Answer:
sure
Explanation:
1. Orchestrate positive first impressions
First impressions can be long-lasting, and they are usually based on a thin slice of behavior. Before you even start teaching, your students will have already made some decisions about you, so it is important to understand what those impressions are based on and how to manage them.
Your attire. Research shows that clothing affects several kinds of judgments people make, including but not limited to, credibility, likability, dominance, kindness, and empathy (Raiscot, 1986; Morris et al., 1996). More formal attire communicates expertise and confidence, less formal attire communicates approachability. Usually, it is easier to relax a more formal impression into a more relaxed one than the other way around. These considerations are likely to be particularly relevant for young instructors who are concerned about establishing themselves as authoritative.
The physical environment. Students can make decisions about what kind of course yours will be by the way the chairs are arranged. Rows signify a more formal environment, while circles or u-shapes imply a more informal atmosphere, with more expectations of student participation. The words on the board also indicate how interesting the course is likely to be. In addition to the course information, consider having a thought-provoking question displayed as they arrive.
Your use of the few minutes before class. Greeting the students as they enter the classroom communicates approachability. Franticly arriving right on time or even late communicates disorganization, and so on.
2. Introduce yourself effectively
Your introduction should be succinct, but make sure to cover certain key areas. These questions should help you decide what to say:
What characteristics do you want to convey about yourself?
Among other things, you probably want the students to get a sense of your qualifications for teaching the course, how formal/informal you want to be, and how available you will be to the students.
What will you need to say to convey those characteristics?
Consider talking about your research interests as they relate to the course, in order to establish yourself as an authority, and to make to course more relevant. Talk about the best ways to reach you (e.g., phone, email) and your office hour preference (e.g., set hours, open door, make an appointment).
What do you think students are trying to figure out about you?
In addition to the categories above, students are likely trying to determine whether you are a harsh or easy grader, and how flexible you will be with deadlines. You don’t need to cater to their agenda, but you might want to say something about your policies (more on this in the next objective).
What should you be careful not to say?
Students do not need to know everything about you. In particular, it is not helpful to say you’ve never taught the course before, or that it is your least favorite course to teach, or to disclose any irrelevant personal information that can undermine you in the eyes of your students.
3. Clarify learning objectives and your expectations
This is probably the most important objective. Cleary laying out expectations starts to orient students toward the kind of effort, learning, performance and classroom behaviors you expect from them, and it helps them use their time productively. It will also help those students who are shopping around in deciding whether to take your course or not.
