Learning from Instructor and Student Introductions
What are you accomplishing through introductions of yourself and the students?
I teach small cohorts of students who begin and end their degree plan together. My courses typically occur at the end of their required courses so the cohort has its own "culture" before I even get to know them. I think spending a little time on the first day of class with introductions not only helps to bring me into the group but also helps my students understand my background a little better and me as a person a little better.
In our Nursing Program we have an orientation day where all the instructors meet the new students on Day #1. We tell the students about our previous experiences with the Nursing profession and our teaching experience. We play a game called "The Toilet Paper Game" where everyone tears off a few sheets of toilet paper from a roll and then we go around the room and everyone has to tell the class one thing about themselves for every square of toilet paper. The instructors join in, too. It gives the students and instructors a fun way to get to know each other and see similarities that we share. There is usually a lot of laughter and it is a great way to break the ice, make introductions, and help everyone relax a little from their first day jitters. We also ask them questions such as "why did you choose to become a nurse?" "what is your previous position?" "do you have any previous experience in the medical field?:
It is an easy way to give you students an idea of what your knowledge and background is so they can feel confident that you, as their teacher, will help them learn the material. It also gives the students a chance to ask questions about you and the other students.
I agree! I like the introduction period. It allows me to get to know my students, as well as allow them to get to know me
I want my students to feel a maximum level of comfort in the class the very first day. I often have each student share one trivia question about themselves for example; "What is your pet peeve?" or " What are you afraid of?" or "What was our most embarassing moment?" Students don't have to share anything they don't want to share. Their response often leads to group shared laughter and identification. I include myself in this process. It is a simple bonding event that requires no real preparation. Sometimes I will put three questions on the board and they can answer whichever one they want. We all get to know each other better. I get new students added every six weeks to an existing class so I try to rotate the question options to keep the existing students engaged.
GEORGE,
This is a similar format to what I use in starting off a new class. The information gleaned from the introductions and student interactions give me a very clear idea of how to customize my instruction for the upcoming class. I am sure this is the way you approach your instructional planning as well based upon the information you gain from your introduction strategy. Great work in getting to know your students.
Gary
Gary Meers, Ed.D.
James,
This is one of my favorite times as well. Learning this about the students helps me to strategize on how I will provide the course content and in what forms.
Gary
Gary Meers, Ed.D.
I have all the students stand up and introduce themselves which, gives me a background on each of them and allows me to relate to each one of them during instruction. I can appeal to their interests and apply what I am teaching to what they may have done previously. I also give an introduction about my self and indicate (with humor)areas in which I may have fallen short or have failed and also where I have overcome. These examples serve to show them their instructor is not perfect and also makes mistakes but also overcomes challenges. Some students relate, some find it encouraging but ultimately, it unites the class in the same goals and relieves first day tensions.
I love to pose as a student the first day and interact with the students and find out why they are in the program, and what are they expecting, then 10 minutes into the class, I would introduce myself as the instructor, this "icebreaker" sets the tone and from that point on, the class is connected and ready to learn, most of the nervousness is gone.
I generally hand out a sheet that asks "why are you here" after I express why I am here. I allow them to read it if they are extraverted and hand it in if they are intraverted. This way I dont get a short answer if the student is embarrased or quiet.
Jamie,
Great idea. My students love doing the ice breakers because they give us a chance to get to know each other and get settled into the class.
Gary
Gary Meers, Ed.D.
It works as an ice breaker and to let student know that yes you are the professor but you were also an student.
I made it like a conversation where I tell them stories about me when I was an students and then I ask them to tell me their name and why they decided to enroll in my class
I think it's important for the students to know why you're qualified to be their instructor and to share your experience with them so they can be confident they will have a lot to gain from the course.
I have found it to most helpful for an "ice breaker" the first day or so of class. I get to know where people are in their personal and professional lives that has driven them to return to school. I learn how serious they are about the program, and they get to learn that even instructors once had to put forth the same efforts to "make the grade" as well.
Kareem,
Thank you for sharing your beginning experiences as an instructor. I know these comments will be of value to other instructors that are just starting their teaching careers.
Gary
Gary Meers, Ed.D.
The first time I was asked to instruct a group of adults on the college level, I must say it was very difficult for me. It was my first time teaching and I was afraid the students wouldn't respect me because of my I was younger than some of them at time. But eventually I got passed this by creating a form for them to fill out and put all their expectations and funny stuff about them sleeves. It worked out perfect! they built up a great relationship and we all got to know more about each other.
Creating a sense of community.
I use a variety of exercises along with the basic introduction - for example, I ask students to tell the class how they got their first name, or what it means; or I get them to write down one false and one true statement about themselves, then get them to read out one of the statements and have their colleagues decide which one they chose; or I simply have each student say the most interesting thing about themselves. Then I also have them do a writing exercise - maybe what they had for breakfast, described in detail, or the last thing they read (literally, even if it's an ad, a sign etc.) and what it meant to them/means in general. As a result, we all get to know each other and I also get to know where each student is at in terms of willingness to participate, and spoken and written language. I also have a writing sample that I can keep, which is very helpful when grading papers and looking for originality versus possible plagiarism.
Introductions allow for the students to learn about you and your expectations. Additionally, having the students introduce themselves helps you to understand the students. This will allow you to better structure your teaching methods so that you can have the best outcome from students. I like to have structured questions that I ask the students to answer while they introduce themselves to help me understand their learning style.
