»Getting Started

The first day of class is crucial in setting the tone of the classroom environment you want to create for the semester. Taking time to understand your classroom, including the technology available, desk or table layout, will help you plan activities and logistics for classroom learning. Preparation can help you feel more confident in your abilities, especially if you are a first-time teacher.  

The Information and Services and Technology (IS&T) offers 1:1 appointments for faculty, staff, and GSIs to show you how to use technology in the classroom such as logging into the computer, using the projector, and calling the IS&T service desk for help for immediate assistance. Be sure to check out what technology your classroom offers using the classroom inventory tool.  

The first day can be overwhelming, but here are a few things that should be done! 

1. Introduce yourself! Let students know how you would like to be addressed 
   1. Provide your email address
   2. Emphasize your approachability and encourage students to visit you during your office hours and schedule appointments with you if they are unavailable during those hours
   3. Do not give out your personal contact information, including your cell phone number
   4. Be personable and friendly!
2. Take roll
   1. Don’t rush through this as this is a wonderful way to connect with your students and learn their names. Have students introduce themselves so that they can provide you with their preferred name.
   2. You can print the roster from Canvas beforehand and encourage students to share their pronouns beforehand.
   3. Do not add extra students to a full class but be sure to record the names of students who are present but not enrolled.
3. Set expectations for the course
   1. It is a great idea to publish the Canvas course and syllabus before the first day and ask students to a) read the syllabus thoroughly and b) come prepared with any questions they may have for when you cover the major course policies and assignments. Do not read the entire syllabus to them, but it is good to include a syllabus quiz or game to reinforce the syllabus material.
   2. Communicate your expectations to students, especially that they will be actively participating and engaging in class.  It is also a good idea to involve students in setting classroom norms or agreements (e.g., for interacting with others, when coming in late, if that is acceptable, etc.)
4. Get students excited about the class!
   1. Share key information on why the class is important and what students will get out of the course for personal and professional reasons. This establishes value and increases motivation.
   2. Communicate your passion for the content
   3. Be authentic and give students background on you, your approach to teaching, and the course.
5. Additional resources for the first week
   1. Chapman University Resources
   2. Academic Calendar
   3. Update your course schedule with the final exam date
   4. Familiarize yourself with student registration deadlines
   5. It’s highly recommended that you save these numbers in your cell phone or have them on speed dial:
      
      1. Chapman Public Safety: 714 – 997 – 6763
      2. Chapman IS&T: 714 – 997 – 6600
      3. Your Department’s Front Office Number
      4. Download the Chapman University Parking Space Availability App

Additional Resources:

• Tips for Faculty Teaching for the First Time
• Prepare for the First Day
• Video: Teaching Tips for New College Instructors
• Video: Confident Lectures | Nervous or worried about giving a university lecture? 3 practical tips to help

The first day of class is an opportunity for students to become comfortable with the instructor, their classmates, and the course expectations and outcomes. Especially in a student’s first semester, the experience of the first day and week of class can often reinforce a student’s decision to remain in the program and should encourage excitement. The first day is the time to establish how the classroom will function, what you expect of the students, and what they can expect from you. It is also important to establish an engaging and supportive classroom environment from day one.  

Another important first day of class purpose is to clarify reasonable questions students might have related to course objectives and expectations for performance, and to give you an understanding of who is taking the course and what their expectations are. 

Consider creating a plan for the first day of class that includes the following first-day objectives:

1. Create positive first impressions – how will you convey your encouragement and support of the students and make them feel comfortable approaching you?
2. Introduce yourself effectively – what do you want to convey about yourself, and how will you do so?
3. Clarify learning objectives and expectations – highlight the main aspects of the syllabus, explain expectations for student behavior, including punctuality (attendance), guidance for seeking help/asking questions, participation in class, etc.; share advice for success in the course and express confidence in students’ success as long as they put in the effort required.
4. Help students learn about each other – help students get to know each other in the context of the course material whenever possible; for example, asking them to share any previous experience in the field, or what they are most excited about in the program, and so on.
5. Set the tone for the course – set an example of the level of involvement and interaction you expect from them on day one and establish a culture of feedback (from students). Students must feel comfortable asking questions or coming to you for help.
6. Collect baseline data on students’ knowledge and motivation – assess students’ knowledge and skills necessary for the course; collect info about why the students are taking the course, what they expect to gain from it, and what challenges they anticipate; address any gaps in knowledge. 
7. Wet students’ appetite for course content – directed thinking activities can be used to collect student ideas about a typical problem in the course related to the discipline; connect course content to current events; check for “common sense” knowledge related to the course; can use paired or group activities to get students engaged with the content and each other.
8. Inform students of course requirements – present logistical and other expectations for the term.

For more information on this topic, follow this link: First Class Planning

Based on a handout by Laurel Westbrook, PhD, Sociology 

Many GSIs require students to attend office hours as a way to enhance the learning process. Check with your department to ensure what is required. Students sometimes may not bring in questions but below are ideas that can help you start a conversation with students in office hours:

• Ask students to talk about their previous academic experience. This may give you a better sense of their current skills and knowledge, as well as expectations they may hold for your course.
• If you have students fill out an information sheet or pre-semester survey at the beginning of the term, you can use their responses as a starting point. This information sheet or survey can ask about their background in the subject area, what they hope to learn in the class, their known academic weaknesses (things they would like to get better at during the class), and their outside activities or hobbies. This can be a great starter for conversation in office hours. (“I see here that you say completing work on time is hard for you. Do you have any plans on how to get better at this during the semester? Would you like to brainstorm some ways to get better at meeting deadlines?”)
• Ask students about why they signed up for the class and whether there are any aspects of the class or syllabus that they are especially excited about.
• Ask students how they got interested in the subject area or the specific topic for the class. These stories often reveal a lot about what sort of student they will be and how you can best reach them as a teacher.
• Talk with students about their progress in the course. Ask them what their goals were for the course and whether they feel like they are meeting them. If they feel they aren’t meeting their goals, brainstorm with them about ways that they could do that, including asking them about how they read, how they study, how far before the due date they start writing papers for the class, what teaching techniques work well for them that you could try to include more of, etc.
• Go over past course work with students. Ask students to bring their papers or exams with them to office hours. Have them take out one they did well on or one they were disappointed with and go over what you thought was really great about it and/or how you think they can improve.
• Discuss students’ plans for next semester. Once the class schedule for the next semester has been announced, you can talk with students about what they plan on taking the next semester, possibly steering them towards classes you think they might really like in your department.
• Talk about career options. If a student is interested in going to graduate school, talk about your experience and let them ask you questions. 

Balancing research, teaching, coursework, and personal life requires smart time management skills. Effective time management has been shown to boost productivity, reduce burnout, and improve personal and professional satisfaction (NIH, 2023). It allows you to set realistic goals, track progress while also balancing self-care. A graduate program is a marathon, not a sprint.  

1. Build a Layered Scheduling System
   Start by organizing your time on three levels:

• • Monthly View: Map out key deadlines like papers, exams, major readings, meetings, teaching, grading, studying, and research.  

• • Weekly Plan: Break down your goals into manageable chunks and assign them to specific days and time blocks. 

• • Daily To-Do List: Focus on what you can realistically accomplish each day, prioritizing tasks that align with your academic and personal growth. 

2. Prioritize What Matters Most
   Not all tasks are created equal nor require an equal time commitment. Identify the tasks that contribute most to your teaching responsibilities and progress goals as a student. To maintain your well-being, focus your energy on high-impact activities.
3. Work with Your Energy, Not Against It
   Some days are packed with classes, meetings, and responsibilities that leave little room for deep work. Use those evenings to recharge with friends and/or loved ones. On lighter days or during your peak energy hours, tackle your most demanding tasks.
4. Make the Most of Idle Moments
   Waiting for class to start? Commuting? Use those short windows to review notes, brainstorm ideas, or listen to audiobooks. Even 15 minutes can make a difference.
5. Read with Purpose
   Instead of reading every word, scan for key ideas. Jot down short phrases in the margins to capture the main points of your reading. Focus on big-picture concepts and note any questions or controversial ideas to bring up in class discussions. Consider using the SQ3R method (Scan the article or chapter, develop questions using the section headings, read, respond to the question for that section,review if needed.
6. Learn to Say “No” Strategically
   Graduate school offers countless opportunities—but you can’t do it all. Be selective about what you commit to. Saying no to some things allows you to say yes to what truly matters for your long-term goals. Here is an article on the Art of saying “No” as a graduate student. 
7. Practice Self-Compassion
   You won’t always check off every item on your list—and that’s okay. Be kind to yourself. Progress, not perfection, is the goal. Make time for rest, reflection, and activities that bring you joy.

• Student Resources
• Suggestions for Time Budgeting
• Time Management Tips for Graduate Students
• Time Management Tips for PhD Students
• “Time wasted by health professionals is time not invested in patients”

Course Logistics
[ ] Confirm room assignment, class meeting times through the Chapman Faculty Center. 
[ ] Access your course roster via university systems (e.g., Canvas, my.chapman.edu)
[ ] Check technology setup (projector, speakers, Wi-Fi, login access)
[ ] Order or check on textbooks and course materials availability for students at the university bookstore  

Course Planning & Syllabus
[ ] Finalize your syllabus and ensure it aligns with department/program expectations
[ ] Upload syllabus to Canvas 
[ ] Prepare a short, engaging introduction activity for the first day
[ ] Identify learning goals for the semester and the first week 

Communication & Student Support
[ ] Draft and schedule send a welcome email to students through Canvas 
[ ] Review support services you can refer students to (e.g., tutoring, mental health)
[ ] Set your communication policies (response time, office hours, preferred contact method) 

Classroom Environment
[ ] Plan how you’ll create a welcoming and inclusive learning space
[ ] Prepare name tents or seating charts if needed
[ ] Decide how you’ll handle introductions and building classroom rapport 

Teaching Materials & Assignments
[ ] Upload any Week 1 materials to Canvas (slides, readings, handouts)
[ ] Double-check any quizzes or assignments planned for the first week
[ ] Set up your Canvas gradebook and assignment instructions and categories 

Professional Readiness
[ ] Connect with your GSI director or supervisor for final questions
[ ] Reflect on your teaching goals and how you'll evaluate your own growth throughout the semester  

Community Building & Support
[ ] Connect with fellow GSIs to exchange tips or co-work before classes begin
[ ] Identify colleagues or mentors you can reach out to throughout the term

Important Dates
[ ] Review Chapman University’s academic calendar (holidays, add/drop deadlines, exam periods)

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Day One
[ ] Arrive early to check tech setup and room arrangement
[ ] Greet students warmly and introduce yourself
[ ] Share your enthusiasm for the subject and the course
[ ] Go over the syllabus together and invite questions
[ ] Facilitate a student icebreaker or name-learning activity

Setting Expectations & Tone
[ ] Clarify communication norms (response times, Canvas use, office hours)
[ ] Review class participation expectations and inclusive practices
[ ] Introduce any key policies (attendance, late work, academic integrity)
[ ] Establish classroom norms through student input or reflection (including device policies)  

Instructional Start
[ ] Teach at least one short content segment to preview what’s ahead
[ ] Assign low-stakes engagement activities (polls, reflections, warm-up exercises)
[ ] Use learning goals to guide your first discussion or lecture
[ ] Solicit informal feedback—e.g., a “one-word exit ticket” about students' first impressions 

Course Technology
[ ] Walk students through Canvas navigation for your course
[ ] Confirm access to any readings, videos, or assignments
[ ] Troubleshoot login or tech issues with students

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Instructional Flow & Classroom Practice
[ ] Reflect on your first few lessons—what’s resonating with students? You can always ask them directly! 
[ ] Adjust pacing or scaffolding based on initial student responses
[ ] Introduce and practice active learning strategies (e.g. think-pair-share, polls, mini-debates)
[ ] Begin collecting informal feedback on class structure and engagement
[ ] Try out varied teaching modalities (lecture, discussion, group work) to find what fits 

Student Engagement & Support
[ ] Learn and use students’ names consistently
[ ] Reach out personally to students who seem disengaged or absent
[ ] Reinforce classroom norms and encourage student ownership of learning
[ ] Conduct an anonymous check-in or temperature survey to surface concerns 

Course Management & Feedback
[ ] Return initial assignments promptly with thoughtful feedback
[ ] Analyze student performance on early tasks—what needs clarification or review?
[ ] Meet with students during office hours or over email to build rapport
[ ] Update your gradebook and communicate clearly about upcoming deadlines 

Professional Development & Reflection
[ ] Reconnect with your mentor or GSI supervisor to share progress if needed
[ ] Document moments of growth, challenge, or insight for your teaching portfolio
[ ] Continue reading a blog, podcast, or article related to pedagogy
[ ] Attend a campus workshop or GSI meet-up for shared learning when available  

Planning Ahead
[ ] Preview next month’s assignments and assessments—are instructions clear?
[ ] Begin preparing materials for midterm evaluations or student check-ins
[ ] Schedule time for your own wellness and academic commitments
[ ] Reflect on your teaching goals—what adjustments are needed to meet them?

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Deepening Pedagogical Practice
[ ] Scaffold assignments more intentionally (pre-writing activities, peer review, etc.)
[ ] Practice integrating real-world examples or interdisciplinary perspectives 

Student Interaction & Community Building
[ ] Encourage collaborative work: group projects, peer teaching, or co-analysis
[ ] Recognize student contributions—consider shout-outs or formative feedback kudos
[ ] Foster student agency by inviting them to propose ideas or topics for exploration 

Midpoint Feedback & Adaptation
[ ] Administer a formative mid-semester feedback survey
[ ] Reflect on trends—what students are loving vs. where they’re feeling stuck
[ ] Make targeted tweaks based on feedback (pace, structure, clarity)
[ ] Share how student feedback is influencing instructional decisions 

Assessment & Academic Rigor
[ ] Preview upcoming major assessments with clarity and structure
[ ] Communicate clear rubrics or grading criteria
[ ] Review common challenges from early assignments and reteach as needed
[ ] Support students in developing metacognitive skills (study strategies, reflection prompts) 

Professional Identity & Support
[ ] Begin drafting teaching reflections for your portfolio
[ ] Log breakthroughs, challenges, and meaningful student interactions
[ ] Attend department colloquia or faculty seminars on teaching

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