1) 8 Ways to Make Students Feel Welcome on First Day of School

Assign seats before school starts. ...

Use students' names from day one. ...

Don't just introduce yourself. ...

Give them something to commemorate the first day. ...

Give students the tools they need. ...

Emphasize what students can do, not what they can't. ...

Promise to give your best. ...

Send home a packet of important forms.

2) How will you handle first class or first meeting with the student?

Consider using “ice breakers” to ease some of the first-day awkwardness. Introduce your course. ... Highlight your
course's student learning outcomes or objectives and expectations for class behavior. Explain why you chose your
textbook and readings, and discuss how they relate to each other and to the course content.

3) What do you say to students on the first day of school?

Here are 11 encouraging phrases to say to your child on their first day of school:
"You're capable of anything you set your mind to." ...
"You don't have to be the best at everything; you just need to try your best." ...
"It's about the journey, not just the destination. ...
"Treat others how you want to be treated."

Interacting with Students during Your First Class

The first day of class is important on many levels: It affords you the opportunity to introduce yourself and the course, to
get a sense of your students, and to set the tone for the semester. You may therefore choose to script the first class
session somewhat, so you’re sure that you cover everything intended. Prepare to meet your needs and the needs of
your students by planning ahead:

 Be prepared. Before entering the classroom, refer to the UConn Faculty and Staff Resource Guide and visit
CETL’s webpage on Preparing for Your First Class to ensure that you have taken care of basic logistics.
 Set a goal. Decide what you intend to achieve during the first class beyond housekeeping. You may want to get
to know something about your students while moving into an introduction to course content. How much time
you devote to each is up to you and depends on your approach to the class.
 Introduce yourself. At the beginning of the first class, introduce yourself to establish your chosen level of
familiarity. Tell students what to call you (Professor, Doctor, Joe) and decide whether to tell them anything
about yourself and whether to solicit information from them.
 Ask questions. Establish a give-and-take atmosphere the first day. Students will be more at ease, and that
comfort will continue into subsequent classes.
 Save time for student questions. Students may still be wondering why they are in this class. Give them a chance
to ask questions and make their own connections on this first day.
  Show an interest in getting to know your students. If the class is small, acknowledge and attempt to learn
students’ names. The Student Administration System includes students’ pictures with the roster; this tool can
help you put a face to a name. Consider using “ice breakers” to ease some of the first-day awkwardness.
 Introduce your course. Remember that students may need basic course information to determine if the course
is right for them; the sooner students understand course expectations, the more informed they’ll be to make
speedy schedule changes, if necessary, within the add/drop time frame:

4) Present a course content overview, or a mini-lecture, providing a broad look at the subject. This gives students
an idea of what to expect from the content of the course.

Consider handing out the syllabus or, if it is online, bringing it up on the overhead and reading through it with the
students. This may be the only time they go over it. Highlight your course’s student learning outcomes or objectives and
expectations for class behavior. Explain why you chose your textbook and readings, and discuss how they relate to each
other and to the course content. Students typically look to the syllabus for due dates, but they may not look at the rest
beyond this first opportunity. Emphasize that the syllabus is a “contract” between the instructor and the students.

PLAN THE FIRST DAY’S SESSION

Objectives for the First Day

Establish a welcoming classroom environment.
Define objectives for the section or lab and for your role as the GSI.
Discuss course and campus policies.
Introduce yourself and have students introduce themselves.
Begin to learn students’ names.
Gather student information.
Establish and discuss guidelines for discussion.
Discuss course and section grades, readings, and assignments.
Get the students talking to each other.
Have students engage with class material.
Deal with enrollment issues.

SAMPLE OUTLINE FOR THE FIRST DAY

Before Students Arrive
Introductions and Attendance
Enrollment Issues
Going Over the Section Syllabus or Section Information Sheet
Creating Guidelines for Discussion
Icebreaker
Group Learning Activity
Wrapping Up and Getting Student Feedback

Before Students Arrive

There are several things you can do to ensure a smooth first session, even before the session begins.

1. Write an outline for the first day of class on the board before students arrive. Many undergraduates find it
helpful to see this information up front. Also, write information about yourself and the section on the board.
Some information to include: name, email address, office number, office hours, name of the course, and section
number.
2. Distribute the syllabus and other handouts as students enter, or after they are settled in their seats.
Introductions and Attendance

1. ell the students your name, department, office hours, and email address. Consider telling the students some
personal information about yourself, such as why you came to Berkeley, your academic interests, your
hometown, undergraduate college, etc. By sharing information, GSIs demonstrate that they are personable and
approachable. In deciding which information to share, however, keep in mind that you must maintain a
professional boundary between yourself and your students.

Going Over the Section Syllabus or Information Sheet

If you are distributing a section syllabus or information sheet, make sure each student has a copy. You may also want to
post it to the bCourses site for your section of the class. It is important to thoroughly discuss the elements of this
document with your students. A few pointers to consider when presenting the syllabus or information sheet:

Have students take turns reading portions aloud. Explain each policy and your (or the instructor’s) rationale for the
policy. Ask the students if they have questions and welcome them to ask questions during office hours or after class if
they do not want to ask during the class.

Emphasize the extent and limits of your role as a GSI and specify the types of activities that will occur in section. Share
with students what the function of section will be.

Explain the purpose of office hours and encourage students to visit you in your office. Some GSIs prefer to tell students
that, whenever possible, they should ask you questions about the course during class or in office hours. Consider
scheduling your office hours to accommodate the maximum number of students.

Discuss course readings. Where should students go to purchase the books and reader? What should they read for the
following meeting? Provide tips on how to read the texts and consider providing reading questions for the students to
answer or think about.

Mention key dates and reiterate your policies for late assignments. Answer questions students have about assignments,
homework, and exams.

Review the policies covering schedule conflicts with student extracurricular activities, accommodation for students with
disabilities, and academic misconduct in your section syllabus or information sheet. You might also adopt a policy on
students’ use of laptops, phones, etc. in the classroom.

Discuss grading of participation (if applicable), assignments, and exams for the section and the course. Explain your
grading policies and criteria.

Describe campus resources and direct students to the list of resources on your syllabus. Some GSIs announce the first
day of section that they periodically refer students to the Student Learning Center (SLC) to get additional help with
writing, reading, problem solving, study strategies, etc.

Creating Guidelines for Discussion

Consider developing with the students a set of guidelines for class discussion. (You might take this up the second week
when the roster has more or less stabilized.) We recommend a class activity to establish discussion guidelines because it
includes students in the process of establishing guidelines for discussion, makes students take responsibility for
developing guidelines with you, and produces an agreement to which you and the students can refer throughout the
semester. If you decide not to conduct an activity to establish discussion guidelines, we suggest that you discuss the
statements you have written on your syllabus or information sheet about respectful discussions.
Icebreaker

It is important to get the students talking to each other and participating in class the first day or week. Many GSIs
accomplish these goals by conducting an icebreaker activity. Whatever the format, you want to invite all voices to speak
while keeping the level of self-disclosure appropriate and comfortable. Sample icebreakers include:

Favorite Place or Favorite Dessert in Berkeley:

Have each person in the room, beginning with yourself, give his or her name, major if known, and a favorite place or
dessert they’ve found in Berkeley (such as Codornices Park or the cheesecakes at Strada). Students will often find each
others’ favorites interesting and want to compare notes. If the section or lab is large (25 or more people), you might ask
students to do this activity in small groups and then report some of their answers to the class as a whole.

Partner Interviews:

Organize students in pairs. Have the students interview each other for about three to five minutes; provide interview
questions that promote interest but do not put students on the spot. Have the interviewers introduce their partners to
the class.

Again, the goal of icebreaker activities is to get the students to talk to and learn about each other. Students who speak
up in class early are more likely to keep speaking up later in the semester. Icebreaker activities also help the students
and GSI learn each other’s names. Try to choose icebreakers that will not put students on the spot or make them overly
uncomfortable.

Group Learning Activity

Students (and GSIs) often come to the first day of section with their heads still on vacation. An effective way to ease
people back into school (and keep them talking to each other) is to have them do a group activity dealing with class
material. Here are some examples of activities for various types of courses:

Reading and Composition: closely observe and analyze a short text

Math: solve an interesting or novel problem

Biology Lab: conduct a simple demonstration or explore a curious anomaly

History: interpret a brief archival document

Sociology: discuss social explanations for putatively individual problems

Political Science: in small groups, read a short text for critical bias

Any course: have students fill out a brief, fun quiz on the course topic. This becomes a basis for discussing common
misconceptions or important concepts.

The activities should not be pitched too high. The objective of the exercise is not to test students or point out gaps in
knowledge but rather to introduce students to the course material and have them work through a problem together
with peers.

Using the worksheet Creating an Activity for the First Day of Class (pdf) will help you plan to get the most out of an
activity.
Wrapping Up and Getting Student Feedback

You can give the session a sense of closure by leaving several minutes at the end to tie together any information or
concepts you want the students to take away from the first session’s activities. What do you most want them to
remember?

Make sure students have clear information about any assignments they should start working on and what resources are
available for it. As much as possible, link the assignment(s) to the learning objectives or major concepts of the course.

Consider giving the students a few minutes at the end of the meeting to summarize or anonymously evaluate the first
day of class. (You might have them write on the survey form or index card you distributed at the beginning of class, or a
different sheet or card if they want to make anonymous comments.) For example, you might have them write questions
they still have about the course or the material, or state concerns they have about the section or the class. You might
ask students to write one or two things they felt worked well or not so well for them the first day, or what thoughts they
will take away from the session. This feedback will help you prepare for the following section meeting as well as for the
first day of class the next semester you teach as a GSI.

Finally, it can also prove useful to leave at least five minutes open at the very end of class to answer individual students’
questions, particularly about enrollment.

How to Promote Student Autonomy in Online Discussions

By: Kate Gallagher

Young boy with glasses sitting on a couch working on a laptop.What is Student Autonomy and Why is it Important?

During this unprecedented time of school closure, students taking responsibility for their participation in and
progression of their own learning is crucial. This is the essence of student autonomy. Being able to independently
manage their time and resources is necessary for online and distance learning, but it is also a skill that will support
success in life as an adult.

As a nation and as educators, we are adjusting and learning how to accomplish the same goals of teaching and learning
at an exponential rate. The model of schooling that we’ve followed for decades has suddenly been ripped from beneath
our feet. Our routines of practice are gone, but our need for continuity of education prevails. In order to continue to
meet our goals and purpose in education, we’ve turned to online or distance learning.

Due to the many different circumstances that our educators and students are facing, expecting synchronous education
to be successful is shortsighted. Teachers at home are now home-school teachers for their own children, with
expectations of providing instruction to their students at the same time.

Our students may or may not have stable internet, safe environments, or adults at home to support their learning. It is
recommended that students have access to and receive instruction through asynchronous methods such as watching a
video and then answering discussion questions. For the aforementioned reasons and countless other validations,
creating student autonomy is critical for success in online learning and discussion.
How to Promote Student Autonomy

This article outlines several, but certainly not all, of the ways to promote student autonomy in online discussion. Here
are some suggestions for helping to support student success.

Ask for Their Input When Shaping Discussion Requirements

Not all educators have designed instruction and assessment using online discussion as a tool before. Now that we’re all
figuring it out together, it’s important to consider expectations for engagement. How many responses will be expected?
How should the responses look? In the end, how will we be able to tell if learning has occurred? Asking input from
students and using their suggestions will help create consensus for learning expectations and will also foster student
buy-in of the process.

Offer Multiple Discussion Prompts to Choose From

I heard once that the subject that everyone is most interested in talking about is themselves. In other words, people of
all ages like to talk about things that interest them. Having input on what to discuss and how will improve student
engagement in the discussion and create more meaningful learning. Also, offering student choice through multiple
prompts will encourage students to think autonomously by expecting them to employ decision-making skills and then
respond.

Let Students Choose the Response

Traditionally, we imagine online response as “read and write.” I would encourage all educators to become open to
allowing students to choose their mode of response to discussions online. Allowing them to choose between written,
audio, visual, or multimedia response encourages critical and creative thinking. Again, student choice promotes decision-
making skills, which supports the development of student autonomy. Students taking initiative to learn new modes of
presentation; a new sound app, presentation software, or video editing should be encouraged.

Learning in these ways helps develop problem-solving skills and also allows creativity to flourish. These skills are
transferable and will help ensure student success not just across content areas, but in post-secondary education and
employment. Just as importantly, it is a way of allowing students to choose their own modifications based on personal
learning styles and strengths. Students with IEPs who have a disability in reading and writing could relish the opportunity
to respond orally!

Let Students Collaborate

Humans are social beings and according to Brené Brown, “We are hardwired for connection with others.” If our goal is to
support development of student responsibility and independence when it comes to their own education, we should
mirror the parameters of our expectations as closely to real world, adult life as possible. Allow students to work and
collaborate with others, but only if they choose to, because that is what the real world is like. We are able to choose
professions where collaboration with others is optional, based on our own strengths and preferences. Students should
be given the same opportunities in online discussion, because it is how life works after graduation. Students will never
develop autonomy without responsibility.

Offer Alternatives

While our options for delivering instruction have changed, it does not mean that we need to stop offering choice and
opportunities for decision-making to our students. For some, responding to online discussion may not be the learning
method that is best served. Consider allowing students to demonstrate learning and knowledge through other means, as
well. Again, promoting student choice will best support student autonomy and even self-advocacy. In lieu of traditional
response, consider offering students a way to respond or show understanding through other eLearning resources, such
as the use of G-Suite apps like Google Doc, Google Form, or Google Slides. Many teachers use Ed Puzzle to upload videos
of themselves providing instruction and then have students complete a Google Form in response.

Student autonomy is a skill that will continue to support student success and promotion long after they respond to an
online discussion, pass a test, or graduate. It is a life skill that must be nurtured and taught. Online discussions can
support strengthening that skill for present and future success.