Making the Most of the First Day of Class in Geography

Abstract

The first day of a class or module sets the tone for the rest of the term. Most educators agree that students learn more when they actively discuss subjects and work together in groups. In order for these expectations to be met, it is essential to establish a classroom climate that not only allows, but promotes, participation and discussion. Use of techniques to promote active participation beginning with the first day of class can produce greater student participation throughout the semester. This article suggests three discipline-specific techniques for introducing course content and active learning from the first day.

Introduction

There is a general consensus among educators that the first day of class is an essential part of a positive experience for both students and their lecturers (Davis, 1993; Fink, 1999; Povlacs, 2003). There are many general descriptions of first-day activities, but for the wide-spread dissemination of good practice it is essential to develop and promote a set of discipline-based practices (Healey, 2003). In this article, I suggest possible first day activities for three different classes—world geography, urban geography, and water resources. All of these activities can be easily adapted to a variety of classes and academic settings, but each is intended to create a memorable first day and to set the stage for a positive and productive semester.

Most educators agree that students learn more when they actively discuss subjects and work together in groups. In order for these expectations to be met, it is essential to establish a classroom climate that not only allows but promotes participation and discussion. Use of techniques to promote active participation beginning with the first day can produce greater student participation throughout the semester. Higgins (1999) has described typical first day activities - passing out a syllabus, taking attendance, etc. - as a missed opportunity. Instead, the first day should be seen as a day to introduce students to the excitement of a discipline or topic and to the true expectations of the course. Some instructors even dismiss students early on the first day, and while it is not advisable to fill the first day with lecturing, McKeachie advises,“Use the time. The first day is important, and by using it fully you communicate that you take class periods seriously” (McKeachie, 2002, p3).

Standard Introductions

Students arrive in a new module filled with anticipation and anxiety. They want to know about the course content, assessment policy and academic expectations. They also want to learn what the lecturer is like and what will be expected of them during the term (Lieberg, 2003). Standard introductions should be a part of any first day. Some suggest beginning with a personal introduction - though lengthy personal introductions are more appropriate for advanced level classes (Perlman and McCann, 1999). Where numbers are not to big, it is also appropriate to read the student enrolment list during the first class meeting. In a particularly diverse campus setting, the instructor may wish to check a pronunciation guide before attempting to read student names aloud (Cal Poly Pomona, 2003). The lecturer should provide an overview of the syllabus, though it is not necessary to go over it in minute detail. Some academics prefer giving students a chance to read the syllabus on their own and discussing it in the second class meeting (Higgens, 1999; Marsus, 1998). Finally, some staff suggest using an ice-breaking game to introduce students to each other in the first class meeting (Center for Teaching and Learning 1988), but others have found that students dislike such games (Perlman and McCann, 1999).

Draw a Map of the World

I use the following activity in an introductory-level world geography class. After the standard introductions are complete, ask students to draw a map of the world. (Be sure the map on the wall is rolled up!) Ask them to include as many features as they can in 5 or 10 minutes. As they begin to slow down, ask them to finish up the feature they are currently working on. It is important not to let this part of the exercise drag on.

Form the students into groups of four or five, ask them to compare their maps and to draw a composite map of the world (This map can be drawn on a transparency sheet.) When the groups have completed their composite maps ask a representative from each group to share their map on an overhead projector.

Use the student-created maps to generate a discussion about perceptions and attitudes towards the world. Ask how many students drew Britain, Europe or America first, then placed the rest of the world around them. Explain that people tend to organize their mental maps based on what they know best. Ask them to compare the relative size of Africa on their maps to the real Africa. Often it will be smaller. What does this reveal about our perceptions of the world? This kind of questioning can continue, and may be used as a springboard to other topics or as a way of introducing a course organization scheme. If possible, try to repeat the exercise near the end of the term so students can compare their “before and after” maps of the world.

What is a City?

This exercise is used to initiate an urban geography class. Begin with a question. What is a City? Ask students to write a paragraph definition. Form students into pairs and ask them to find common terms in their paragraphs. Then join the pairs to form groups of four and again ask them to find common terms. Have a student from each group write five common terms on the board. Some students focus on the physical aspects of a city: roads, cars, buildings; others focus on social factors: neighbourhoods, communities, segregation; while others focus on economic aspects: trade, jobs, retailing. Use those terms to show how each will be dealt with in the class. The list of terms may also be used to negotiate the emphasis given to each part of the syllabus—custom crafting class content to meet student interests. A similar, provocative question could be devised for any number of modules.

Water Resources

This exercise is used at the beginning of an introductory-level environmental science class. Provide pairs of students with six cards each labelled with a freshwater source (atmosphere, freshwater lakes, ground water, ice sheets and glaciers, rivers and streams, and saline lakes). Ask them to rank the cards in order from most to least abundant (see correct answers below in Table 1).

Table 1 Freshwater distribution throughout the world

Location	Amount (cubic km)	% Freshwater	% Total water
Ice Sheets and glaciers	29,180,000	77.14	2.146
Ground water	8,340,000	22.04	0.712
Freshwater lakes	125,000	0.33	0.009
Saline lakes	104,000	0.28	0.008
Atmosphere	13,000	0.03	0.001
Rivers and Streams	1,250	0.003	0.0001

Source: Christopherson, 2002

Once the students have completed their ranking, ask them to post their conclusions on the board. Use the student responses as the basis for a discussion guiding them towards a correct answer. A similar technique might be used for example in economic geography by asking students to rank Britain’s leading trading partners in 1950 and today.

Conclusion

There is a crucial caveat for all of these activities. The students must never be made to feel inferior for not getting the right answers. The lecturer must encourage them while never appearing patronising. The goal of these activities is to promote curiosity, sharing, and a spirit of inquiry. That spirit can be easily quashed by the wrong attitude.

Use of these and other activities on the first day of class can help create a positive atmosphere. Boice (2000) has shown that classroom incivilities such as arriving late, talking, and other disruptive and disrespectful behaviour can be mitigated, or even eliminated, through the right conduct by academics in the first days of class. The activities above address several of the principles of Good Practice in Undergraduate Education (Chickering and Gamson, 1991). These activities encourage contact between students and staff, develop cooperation among students, and encourage active learning. In addition, students should leave the first day of class with a sense of what will be covered that semester, a feeling that their participation in the class is welcome, that the instructor cares about their learning, and that the class will be both useful and fun (McKeachie, 2003).