That first lesson

[burlives]

What do you do on the first day with a new class? What is your first lesson?

I ask because it seems to me that Chinese students, college-level in particular, will not put much effort into a class if they have no feeling for the teacher. The subject may move them but it won't move them to activity in a classroom unless there is something, but I don't know what, between teacher and class. So, a teacher, basically, has to "make friends" with the class. And I guess that's what should be happening in the first lessons.

I know a Chinese teacher who starts any new course of lessons with the story of her own study of English, starting with her rise from a small town, including the middle years of neglect, and finishing triumphant as a successful negotiator in the company of foreigners. She makes it all into a lesson by describing her study method and offering it as a model. She says the students always hang on her every word. She's the one who told me I have to "make friends" with the class.

But I'm considerably more formal than anything like that. I tell my name and place of birth and then outline the structure of the lessons to come. It's what I'd want if I was the student. But in China this leads to a distance between teacher and class. Now, my lessons always include a lot of teacher-with-small-group time and I talk to everyone, but it's in the context of the lesson and they rarely get any personal information out of me.

So what's a good first lesson? Introductions? From early on I decided to distrust introductions because they're rehearsed and the students turn away and chat when it's not their turn. Now I don't know. Maybe it's a bridge for the relationship the teacher needs to set up.

[MK]

I find that singing a song, doing a little dance and making funny faces endears me to the students and proves that I am a good teacher. You can repeat this every lesson for the next year and they will never lose interest.
If you really want to push the boat out, speak some pooty pidgin Chinese - guaranteed to have them rolling in the aisles.

[Ruth]

I've only been here a year, so am not very experienced in 'first lessons'. My three classes this year are basically the same three I had last year, with a few mix and match students. Last year, fresh off the plane, I shared about my life and family and fielded the usual questions about how I like China and Chinese food. I was too new to know any better. But I'd do it again. My students are high school, not university. Perhaps I would treat a uni class differently, but I'm not sure.

I don't know about building bridges with students, but the kids seem to be interested in anything I can tell them about life in the west. Sharing a little personal information lets them get to know me and, hopefully, feel comfortable with me.

[Wolf]

In China, I usually went over the rules I expected, gave a rough idea of the marking strategy, and drafted the monitors into drawing up class lists that were useful to me.

The rules were especially important. I made sure that my writing class understood that plagarism was bad. And what exactly I meant by plagerism (don't copy each other. Don't copy from the internet. Don't copy from a book. Do not copty here or there. Do not copy anywhere.)

I also let them know what I'd expect them to do during the course work wise. If they'd have regular assignments, I'd let them know. If they'd have to give speaches (my preferred method of marking spoken classes), they'd know about that too. If it was a conversation class, I'd let them know that having them do speaking activities would be the norm, and that the students-listen-teacher-talks approach would basically not be used at all.

I'd also provide my personal contact info, and said that I was available to my students for consultation anytime, provided they set up an appointment. I was also available for chit-chat (my compromise for no English Corner), but I'd give preference to those in need of help.

Hopefully I'd have a little time left after that, and in that final bit of time I'd let the students tell me what they hoped to get out of the class. If there was a lot of time left and it was an oral class, I'd just have them think of that question in groups. If it was a writing class, I'd have them write about it as a first assignment. If either activity fizzled, I'd inform them that it was good for a first try and that they'll have a chance to improve upon their initial prerformance in the weeks to come.

If all else fails, I give them their one and only chance to ask whatever questions they would like of me. This often (but not always) seems to be a big hit.

Basically think back to what your profs did the first day of term. They laid down the basic ground rules of what would happen throughout the course, yes?

[con's fly is open]

Yes. And make them laugh. Wave as many shiny objects before them as possible. The first class convinces them to pay attention thereafter. ... or not.

[Lager]

I also hate the "introduce youself" type class. It's all the same I am from...I like....And it's not useful.

One variation I tried (stole) was have them write briefly about themselves on a scrap of paper. Mix them and have a student read one and try to guess who wrote it.
As with most things it works well with some classes and tanks with others.

Sometimes I might show photos withe idea of having them describe the photo.

I have also tried just walking in and---without even a Hello-say open the book to Unit 1. Usually after 15 minutes or so a student will shyly say teacher what your name? Then I will go through the rigmarole of giving my bio. This is easier when you are new. Now it's getting to the point where the question of how long I have been in China requires a very long-winded answer.

All-in-all first classes are OK-students are on your side at this point and willing to try anything. It gets tougher later...

[Newbs]

Okay, I've lost count of the number of times that I've walked into a new class, but I still don't have any really good technique for the first lesson. If you google ESL and Icebreaker you will get the standard list of ideas, but after awhile they all seem much the same. After all, how many ways you can invent the wheel?

Get to know you is a lengthy process. With the classes that I'm teaching at the moment it took 2 months before I felt that we all had a fairly good idea of each other. Furthermore, it's an ongoing process. The next incident, a fight, someone cheating, etc. just gives me and the student(s) a chance to get to know each other even better.

So, I reckon I go into the first class and just start teaching and getting them working, and worry about getting to know you in the weeks ahead.

Strewth, I hope some of this has made a little sense.

[MK]

I did loads of getting to know each other stuff with my current batch of classes, and it all seemed to go quite well...However, four months on, they are all still totally shocked by each 'new' thing they learn about me (You have a sister!?! You used to teach in Korea!?!) despite the fact that I already told them EVERYTHING in the introductions lesson...

[hankuh]

First day of class, I walk in, slam my books on the podium, yell "Dajia, zhan qi lai!" (Everyone, stand up!), and then I give them this standard speech:

" Greetings students, as you can see I am indeed a foreigner. I know why I am really here, but even if I voiced it, you wouldn't care to listen or even attempt to understand, so with that disclaimer in my mind, I will hereby give you the biggest difference between foreigners and Chinese."

I then drop my pants, pull out my Anglo-Saxon salami, wave it around for all to see and marvel, and that pretty much directs the course for the rest of the semester.

Seriously, I generally do an introduction about myself, my wife, and my life here, yadda, yadda, yadda, and like Monkey King the students forget it just as soon as I speak it, and thus my students forget anything I tell them. I ask them questions too, but they really don't reveal too much about themselves--just concrete facts about their hometown. They are still rigidly in the throes of "oh look it's a foreigner. He looks funny and talks funny" and they can't, won't, get beyond it.
Sadly after over 4 years here, you would think the students' mindset would change, but no, it hasn't changed one iota.

Today, I caught two students ducking a piece of paper with crib notes under my door to another student in my room during an informal essay exam, so right now, my atttitude is just about shot about teaching here.

I'm playing a game, and I am not winning, and I am tired of thinking it's anything more than that.

The first day of class is everyday cognitively for my students when I am teaching.

Forgive me for deviating off topic. It's been a pissy day.