Garland,
This is such a good way to start a new course off. Everyone learns more about each other and why they are enrolled in the class. Your ice breaker about a favorite music artist gets them to thinking about artists as well as how they are going to learn more content and skills in their field and that makes for increased motivation. This is a win win for everyone.
Gary
Gary Meers, Ed.D.
Danny,
I really enjoy starting a new course and getting an understanding of who is enrolled. Their life experiences always amaze me since I find that so many of my students have done some incredible things prior to their enrolling in this course.
Gary
Gary Meers, Ed.D.
With introductions, I believe that it allows you to establish a good connection between you and the students. Once they see that you're a real person, most of the initial tension and uncertainty of the class vanishes away. After the name introduction, I would have the students participate by first telling them where I'm from and who's one my favorite music artist. I'll then ask the students the same question. It totally breaks the ice with the students and it allows them to open up right out of the box. In the end, it gives me a chance to learn a little about them, but it also shows them that we have something in common which is the passion of our subject.
The students have a better understand of me, my experience in the classroom and expectations that I’m looking for in a student. The students, after the introduction gives me a better understanding of the students experience in the class, expectations of me and how the class connect with their interest, if any.
Sarah,
This is how learning communities are formed and you are doing such from day one. This gives each student an understanding of how he or she fits into the course and opens the door to their making contributions that will enhance not only their learning but the learning of other students as well.
Gary
Gary Meers, Ed.D.
You are building a rapport with your students. You are letting them into the space and letting them know it is safe. That first day is the key ingredient to finding out who we all are as a group. What we have in common, what we can learn from each other, how we honor each other. After I get through the set-up of the class: syllabus, books, expectations, etc, I get right to the weaving of each person onto the same tapestry: what journey are we making together. I have my students stand in a circle and play the name game. Once everyone has gone, I tell them to switch up in the circle. I hear a few groans but they do it, then I go around the circle and shake their hand and say “Welcome to my class Jake, welcome to my class Sally, and welcome to my class Quincy and on and on until I have welcomed everyone. It sets the tone for the class and gives an instant bond. They love the fact that I know their name the very first day. I also have many activities that first week where they always have to pair up with the least person they know in the room so everyone is on the same playing field. It changes the way they see each other. One of the biggest things I tell my students that very first day is to try and see themselves as professionals and that each class is a mini-seminar about uncovering their communication style. So far, it is working.
Fraternidad,
This is a comfortable way of getting a new class started off. All of you get to know more about each other while getting settled into the course. Then they will be ready to review the syllabus and see how the course is going to operate.
Gary
Gary Meers, Ed.D.
Introductions means getting to know each other. Learning of what their likes and dislikes, how students learn - their kind of learner so it would be easy to bring the topic to their level of interest. Introductions breaks the ice and earns trust and confidence and respect.
The first thing students would like to know is: who is the instructor. Yes, they would like to know who would be working with them. I let them know where I studied, how long I have been teaching before coming to the present school, and how long I have been teaching in the present school. I make students introduce themselves. I give them a form suggesting the different information they could mention about themselves. This introduction serves as an ice breaker. This becomes also the basis for their choice of the classmate they would like to work with in class activities auch as peer editing.
Letting the students know your background, so they know you are capable of teaching them. Also letting them get to know you a little so they feel comfortable with you.
I use introductions to get a sense of how much understanding my students have of the creative and business challenges they'll face in the career they've chosen.
Some groups of students need less of a reality check than others. How I ask the questions in their class introduction gives me a sense of how much to emphasize the odds they have to overcome to succeed in our field.
By doing this, you are allowing the students to get to know you and each other and creates a greater learning environment.
Teresa,
Using these types of activities are both fun for students and informative for you. I use several ice breakers to start a new class off so we all can become familiar with each other and get settled into the course. Once that is done then I am ready to start them off with the details of the course and the sharing of the syllabus.
Gary
Gary Meers, Ed.D.
Introductions allow instructors and other students to become for familiar with each student. Along with basic info, I like to ask an odd ball question - whats your favorite tv show? - to help the students relax and share a little more about themselves. This really seems to help and I've done it from the begining. One of my old professors did the same thing and I really enjoyed the impact and stress relief it gave to the entire class.
Mario,
Good way to get a course off to a comfortable and friendly start. This lets everyone get to know each other and to learn why each person is in the course. This is how the earning of respect begins and then rapport can be developed from there.
Gary
Gary Meers, Ed.D.
I accomplish two things. First, I let my students know who I am. If I were a student I would want to know who the instructor is. What qualifies him or her to teach the course? What are his or her credentials? Second, the student introductions allow students to know each other, but, more importantly, allows me to get to know the students. I often use information learned from these introductions (e.g., student work or life experiences) in my class presentations. I find it effective in personalizing the course for the students. This also helps in transitioning theory to practice.
Sharon,
This is always a rewarding time for me as well. Hearing their reasons gives me insight into how I will approach the sharing of the course content so it can fit within their career goals.
Gary
Gary Meers, Ed.D.
These introductions are valuable since we all begin to recognize that we are really a community of learners (at least that is an important objective for my classes). I explain how we all learn from one another. The students realize their classmates may have valuable information to share with them, and they accept that I am human with experiences that they may be able to learn from.
I enjoy learning the reasons why students chose the field they did. They seem comfortable in sharing this information, and they like hearing the responses of their classmates as well.
Steven,
This is a comfortable and supportive way to open a new course. The students can get settled in, share a bit about themselves and learn more about you. Together you all have established a foundation from which respect can be earned and rapport developed. This is how a good course is created for all those involved.
Gary
Gary Meers, Ed.D.
