1. The First TWO Minutes of
your Class
Candida Brush
Franklin W. Olin Chair- Babson College
March 14, 2014
Manizales Mas
http://www.juzp.net/L9kLp8xVV99wr
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Objectives
• To heighten understanding of class openings
• To raise awareness of how to use class opening to
set the culture and foreshadow course content
• To practice class openings
• To learn tips for getting off to a great start
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Introduction Debrief
• ACTION
– Music
– Shake hands
– Objectives
– Movement & where I stood
– Hook
• INTENDED EFFECT
– Mood and sensory
engagement
– Accessible/personal
interest
– Plan for session
– Listening & focus
– Connection to topic
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Your First Impressions?
• http://www.youtube.com/watch?v=Fy1pcW9mvNo
– (marketing, UNC)
• http://www.youtube.com/watch?v=wixYxB6Evlg
– (small business, UNLV)
• http://www.youtube.com/watch?v=WgWNQVdhE9A
– (stanford- chemical engineering)
• http://www.youtube.com/watch?v=L7XiE_V0PZ8
– (berkley- Starcraft)
• http://nursingschoolsinmaryland.blogspot.com/2012/05/2009-
schlotfeldt-lecture-doctor-of.html
– (nursing)
• http://www.youtube.com/watch?v=R619nwMC9GQ
– (tv clip)
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Statistics
• 7-20 seconds to create first impression
• 93% is based on non-verbal communication (sitting,
standing, eye contact, crossing arms, handshakes)
• 55% has to do with physical aspects (clothing, dress)
• You can increase positive first impression by 36% when
you use people’s names
• Appealing tone of voice (focused, relaxed, enthusiastic)
can increase positive first impression by 38%
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Class Exercise
In groups, create an introduction to a class you have
taught or would like to teach. Imagine the first few
minutes of that class.
• Decide what the class is, audience, topic
• Prepare the “opening” for this class
• You have 15 minutes to think about this, then present
the opening
• Be prepared to explain your objectives for this session
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Key Considerations
1. Preparation
2. Your goals
3. The “hook”
4. Instructor behavior
5. Student reactions
6. Learning community
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1. Preparation
• Physical environment
• Use of minutes before class
• Flow and plan for session
• Audience assessment
• Your tendencies and barriers
• Objectives & lessons for session
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2. Your Goals
• Establish authority? Gain credibility?
• Create safe space to talk/share?
• Let your antennae pick up student perceptions
and anticipations?
• Manage expectations?
• Create dynamic and debate? Entertain?
• Engage students personally?
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3. The Hook
• Motivates interest
• Engages the class in the substance of the class
• Is related to the central theme or lesson of the class
• What is the expected effect? Unexpected effect?
• Examples:
– Video, story, quiz, exercise, surprise, joke, prop, role
play, dilemma, music, game, pictures, quote,
prototype, statistics, question
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4. Instructor Behavior
Oral Communication
• Lecture or facilitate discussion?
• Receptiveness to student engagement?
• Pacing- fast/slow? – use of pauses?
• Loud or soft?
• Tone?
• Listening?
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4. Instructor Behavior
Body Language
• Eye contact?
• Sit or stand?
• Move around stay still?
• Use of things- board, computer, flip charts,
handouts, music, video, props?
• Use of hands- hips? Pockets?
• Dress and clothing?
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5. Student Reactions
• Peer reactions & response to comments?
• Emotion?
• Attentiveness?
• Eye contact, body language?
• Classroom management?
• Governance- who sets the agenda?
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6. Creating a Learning
Community
• What is the spirit of the community?
• Are there trustworthy boundaries for appropriate
behavior?
• Are students interested in each other and their
points of view?
• Civility and courtesy?
• Personality of the class– what is it?
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Teaching is like dropping ideas into the
letterbox of the human unconscious.
You know when they are posted, but
you never know when they will be
received or in what form.
»- Amy Lowell, in Christensen, R.C.
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