You only get one first class of term – make it count

The first day of class is more than just an academic introduction; it is our initial pitch to students. Long before we dive into complex case studies or market analyses, they are already making rapid judgements that will profoundly affect their attitudes towards the course and the effort they are willing to invest. Transforming that first session from a passive briefing into an engaging intellectual launchpad requires a deliberate strategy. Here’s how to get the first day right.

Be strategic with your wardrobe

Students immediately notice a teacher’s appearance, and your attire can directly influence the level of authority you project. For instance, in a business school, the dress code acts as a critical non-verbal cue that establishes professional expectations right out of the gate. 

Different disciplines require distinct approaches to classroom attire to mirror industry standards. A tech-entrepreneurship instructor might wear jeans and a blazer to reflect startup agility. Conversely, a finance professor might choose a tailored suit to project corporate authority and professionalism.

Whether you dress formally or casually, your wardrobe should be a conscious choice.

Be clear about how students should address you

In an increasingly globalised classroom, deciding how you want to be addressed is a fundamental pedagogical choice. Ambiguity around titles can breed anxiety, particularly for international students who are unaccustomed to local academic etiquette. 

• Dropping the “professor” title in favour of a first name can increase students’ confidence and build psychological safety. 
• Demonstrating warmth is often more effective in building the confidence to speak up than simply showcasing your expertise. 
• To respect diverse cultural norms, consider offering a choice, explaining that both formal titles and first names are acceptable. 

Cultivate curiosity before compliance

The first day of class creates a lasting impression that influences students’ attitudes and their willingness to engage for the entire semester. Rather than using this critical time to simply read the syllabus, use it to invite students into a fascinating intellectual journey. 

Avoid handing out the syllabus immediately; instead, spark curiosity by introducing a complex problem. For example, in a supply chain management course, you might hook students by asking them to analyse a vulnerability in Toyota’s production system before they even know the foundational theories. Asking students to attempt a tricky task before they are fully ready creates fertile ground for learning. 

• Spotlight guide: A warm welcome for new students
• First-day-of-term tips: a checklist
• Welcome! Now what?

Embed low-stakes engagement

To prevent the first session from becoming a passive broadcast, introduce small, interactive elements that normalise participation.

• Instead of “Any questions?” ask, “What questions do you have?” to signal that you expect enquiries. 
• After asking for questions, wait 10 seconds to give students time to process information and muster the courage to speak. 
• Incorporate a quick write-pair-share activity to break up the lecture and get students collaborating immediately. 

Explain course structure, assessment and policies

Students bring a host of expectations to the classroom, so do not leave your operational policies to chance.

Students want to know about the course structure, required materials and tests, projects and assignments early. This can help them manage timetabling conflicts and prevent multiple deadlines from coinciding.

Allot some time at the end of the session to explicitly outline these parameters, but do not simply read the entire syllabus aloud. Instead, set aside time for questions or create a low-stakes syllabus quiz to build familiarity.

At this time, you can also establish your AI policy, as student perceptions of appropriate use vary wildly. Define boundaries immediately so that your students know when AI is a strategic asset and when its use violates academic policy.

Ultimately, getting the first day of term right comes down to pedagogical intentionality. From carefully selecting attire that models specific industry standards to making conscious choices about how we wish to be addressed, every detail contributes to the overarching culture of our classroom. 

When we commit to sparking curiosity before demanding compliance, and when we embed small moments of interaction to create a dynamic environment, we do much more than simply survive the first day. We lay the groundwork for a semester defined by engagement, collaboration and a sense of belonging.

Svetoslav G. Georgiev is an associate professor at Xi’an Jiaotong-Liverpool University, China.

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