1. Getting to know you: First impressions and first classes Jessica Cameron September 19, 2007

2. First Day Goals 1.Introduce yourself to the students 2.Have students introduce themselves to you (and to one another) 3.Motivate interest in the material 4.Set out expectations for the quarter

3. First Day Goals Not to fall flat on my face Not to scare everyone away Not to bore everyone to death Not to make all my students want to change sections …

4. 1. Introduce Yourself What kind of TA do you want to be? What kind of relationship do you want with your students? How will you convey the above to your students? Approachable, fun, advocate Professional, serious, judge

5. 1. Introduce Yourself Indirect cues How much energy will you have? What will you wear? How early will you arrive? –Check out the room before your first section! Will you make jokes? –How can you be FUN if you’re not FUNny? –http://www.offthemark.com/

6. 1. Introduce Yourself

7. Indirect cues How much energy will you have? What will you wear? How early will you arrive? Will you make jokes? Direct cues How strongly will you encourage students to come talk to you outside of class? What will you tell students about yourself?

8. 2. Student Introductions Introductions, icebreakers What do you want your students to know about you? What do you want to know about your students? What do you want your students to know about one another?

9. 2. Student Introductions What do you want your students to know about you? As a teacher: Your name Why you’re qualified to TA this course Your role in the course Why you’re TAing this course Why the course is important and interesting (more on this later) As a person: Anything that makes you seem like a person Where you’re from How you are like them What you like to do when you’re not being a TA

10. 2. Student Introductions Information that makes you human Where are you from? Why did you come to Stanford? What is your favorite thing about Stanford / the Bay Area / California? What was the hardest thing for you to get used to about Stanford / the Bay Area / California? Which extra-curricular activity are you most passionate about? Share personal experiences related to the course material (be specific).

11. 2. Student Introductions What do you need (or want) to know about your students? NAMES Class year Major Why are you taking this course? What do you hope to learn from this course?

12. 2. Student Introductions Why should your students get to know one another? What do you want your students to know about one another? How can you get them to learn this information?

13. 3. Motivate Interest Questions to consider: How much of an overview do you want to give of the course? What kind of administrative information do you want (or need) your students to know? If you can… Get your students talking (and thinking) about the material from the beginning. Plan a demonstration or activity to illustrate the material and make it relevant to students. Have a lot of energy!

14. 3. Motivate Interest Find activity suggestions online: http://psych.hanover.edu/APS/teaching.html http://www.spsp.org/student/teachintro.htm http://www.socialpsychology.org/siteweek.htm

15. 4. Communicate Expectations What do students need to do in order to fulfill their obligations as section members? Attendance requirements Participation grades Assignment deadlines and basic requirements Set the section tone on the first day What will you expect students to learn by the end of the course? Content – what do you want them to know ? Process – what do you want them to know how to do ?