First Impressions

Research suggests that we have anywhere from seven to twenty-seven seconds to make a first impression. So, if you thought starting this post with research was a chump move, I've probably already lost you. If you are a sucker for statistics and you are thinking about the first few minutes of your classes, then let's press on together.

In his expansive text on creating thinking students in every classroom, Peter Liljedahl asserts that you must get students thinking within the first five minutes of class in order to increase thinking for the remainder of class. Just as vital as the timeframe is the task, according to Liljedahl. We often begin class with a soft question or activity that does not require deep thought or creativity. He argues for inquiry tasks and problem solving to start class in a highly engaging way. In her insightful work on creating more culturally responsive teachers, Zaretta Hammond adds further depth to the need to ignite learning at the beginning of every class. Our brains will literally not engage if we have not done the work to light a spark, and this is a vital component of reaching all learners. In their innovative book around using games to increase cohesion and creativity, Dave Gray, Sunni Brown, and James Macanufo additionally argue that the way you open and close is "like breathing, it underlies every activity, giving it rhythm and life" (15). 

The research is clear. The way you start class matters.

Education courses in our preservice programs highlight the value of starting strong in every lesson plan format from Madeline Hunter's anticipatory set to the inquiry model's engagement stage. As teachers, we know it is essential to plan an inviting, active opening to class. Unfortunately, we sometimes lack the time and energy to make those first five minutes into a solid impression. So what happens instead? Students shuffle in while we greet them; they listen to music or check phones while we take attendance. Before we know it, we have already exceeded our five minute window to ignite the brain and emphasize thinking.

If it matters this much, we should spend time planning captivating starters for every class. 

What if we took one of Julie Stern and company's Learning That Transfers activities and used them as a beginning of class warm up? If you used four corners, students could walk into class and head directly to a corner based on learning from last class or something they read for homework. Perhaps you could have a Frayer Model or SEEI chart projected and students could take just one vocabulary word from the unit and complete one of those charts on a whiteboard as class begins. Mixing movement and purposeful review could be a great first impression.

Teachers are absolutely magical at connecting with students on a personal level at the beginning of class. To use our valuable time for multiple purposes, we can find ways to connect personally while also engaging academically. If you want to ask students a fun question about food or favorites, that's great! For a twist that encourages more thinking, ask them what their favorite food is and then push them to create a metaphor between that food and previous classroom content (Pasta is like Nick in The Great Gatsby because he can be bland and neutral as a narrator, but red and spicy if you insult Gatsby). You can use relationships and retrieval practices to start class in creative ways that engage the brain.

Additional surprising and interesting places to find quick class starters are the Census Bureau  and the New York Times. The Census Bureau provides a five minute opener with a visual and questions. In order to promote thinking and inquiry, you could just provide the visual and have students use a notice and wonder protocol instead of answering preset questions. If the New York Times is more your style, click on any of their lessons to find ways to incorporate images and nonfiction text to start class with purpose.

While teachers are generally granted more than seven seconds to make an impression, it is still imperative to start strong. When you enter your classroom tomorrow, what will you do first?