute papers)
18Action Plan
- What is something you might do differently on
your first day of class this semester?
19What to Keep in Mind
- First impressions are lasting (even those first
10 seconds!) so make the most of the first day. - Success is dependent upon planning, so do! DONT
wing it! - Ask yourself, could problems during the course be
alleviated by having a more effective first day
session?
20Designing an Effective Syllabus
21Considerations Prior to Preparing a Syllabus
What do you want students to know and be able to
do as a result of this course?
Objectives
How will students get it?
How will you know if students got it?
Assessment
Activities
22The Role of the Syllabus
- The syllabus is a contract between students and
faculty. - The ordinary syllabus conveys faculty
expectations of students. - An extraordinary syllabus conveys what students
can expect from faculty.
23What More Can the Syllabus Do?
- If you want students to have a passion for
learning, you may want to start with something
more interesting than school policies. - The syllabus gives you an opportunity to disclose
your values, enthusiasm and interests.
24Motivating with a Syllabus
- Convey your enthusiasm for the subject
- Convey the intellectual challenge of course
- Provide a personal context for student
- Convey your respect for students ability
- Objectives are attainable and stated positively
- Grading conveys possibility of success
- Assignments are clearly presented
- Assignments address different levels of Blooms
taxonomy types of learning - Students learning is assessed frequently
- Conveys the desire to help students
25Essential Elements of a Syllabus
- Course information
- Instructor information
- Required materials
- Course description from university catalog and
prerequisites - Course goals or objectives
26Essential Elements of a Syllabus (cont.)
- Content outline
- Grading standards and criteria
- A statement regarding accommodations for students
with disabilities - Course policies
- A disclaimer such as The above schedule and
procedures are subject to change in the event of
extenuating circumstances.
27Why Are These Elements Important?
28Possible Elements of a Syllabus
- Conceptual structure of course
- University policies
- Grading rubric(s)
- Statement providing estimate of student work load
- Glossary of terms used in course
- Bibliography
29Possible Elements of a Syllabus
- Campus resources
- List of co-curricular activities relevant to your
course - Supplementary material
- Space for names and telephone numbers of two or
three classmates - Statement on your beliefs about teaching and
learning and instructional methods you will use
30Additional Syllabus Considerations
- Doesnt have to be a linear document
- Details are essential
- Course map
- Introductory information
- Course procedures
- Detailed schedule
- Weekly overview
31One Final Question
- What one or two new elements will you add to your
syllabus?
32References
- Fink, D. (1999). http//www.ou.edu/idp/tips/ideas/
design4.html - Scholl-Buckwald, S. (1985). The first meeting of
class. In J. Katz (Ed.) Teaching as though
students mattered. (New Directions for Teaching
and Learning, Volume 21). San Francisco
Jossey-Bass. - Sowers, J. (2004). Creating a community of
learners Solving the puzzle of classroom
management. Portland, OR Northwest Regional
Educational Laboratory.