İngilizce Öğretim

Programları

FIRST THINGS FIRST

1. Involve students quickly
Let your students know right from the
get-go that active participation is the
name of the game. This can be done in a
variety of ways:
have everybody introduce themselves
create some individual thinking and writing
time
conduct class and/or small-group discussions

9 THINGS TO DO ON THE FIRST DAY OF CLASS

II. Identify the value and importance of the
subject
Not all students come to class with a
clear idea of the significance of your
subject. You may need to help them grasp
its importance. The quicker this is done,
the quicker students will begin investing
time and energy into the learning process.
III. Set expectations accordingly
 The amount of study time required to do well in the
course
 homework deadlines and the consequences for not
meeting them
 in-class behavior rules and the consequences for not
observing them
 parameters of student/teacher interaction
 anything else you consider important
The first day also offers an opportunity to explore
the expectations of your students.
IV. Establish rapport
You will enjoy your teaching experience a
great deal more if you communicate
effectively with your students. This applies
to your students as well. They will enjoy
learning a great deal more if they know
that communicating with you is going to
be easy. Get to know each other a little
bit.
V. Reveal something about yourself
Students often learn in proportion to how well
they relate to their instructors; when they see
them as more than just an authority figure or
subject matter expert; when they see them as
human beings with similar experiences. Share
some personal stories with your students and
learn to laugh at yourself. It will help establish
rapport with your students and put them at
ease while getting to know you as a person.
VI. Establish your credibility
Your students deserve to know your professional
background. Depending on the class you’re
teaching, this may be assumed—your credibility a
given—but not always: don't take it for granted.
Inform your students about your prior
experience: work, travel, research, publication
credits, and anything else that might be
important. You want to instill in them a sense of
confidence in the idea that you know what you’re
talking about.
 VII. Establish the “Class Climate”
Different teachers prefer different
classroom climates: intense, relaxed,
formal, personal, humorous, serious, etc.
Whatever climate you prefer, you must
establish it at the beginning. It sets the
tone for the whole semester.
VIII. Provide administrative information
Go through your syllabus with your students. Make
sure everybody knows what’s in it. Information they
will need include:
list of textbooks and other required reading
the kind and quantity of homework involved
your office hours, address, phone and email
grade stipulations and the procedures by which
they will be determined
classroom policies: attendance, late papers, make-
up exams, etc.
IX. Present an overview of the subject
What is it?
What parts of the subject will be covered
in the class you’re teaching?
How are those parts connected?
How are they connected to other subjects,
courses and types of knowledge?
Be Early. Arrive 5 minutes early for class. Whether inside
or outside the classroom, let students know that you are
ready to talk with them: smile, nod, make eye contact,
chat, whatever suits your style.
Shake Hands. This simple gesture is powerful. In a large
class, greet a few. You will find that those who are
welcomed are more ready to respond in class.
Have Students Meet. Have students greet someone else
in the class. Even if this ritual takes only 30 seconds, you
should find that your class warms up considerably. Add
some fun: have students use greeting rituals from various
cultures, or ask students to create and lead the daily
greeting (no embarrassing tricks allowed).

SOME MORE IDEAS FOR THE FIRST

DAY OF SCHOOL
Social Ice Breakers. While often misunderstood and
over-used, the right ice breaker can help a group of
students get over the chill of anonymity.
Attention Grabber. Use a problem or a demonstration
to capture students' imaginations about what is to
come. Often, an intriguing example will provide a
guiding context for the material that follows.
Make a real beginning to class. Not just on the first
day, but every day. Don't say "We might was well get
started" or "Let's get started." Try instead, "Good
Morning, I'm Professor xyz. Welcome to Sociology 10."
Use the whole class period, tell your students about
yourself, discuss your teaching-learning philosophy,
demonstrate your mode of teaching, cultivate your
students' trust, foster a spirit of free and open inquiry,
display your enthusiasm for the subject, and finally,
display a sense of humor. 
Don't run out of time. Have a real ending to the class,
especially on the first day. Conclude with something like
"I look forward to seeing you on Wednesday."
Consider handing out a questionnaire, "pre-test," or
quiz to get to know your students, and to let them know
what they will need to know.
 Orchestrate positive first impressions
First impressions can be long-lasting, and they are usually based
on a thin slice of behavior. Before you even start teaching, your
students will have already made some decisions about you, so it
is important to understand what those impressions are based on
and how to manage them.
 Your attire. Research shows that clothing affects
several kinds of judgments people make, including but
not limited to, credibility, likability, dominance,
kindness, and empathy (Raiscot, 1986; Morris et al.,
1996). More formal attire communicates expertise and
confidence, less formal attire communicates
approachability.
The physical environment. Students
can make decisions about what kind of
course yours will be by the way the chairs
are arranged. Rows signify a more formal
environment, while circles or u-shapes
imply a more informal atmosphere, with
more expectations of student
participation. The words on the board also
indicate how interesting the course is
likely to be. In addition to the course
information, consider having a thought-
provoking question displayed as they
arrive.
Your use of the few minutes before
class. Greeting the students as they enter
the classroom communicates
approachability. Franticly arriving right on
time or even late communicates
disorganization, and so on.
Introduce yourself effectively
Your introduction should be succinct, but
make sure to cover certain key areas.
These questions should help you decide
what to say:
What characteristics do you want to convey about
yourself?
Among other things, you probably want the students to get a
sense of your qualifications for teaching the course, how
formal/informal you want to be, and how available you will be
to the students.
What will you need to say to convey those
characteristics?
Consider talking about your research interests as they relate to
the course, in order to establish yourself as an authority, and
to make to course more relevant. Talk about the best ways to
reach you (e.g., phone, email) and your office hour preference
(e.g., set hours, open door, make an appointment).
What do you think students are trying to figure out
about you?
In addition to the categories above, students are likely trying
to determine whether you are a harsh or easy grader, and
how flexible you will be with deadlines. You don’t need to
cater to their agenda, but you might want to say something
about your policies (more on this in the next objective).
What should you be careful not to say?
Students do not need to know everything about you. In
particular, it is not helpful to say you’ve never taught the
course before, or that it is your least favorite course to
teach, or to disclose any irrelevant personal information that
can undermine you in the eyes of your students.
 Activitiesthat you choose for first lessons will
depend on:
a. Your aims (linguistic or other)
b. Age, level, and type of learners
c. Context in which you are teaching
d. Practicality
e. Learners’ background
 Moreover, as a teacher, you have to choose an
appropriate activity for the first lesson depending
on if students know you or not and if students
know each other.

TASKS FOR FIRST LESSONS

Some teachers start their lessons with
WARMERS to get the students in a good
mood for a lesson. These are often
connected with the topic of the lesson that
is coming. Activities like this are also
called ICEBREAKERS. They are often
games or activities such as running
dictation, poetry reordering, or matching
activities, where students have to move
around or puzzle things out.

ICEBREAKERS
 By the end of the lesson the teacher and
the learners will have:
spoken to a number of individuals in the
class
learned some people’s names
started to learn some personal
information about them
started to learn something of the
individual characters in the class.

AIMS OF ICEBREAKERS
taken part in a number of interesting and
involving activities
started to find ways of working co-
operatively with others
learned some information about the
course
learned some English
used some English
heard and responded to people speaking
English
started to feel more comfortable in their
The
classlearners will also have:
A warm-up stage is a preparatory stage
which helps the students feel relaxed and
also sets a positive mood for learning
(Rushidi, 2013)
Kay (1995) claims that warm ups are
different types of activities which help the
students begin to think in English, review
previously introduced materials and
become interested in the lesson (as cited
in Velandia, 2008, p. 11).
A warm up activity is used to start a class
with an interesting
WARM UP ACTIVITIES task to help the
students be comfortable in classroom
setting and to help them start thinking in
A Warm-up activity
1. is a great way to introduce a topic
2. motivates Ss to arrive on time
3. gets Ss’ attention
4. boosts Ss’ energy
5. helps Ss make the transition from L1 outside the
classroom to English inside the classroom
6. helps Ss learn English without knowing it
7. creates an interest in learning
8. encourages collaborative learning (pair/team/groups)
9. recycles language from other lessons
10. is fun and creates laughter (this helps students relax
Warm-up
and feel good!) activities are more than
just “fun and games”!
11. fosters a friendly classroom environment that facilitates
learning
12. enhances creativity