Start strong

• Tip 1: grab attention immediately

  Students take several courses, have many other obligations and a social life (Svinicki & McKeachie, 2014). That's why it's important to capture their attention from the very first moment. For example, immediately illustrate the relevance of the course with a powerful example that connects well with the group of students in front of you. Share, for instance, relevant social, scientific or societal dilemmas or developments.

• Tip 2: show genuine interest

  Take time to really get to know your students; let them see that you notice them and that you are socially engaged with them. This is an important factor for motivation (Deci & Ryan, 1985). How to do this? Ask how they are doing and what matters to them, but also share what occupies and matters to you. Don’t forget to make eye contact consciously and listen.

• Tip 3: facilitate group bonding

  Make sure you free up enough time in your lessons so that students also get to know each other. Come up with an enjoyable ice-breaker activity in advance and plan enough time for it. Or have a look at the VU CTL MIXED model techniques for inspiration. For example, the Getting to know you activity, in which students in small groups discover what they have in common and which unique experiences, knowledge, skills, or perspectives they bring. This activity is particularly suited to starting a group assignment or collaboration.

• Tip 4: ensure activation

  Preferably, also let students actually do something in the first session, rather than mainly transmitting information. Start, for example, by asking questions instead of sharing knowledge. This offerse a twofold advantage: on the one hand, you encourage students to think actively and formulate answers, and on the other, you gain insight into their prior knowledge. You can use handy tools, such as Mentimeter, for this, but you can also ask the group questions using work forms such as think-pair-share or one-minute-paper (Gray & Madson, 2007). (Gray & Madson, 2007).

• Tip 5: take away uncertainty

  Pay attention to reducing uncertainty. Especially during a first teaching session, students are often nervous, as they do not really know what to expect (Svinicki & McKeachie, 2014). Explain your expectations clearly, therefore, in the first teaching session. Do not assume that the course guide makes this immediately clear, even after students have read it. Give your personal opinion on what you really find important and emphasize this: it provides insight into the so-called ‘hidden curriculum’ (Kärner & Schneider, 2024). Also, make sure there is enough time for questions. Try to address all concerns as thoroughly as possible. Otherwise, you risk this affecting your course later on.

  In addition, it is important to align expectations regarding learning attitude and preparation properly. What do students need to do at home and in class to complete the course successfully? Then ask what the students expect from you as a teacher and what the students expect from each other. Note down the agreements and try to uphold them for the rest of the course.

  Bonus tip: create a chatbot with VU Amsterdam's Cogniti or an assignment with FeedbackFruits, in which students work interactively with the course guide during the session so that they get to know the course better.

• Tip 6: reflect

  Close with a short reflection; ask the students a closing question. For example: what has stayed with you most from this session and why? Have students write their answer on a post-it and return to it at the start of the second session. Here too, the one-minute paper or the exit slip technique is a very suitable method.