First Day of Class


What is it?

The first day of class is more than introductions. It’s a chance to establish an engaging and supportive learning environment. Students arrive with a mix of excitement and uncertainty, curious about both the course and their instructor. This opening class is crucial for shaping their engagement, motivation, and sense of belonging. 

For an instructor, the first day is a time to introduce course logistics while fostering an inclusive space where students feel welcomed and ready to learn. Whether in-person or online, a thoughtfully designed first class can leave students with clarity, confidence, and enthusiasm for the course ahead. 

Key objectives for the first class may include: 

For students: 

  1. Describe the course structure and expectations. 
  2. Begin developing a sense of community. 
  3. Build motivation and confidence in their ability to succeed. 

For instructors: 

  1. Establish a welcoming and inclusive atmosphere. 
  2. Clearly communicate course goals and logistics. 
  3. Foster active engagement from Day One. 

By incorporating key elements—welcoming students, using icebreakers, reviewing the syllabus, setting norms, previewing the course, and creating a positive tone—instructors can create an environment where students feel valued, informed, and ready to learn. 

people sitting at a table all looking in one direction

Considerations

First impressions matter. Research suggests that within the initial moments of a class, students decide whether they feel comfortable, engaged, and motivated (Lane et al., 2021). This means it is important to be intentional about how you present yourself, introduce the course, and establish the classroom environment. 

Here are five ways to create a strong first start: 

  • Confidence and preparation: Your body language, tone, and organization set the stage. Arriving early, being organized, and speaking clearly can build trust and establish your role as a supportive guide. 
  • Warmth and approachability: A friendly demeanor can foster trust and engagement. You may greet students personally, introduce yourself with enthusiasm, and use open body language like eye contact and a smile. 
  • Inclusivity and belonging: Consider ways to acknowledge diverse perspectives and learning styles. Using inclusive language, encouraging participation, and demonstrating respect for all students can create a welcoming environment. 
  • Clarity and transparency: Use the first class as a chance to share learning goals, course expectations, and key policies. Providing a structured overview can ease anxiety and set students up for success. 
  • Enthusiasm and engagement: Your excitement for the subject can inspire students. Expressing genuine passion and encouraging active participation can set a positive tone. 

Focusing on these areas can help students feel comfortable and motivated from the start. 

Where to start

A well-structured first class sets the tone for engagement, inclusivity, and a positive classroom climate—where students feel safe, respected, and ready to contribute. The atmosphere you create on day one can shape motivation, participation, and the overall learning experience. Here are some strategies to help set the stage on the first day:

  1. Acknowledge the learning environment: Acknowledging the learning environment—including the traditional territory—and co-creating expectations for respect and inclusivity help lay a strong foundation for a positive classroom climate. 
  2. Interactive introductions: Move beyond names. Use icebreakers like discussion prompts or peer interviews to help students connect. Ask why they enrolled or what they hope to learn to personalize the experience. 
  3. Syllabus exploration: Turn syllabus review into an engaging activity. Try a scavenger hunt, Kahoot! quiz, student-generated FAQs, syllabus speed dating, or Jeopardy-style game to encourage engagement and ownership. 
  4. Collaborate on expectations: Instead of presenting rules, guide students in co-creating classroom norms. Discuss what makes a productive, respectful learning environment and establish shared guidelines. 
  5. Incorporate subject matter: Introduce key course concepts with real-world examples, thought-provoking questions, case studies, or brief demonstrations that spark curiosity. 
  6. Tour the tools: If using an LMS like Canvas, provide a guided walkthrough of essential features—where to find materials, submit assignments, and participate in discussions.
  7. Highlight support services: Ensure students know where to seek help, including office hours, tutoring, library resources, and academic accommodations. 
  8. Gather feedback: Use a short survey or discussion to learn about student expectations, concerns, and goals to help tailor your approach. 

Go further

For additional insights and resources, explore the following:  

Articles: 

Guides:

Contact:

  • Connect with the CTLT for tailored support 

Faculty story

Dr. Jennifer Brown, Assistant Professor of Teaching 
Faculty of Pharmaceutical Sciences 

“To me, the first day of class is most important for defining the atmosphere of the course, so I approach the first day of class with intention. Ahead of the first day, I reflect on what I value in my teaching and what I want my students to take away from this experience. I want my students to feel safe and comfortable learning with me and to remember their learning in my course as engaging and fun. 

I show my values to my students right from the start. I always start a course by collaboratively establishing guidelines for our learning community, fully led by the students. I also introduce the students to my pedagogical approaches from day one, so they have a “formula” for what to expect. I introduce small hands-on activities that frequently break up lectures, giving students the opportunity to apply their knowledge or evaluate their understanding, such as by solving a creative problem or discussing with a partner or group. These actions, paired with my passion and humour, allow my students to leave that first class feeling excited for the term ahead, knowing that they’re in a space where we’ll have fun and where they’ll feel comfortable.” 

Headshot photo of Dr. Jennifer Brown

The CTLT is located on the ancestral and unceded territory of the hən̓q̓əmin̓əm̓ - speaking xʷməθkʷəy̓əm (Musqueam) peoples. These lands have long been a place of learning for Musqueam, with cultural and traditional knowledge passed down from generation to generation for thousands of years.