Preparing for the First Day

Being prepared is the best thing you can do for getting by on the first day. This day is filled with excitement and anxiety about the coming semester, perhaps amplified by a new job or your first large lecture. Concerns about how your course will go and how well you will teach the course are natural. Having a detailed plan will help alleviate much of the stress associated with first day anxiety. The threat of the unknown is diminished when you have a clear plan and prepare yourself with all the necessary information.

picture of an empty classroom For example, eliminate the unknown by visiting the classroom where you will be teaching. Is it adequate? Does it have enough seats? Can you arrange them to suit the teaching method you will be using most often? If not, what can you do to improvise? Stand back and look at the board. Is there a glare? Do you need to pull the blinds before you use the board? If you plan to use overheads or a slide projector, is all the necessary equipment in the classroom? Do I know how to use the equipment I need? Will you need a microphone in this classroom? The students will expect you to provide a productive work environment and being in control of the classroom will help. Simply being familiar with the room when you walk in on the first day can have a calming effect.

Preparations for the first day

Being prepared is perhaps the best antidote for anxiety - do not leave the lecture preparation until the last minute.
Visit the room where you will teach. Scout things out to see if you will have everything that you need to give your lecture effectively.
Get any equipment (digital projectors, overhead projectors, transparencies, etc.) or supplies that you may need for the course. Practice using the equipment.
Get information about the course. This will increase your confidence. Talk to other professors who taught the course. Talk with them early to get their help and advice on designing and teaching your course. For new faculty, this will also help get the expectations and level of expertise of the students in addition to warning you of potential pitfalls. Having an understanding of the course before the first day will help derail any unforeseen discoveries about your students.
Scanning a class roster will familiarize you with your audience and make them seem less like strangers; it will put some names to the faces.
If possible, physically rehearse your first lecture. Do this in the actual venue using all your equipment if you can. As a minimum, have your introduction prepared well (see the Engagement section for more information on this).
Make an emergency supply kit containing anything you think you may need to give your lecture. This may contain chalk, microphones, spare bulbs for the projector, eraser, overhead markers, and important cables.
Expect the unexpected. Be prepared to give your lecture if something fails. For example, if you have overheads or a PowerPoint presentation have a fall back plan in case your computer or projector fails. (For most PowerPoint lectures, simply having a copy of your slides can let you resort to a "chalk talk" using them as your lecture notes. It is okay not to cover the same amount of material as originally planned.)
How long is my lecture? This is very challenging for beginning lecturers. Here are some simple strategies for timing a first lecture: Dissect or outline the material into key fundamental concepts that can be presented separately. If applicable, include some problems or examples that will supplement the material or that can be excluded.

Some advice on getting by on the first day

Arrive early. Engage some students who have arrived early. Write your name and course information on the board before the class starts. Arrange the classroom.
Many times students approach with administrative questions on the first day. Spend a little bit of time learning how to add and drop students. There will be unique administrative details that you may not know how to handle. This is okay, simply let the student know that you will look into it after class, will meet with them after class, or at office hours.
Deal with administration issues after class. This allows you to set the pace of your course, and be in control from the very beginning.
During the lecture focus on several students one at a time, perhaps the ones you spoke to before class. Pretend you are speaking to them; this will help reduce some anxiety.
Having a pause in a lecture to organize your thoughts is okay.
Be energized and enthusiastic. This will make the time go better.