The First Day of Class
It is important to create a welcoming and inclusive classroom from day one. Set the tone for the semester and set your students up for success by establishing trust and creating a community of learners.
- Introduce yourself. Share information such as: why you love your subject matter, your education and career path, and as much biographical information as you are comfortable sharing. Offer students an opportunity to ask you questions about yourself.
- Have students introduce themselves rather than reading from the class roster so that you don’t mispronounce a name or misgender a student.
- Learn all student’s names. Make sure to pronounce everyone’s names correctly and use their preferred pronouns. Ensure that other students do the same. Take photos of each student and add their names. This will give you a study guide for learning names. You can also ask students to record themselves pronouncing their names so you can practice correct pronunciations.
- Use icebreakers so that students can get to know each other. The OSU Teaching and Learning Center has an extensive list of icebreaker options.
- Create a list of classroom expectations together. The Eberly Center’s guide to creating ground rules is a helpful resource.
- Use a “first-day survey” to collect information about your students, such as whether they live on campus or commute, play a sport, have a job, etc.
- Clarify your expectations for the class. Be transparent and explicit about why students should take this class, what they will get from it, and what you expect of them. Don’t assume that students will know any of the “unwritten” rules of being a successful student.
- Share on-campus resources, such as the Academic Success Center, the Counseling Center, and Disability Resources. Remind students often during the semester about these support services.
- Show students how to access course materials, including how to use the Tartan site for your course.
- Remember the goal is to help students feel that they belong in your class and at MC, that their perspectives are valuable, and that they have the self-efficacy to do well in college.
The Rest of the Semester
After establishing a welcoming, inclusive classroom on the first day of class, take intentional steps to ensure that you continue to foster a supportive environment for the whole semester.
- Include diverse course materials, including readings, visual examples, and more. For example, ensure that students can “see themselves” in your course by studying a wide variety of authors, historical figures, and scholars.
- Model the kind of behavior you want to see in students. For instance, use inclusive language, as described in the EduCause Inclusive Language Guide.
- Address discriminatory, offensive, and prejudicial comments. You have an important role in helping students learn about being respectful community members, so consider using tips in Harvard’s “Calling In and Calling Out Guide.”
- Vary modes of instruction and assessment to support a variety of learners.
- Reflect on your own possible biases.
- Apply universal design for learning (UDL) principles. The CAST guidelines for universal design for learning are a great place to start.
- Share positive messages about student success. Incorporate a growth mindset into your class and encourage your students to do the same.
