Using the resources from our page on early academic career development, as well as notes from a faculty discussion on teaching large classes held here at Ryerson, and an LTO-produced document on Classroom Civility [pdf], we have gathered the following best practices.

• "Never underestimate the importance of the first class - model all aspects of your course (group work, activities, participation, computer support, etc.) in that first class, especially if what is coming is different from the norm." ("Teaching Large Classes," Ryerson University)
• "If you want to achieve an informal style, arrive early and begin to get to know your students. This will help you relax and help your students get to know you. If you prefer a more formal style, wait until the appointed hour and then enter the classroom." ("First Class Survival Tips," Indiana University)
• Establish a starting ritual. Have music playing in the background or an interesting video clip/cartoon on the screen while you are setting up. Indicate the beginning of your lecture by removing the cartoon or turning off the music. Students may take a few seconds to realize a change occurred. "Greet students in a firm tone, pause until all students have stopped talking, and thank them for their respect. Start your first lecture in this way and continue throughout the semester" (Visano, 2003).
• "Look and sound confident. Arrive at class prepared and handle yourself professionally at all times to indicate that you are in charge" ("Large Classes: Limiting the Chaos," University of Waterloo).
• "Once you begin speaking, try to speak slowly. Remember to slow the rate of speech and focus your attention on what you want to get across instead of how you are saying it or how you appear." ("First Class Survival Tips," Indiana University)
• "Be enthusiastic! Enthusiasm comes from confidence, excitement about the subject, and pleasure in teaching. Your facial expressions and smiles, attentiveness to students, movement away from the podium or chalkboard, and eye contact that is long enough to observe students' expressions will all demonstrate your enthusiasm." ("First Class Survival Tips," Indiana University)
• "Discuss the BIG (sometimes called ESSENTIAL) questions the course will answer... This gives students some control over their education, connects with current topics, and focuses on some of the students' questions." ("Making Your 1st Class Session Really First Class," MERLOT ELIXR)
• "Reveal something about yourself. Sometimes students can relate to the teacher more productively if they can see him or her as a human being. Sharing personal stories and being able to laugh at yourself can help this process." ("First Day of Class: What Can/Should We Do?")
• "Establish your own credibility. Sometimes this happens automatically, but at other times students need to know about the teacher's prior work experience, travel experience, or research and publications in an area." ("First Day of Class: What Can/Should We Do?")
• "Establish ground rules from day one, including policies and expectations, and then make sure to follow through on them. Get the student buy-in by involving them in creating the class contract around norms, behaviours, expectations, etc. Make sure to cover lateness, disruptive behaviour, and distractions such as laptops and cell phones." ("Teaching Large Classes," Ryerson University)
• Distributing "a comprehensive, learning-centered syllabus during the first class promotes a positive attitude in students, as it shows you care about the course and have made an effort to plan it carefully. At minimum, your syllabus should:
  • describe the course goals and objectives and how these fit in the larger curriculum;
  • outline the structure of the course, including topics, grading, examination procedures, reading assignments, attendance policy, faculty office locations, and office hours;
  • describe expectations for everyone in the classroom; and
  • provide an easy to access guide to navigating the course throughout the semester.
  ("The First Day of Class - Your Chance to Make a Good First Impression, University of North Carolina)
• Collect data about baseline knowledge. This can take several forms:
  • Check that students have taken relevant courses in a sequence.
  • Give students an ungraded pretest that assesses knowledge and skills necessary for the course.
  • Also rely on students' self-reports about how confident they feel about particular knowledge and their ability to apply it.
  Get a sense of students' motivation in the course. Collect data about:
  • Why students are taking your course
  • What they expect to get out of it
  • What challenges they anticipate
  ("Make the Most of the First Day of Class," Carnegie Mellon)