0:00:00.699,0:00:01.529
Hi teachers,

0:00:01.779,0:00:02.240
Eric here.

0:00:03.390,0:00:06.349
Tomorrow is the first day for public schools

0:00:06.590,0:00:07.860
and universities,

0:00:08.229,0:00:11.390
which means that a lot of teachers are worried

0:00:11.390,0:00:14.539
about how they should start their first class.

0:00:15.069,0:00:15.270
Today,

0:00:15.310,0:00:18.739
I will show you how to create the perfect first impression

0:00:19.030,0:00:19.459
and

0:00:19.709,0:00:22.100
how to prepare the students for

0:00:22.350,0:00:24.790
a successful year of learning.

0:00:27.879,0:00:29.559
First impressions count.

0:00:30.790,0:00:33.700
The students are nervous and they're coming into the class

0:00:33.970,0:00:36.599
and you want to make them feel comfortable,

0:00:37.330,0:00:39.520
but this is also your only chance

0:00:39.810,0:00:41.669
to set your expectations

0:00:41.970,0:00:44.130
for what they have to do for the rest of the year.

0:00:44.250,0:00:46.799
So, it's very important to start well.

0:00:46.889,0:00:47.319
Okay.

0:00:47.650,0:00:48.479
First,

0:00:48.689,0:00:49.139
mindset.

0:00:51.090,0:00:53.319
Many teachers want to be the fun teacher,

0:00:53.369,0:00:54.319
the cool teacher.

0:00:54.479,0:00:57.360
They want students to interact and laugh and

0:00:57.639,0:00:58.950
be one happy family.

0:00:59.950,0:01:00.979
When, in fact,

0:01:01.270,0:01:03.909
they should start thinking of it as what is the

0:01:03.909,0:01:07.319
best possible way for these students to learn and in

0:01:07.470,0:01:09.610
in an environment that's controlled.

0:01:10.550,0:01:14.279
There's a difference between having an entertaining class

0:01:14.669,0:01:16.389
and being entertainment.

0:01:18.089,0:01:19.839
You can have fun activities,

0:01:19.919,0:01:21.160
you can do fun things,

0:01:21.239,0:01:23.190
you can have interesting content,

0:01:23.760,0:01:26.080
but you shouldn't be the focus of that.

0:01:26.139,0:01:29.239
You shouldn't be the clown dancing around making kids laugh,

0:01:29.400,0:01:30.349
making jokes,

0:01:30.599,0:01:32.029
trying to get a rise out of them.

0:01:32.199,0:01:33.400
That's not your job.

0:01:33.819,0:01:35.250
You can have a fun personality.

0:01:35.290,0:01:37.080
I'm not saying be boring,

0:01:37.370,0:01:39.080
but don't make that,

0:01:39.110,0:01:39.120
the,

0:01:39.129,0:01:39.300
the,

0:01:39.330,0:01:41.279
base of where you're working from.

0:01:41.370,0:01:41.739
Okay,

0:01:42.050,0:01:46.610
so I like to start my class off by telling the students exactly what will happen in

0:01:46.610,0:01:52.599
each class and then it helps them to mentally prepare for each stage of the lesson.

0:01:52.849,0:01:53.849
So, for example,

0:01:53.959,0:01:55.970
if it's my first class of the day,

0:01:56.019,0:01:56.449
I will say,

0:01:56.569,0:01:56.769
OK,

0:01:56.889,0:01:57.540
"Hello everyone,

0:01:57.690,0:01:58.410
my name is Eric."

0:01:59.449,0:02:00.000
First,

0:02:00.250,0:02:02.400
I will introduce myself,

0:02:02.690,0:02:04.239
I will talk about the subject,

0:02:04.769,0:02:07.349
I will tell you the classroom management strategy,

0:02:07.529,0:02:09.360
what routines and rules we have,

0:02:09.559,0:02:11.690
and then we will do a fun activity.

0:02:14.210,0:02:17.800
Tell the students to think of any question they want to ask you.

0:02:18.440,0:02:20.990
But tell them to keep that question until later,

0:02:21.199,0:02:25.880
where you'll give them an opportunity to ask it and you will also ask them a question.

0:02:26.729,0:02:29.240
That way you are conditioning the students

0:02:29.610,0:02:29.960
to

0:02:30.330,0:02:30.759
wait

0:02:30.889,0:02:32.160
to ask questions.

0:02:32.330,0:02:34.720
This is a big problem I see in many classrooms.

0:02:34.850,0:02:40.000
The teacher gets bombarded by questions and they're trying to answer each student,

0:02:40.330,0:02:42.929
but by telling them there's a time and a place for everything,

0:02:43.089,0:02:44.449
you are training them

0:02:44.929,0:02:46.100
to be good students.

0:02:46.339,0:02:46.940
Very important.

0:02:47.020,0:02:49.449
You're also showing them that I'm the leader,

0:02:49.660,0:02:51.809
I will decide when we do what

0:02:51.979,0:02:53.539
and they will fall in line.

0:02:53.660,0:02:55.660
So, this is your very first way of

0:02:55.660,0:02:59.080
actually conditioning the students for good

0:02:59.380,0:02:59.639
behavior.

0:02:59.860,0:03:00.399
Introduce

0:03:00.399,0:03:00.649
yourself.

0:03:02.610,0:03:02.650
I

0:03:02.610,0:03:04.639
tell them what my experience is.

0:03:04.729,0:03:06.360
I've got 10 years of experience,

0:03:06.449,0:03:07.089
I've taught this,

0:03:07.169,0:03:08.039
this and this.

0:03:08.289,0:03:09.399
I've trained that,

0:03:09.809,0:03:11.520
but I don't give them any

0:03:12.050,0:03:13.240
personal information.

0:03:13.369,0:03:16.529
I'll leave that to later so that they can actually ask me those questions,

0:03:16.610,0:03:17.250
you know the questions,

0:03:17.330,0:03:18.289
how old are you?

0:03:18.529,0:03:19.289
Do you have a girlfriend?

0:03:19.369,0:03:19.889
Are you married?

0:03:19.970,0:03:21.080
How many kids do you have?

0:03:21.210,0:03:22.000
Where you from?

0:03:22.289,0:03:23.130
Many teachers

0:03:23.699,0:03:27.160
greet the students at the door individually and that's fine.

0:03:27.380,0:03:29.500
It's you're basically telling the students,

0:03:29.580,0:03:32.429
this is my space and you have to respect it.

0:03:32.699,0:03:32.960
I

0:03:33.059,0:03:36.610
prefer standing in the middle of the class waiting for the students to come in

0:03:36.839,0:03:37.929
as soon as they're in.

0:03:38.009,0:03:40.679
I wait for them and I give them the instruction to sit

0:03:40.679,0:03:43.699
down or wait till they're quiet and then I speak.

0:03:43.740,0:03:46.899
It depends where you're teaching and what the standards are at the school.

0:03:47.830,0:03:49.470
Stand up straight obviously,

0:03:50.029,0:03:50.710
eye contact,

0:03:50.910,0:03:51.479
eye contact,

0:03:51.630,0:03:52.309
eye contact.

0:03:53.270,0:03:56.309
Make eye contact with your students,

0:03:56.509,0:04:00.539
each student for a couple of seconds while you're talking.

0:04:01.160,0:04:01.800
And

0:04:01.850,0:04:04.529
I think one of the mistakes many teachers make

0:04:04.529,0:04:07.190
is that once they make eye contact with the student,

0:04:07.449,0:04:09.360
they don't want the student to be

0:04:09.559,0:04:11.929
scared or nervous,

0:04:12.050,0:04:14.759
so they make eye contact and then they move on.

0:04:14.929,0:04:15.089
They

0:04:15.169,0:04:16.880
kind of avert their eyes

0:04:17.089,0:04:19.209
so that the student doesn't feel uncomfortable.

0:04:20.510,0:04:21.510
Why is that a mistake?

0:04:22.600,0:04:23.359
Because you think,

0:04:23.410,0:04:23.600
"Oh,

0:04:23.640,0:04:25.589
I don't want the student to be uncomfortable."

0:04:25.799,0:04:26.260
But

0:04:26.559,0:04:28.029
how does the student actually see it?

0:04:28.040,0:04:28.589
It's like,

0:04:28.760,0:04:29.269
"Oh,

0:04:29.480,0:04:33.320
is this teacher afraid of even making eye contact with me?"

0:04:33.559,0:04:36.350
By establishing your base and making eye contact,

0:04:36.559,0:04:37.079
keep it,

0:04:38.929,0:04:40.200
until the student looks away.

0:04:41.109,0:04:42.450
It shows that

0:04:42.519,0:04:42.730
I'm,

0:04:42.829,0:04:44.940
the leader in this classroom

0:04:45.190,0:04:45.630
and

0:04:46.489,0:04:48.029
I'm not scared to look into your eyes.

0:04:48.109,0:04:50.209
I'm not afraid to make eye contact with you.

0:04:50.429,0:04:51.779
This is my space.

0:04:52.029,0:04:52.619
And you know what?

0:04:52.790,0:04:53.250
The students

0:04:53.390,0:04:55.429
pick up on these signals,

0:04:55.589,0:04:57.179
these leadership signals.

0:04:57.390,0:04:58.630
And a lot of people say,

0:04:58.750,0:05:01.299
"Well, it comes down to experience."

0:05:01.309,0:05:03.869
You just have more experience with students,

0:05:03.989,0:05:04.859
which is true.

0:05:05.070,0:05:08.459
But if you can learn these leadership qualities or these

0:05:08.910,0:05:10.579
small adjustments you can make,

0:05:11.029,0:05:11.760
they

0:05:12.100,0:05:16.929
will see you as a stronger leader and also a teacher that they respect.

0:05:17.299,0:05:22.570
So, maintain eye contact until they look away and keep a strong body position,

0:05:22.700,0:05:24.260
feet apart. Next.

0:05:28.279,0:05:31.309
Let the students know what your expectations are.

0:05:32.579,0:05:33.130
Tell them,

0:05:34.540,0:05:35.399
I'm a teacher,

0:05:35.519,0:05:37.230
I expect you to do this.

0:05:37.480,0:05:38.519
And how do you do that?

0:05:38.559,0:05:43.350
You tell them what routines you will follow it in class and what rules you have.

0:05:44.290,0:05:45.269
What routines?

0:05:45.390,0:05:47.350
Every classroom should have routines.

0:05:47.470,0:05:48.899
What do you do when they walk in,

0:05:48.989,0:05:50.200
when you want to start

0:05:50.470,0:05:51.299
class?

0:05:51.510,0:05:51.660
If

0:05:51.709,0:05:54.500
they're doing an activity and you want them to stop,

0:05:54.670,0:05:55.269
you can say,

0:05:55.350,0:05:55.579
OK,

0:05:55.850,0:05:56.109
everyone,

0:05:56.269,0:05:58.489
I will count down 3, 2, 1,

0:05:58.670,0:05:59.829
and then once I do that,

0:05:59.929,0:06:01.369
I expect you

0:06:01.709,0:06:02.339
to be quiet.

0:06:02.390,0:06:05.950
So, set those expectations clear and early.

0:06:07.130,0:06:08.959
It's very difficult

0:06:09.250,0:06:12.160
to start routines halfway through the year.

0:06:12.609,0:06:13.720
Start it from

0:06:13.769,0:06:14.640
the beginning,

0:06:14.809,0:06:16.010
the first day of class,

0:06:16.209,0:06:17.880
set your expectations high

0:06:18.130,0:06:19.880
and you can always lower it later.

0:06:20.130,0:06:20.929
That's one thing

0:06:20.970,0:06:21.130
I

0:06:21.149,0:06:22.309
really want

0:06:22.649,0:06:24.480
to talk about is

0:06:24.850,0:06:27.609
don't be afraid to be stricter

0:06:27.850,0:06:29.609
than you would normally be.

0:06:31.429,0:06:32.649
So, set the rules

0:06:32.850,0:06:35.369
and if the students don't obey the rules,

0:06:35.489,0:06:37.160
these are the consequences.

0:06:37.489,0:06:39.679
Don't get emotional about rules.

0:06:39.769,0:06:40.799
It's just the students know,

0:06:40.859,0:06:41.170
well,

0:06:41.250,0:06:42.279
they

0:06:42.769,0:06:43.609
did this wrong,

0:06:43.809,0:06:45.359
so this is what will happen.

0:06:45.690,0:06:45.959
In

0:06:45.970,0:06:46.649
my

0:06:46.769,0:06:46.950
class,

0:06:47.109,0:06:47.170
I

0:06:47.329,0:06:48.450
teach university,

0:06:48.570,0:06:50.369
so the students are adults.

0:06:50.570,0:06:51.929
I only have 3 rules.

0:06:52.290,0:06:53.119
Rule number one,

0:06:53.329,0:06:54.250
don't be shy.

0:06:54.660,0:06:59.790
I expect them to come into class and be a conversation machine.

0:06:59.880,0:07:01.600
I want them to talk and be open,

0:07:01.609,0:07:04.309
especially in Korea where a lot of students are very nervous.

0:07:04.519,0:07:05.910
I come in and I say listen,

0:07:06.279,0:07:08.359
remember the rule of the classes you can't be shy.

0:07:09.149,0:07:09.480
So,

0:07:09.559,0:07:10.380
that's the first one,

0:07:10.559,0:07:11.149
second one,

0:07:11.760,0:07:13.070
respect everyone around you.

0:07:13.279,0:07:13.579
And

0:07:13.619,0:07:14.630
then third one,

0:07:14.720,0:07:15.790
if someone else is talking,

0:07:15.920,0:07:16.709
let's listen.

0:07:17.279,0:07:17.480
OK,

0:07:17.630,0:07:18.200
very easy.

0:07:18.320,0:07:20.109
So, if somebody does something wrong,

0:07:20.140,0:07:20.829
I can just say,

0:07:20.839,0:07:21.079
"Listen,

0:07:21.200,0:07:22.980
you're supposed to respect your friend,

0:07:23.119,0:07:24.190
remember that's the rule."

0:07:24.399,0:07:24.829
Or

0:07:25.119,0:07:28.149
if I'm speaking and someone else speaks at the same time,

0:07:28.230,0:07:28.570
I say,

0:07:28.679,0:07:29.410
"Listen,

0:07:29.640,0:07:30.329
rule number 3,

0:07:30.519,0:07:30.989
remember?

0:07:31.279,0:07:31.760
We

0:07:32.079,0:07:33.109
agreed to it

0:07:33.529,0:07:35.070
when one person is speaking,

0:07:35.239,0:07:36.190
you have to listen."

0:07:36.440,0:07:37.899
What I would do is

0:07:38.399,0:07:41.779
I would immediately point at students and ask

0:07:41.779,0:07:44.899
them to repeat the rules or the routines.

0:07:46.850,0:07:47.630
Asking them,

0:07:47.890,0:07:48.109
so

0:07:48.410,0:07:49.890
what is rule number 1?

0:07:50.089,0:07:51.049
What is rule number 2?

0:07:51.209,0:07:52.130
What is rule number 3?

0:07:53.149,0:07:54.109
Why do I do this?

0:07:55.279,0:07:59.309
Once again I'm reinforcing the behavior I want to see.

0:07:59.839,0:08:01.760
I'm showing them that I'm the one in charge,

0:08:01.880,0:08:05.179
I'm going to ask them questions and immediately I want them

0:08:05.320,0:08:06.760
to give me answers.

0:08:07.890,0:08:11.100
You're establishing your leadership in the classroom.

0:08:11.269,0:08:11.859
You say

0:08:12.429,0:08:13.480
this is what happens.

0:08:14.130,0:08:14.940
What is the answer?

0:08:15.100,0:08:16.010
What is the answer?

0:08:16.220,0:08:17.459
And if they do make a mistake,

0:08:17.500,0:08:17.820
you're like,

0:08:17.899,0:08:18.149
OK,

0:08:18.260,0:08:19.059
who can help them?

0:08:20.260,0:08:21.109
By doing that,

0:08:21.320,0:08:26.809
you will start feeling more powerful and they will also follow what you're saying.

0:08:27.059,0:08:27.690
Okay,

0:08:27.940,0:08:28.260
then

0:08:29.649,0:08:30.140
game

0:08:31.329,0:08:32.580
or activity.

0:08:33.698,0:08:34.629
In the past,

0:08:34.859,0:08:38.289
I used to play the M&M game on my first day of school,

0:08:38.379,0:08:42.207
I would buy a pack of M&M's, and I would

0:08:42.619,0:08:46.268
give them to a group of 3 or 4 students and then I would say,

0:08:46.379,0:08:46.539
OK,

0:08:46.658,0:08:46.968
well,

0:08:47.189,0:08:47.518
pick

0:08:47.619,0:08:48.348
an M&M.

0:08:48.770,0:08:49.669
And if it's blue,

0:08:49.830,0:08:50.710
talk about family.

0:08:50.830,0:08:51.429
If it's red,

0:08:51.549,0:08:52.950
talk about your favorite food.

0:08:53.070,0:08:53.909
If it's yellow,

0:08:54.109,0:08:55.539
talk about your favorite

0:08:55.820,0:08:55.539
place.

0:08:56.750,0:08:57.940
Whatever it may be,

0:08:58.190,0:09:01.299
and then they have to talk about it for 30 seconds or minutes

0:09:01.549,0:09:04.780
and then they can eat the M&M and then it's the next person.

0:09:05.070,0:09:05.419
But

0:09:05.950,0:09:09.500
this year I want to try something else and M&M's are getting very expensive.

0:09:09.710,0:09:12.440
So, I'm going to do

0:09:13.049,0:09:14.109
peer interviews.

0:09:14.289,0:09:14.570
So,

0:09:14.650,0:09:16.479
student interviews their partner,

0:09:16.650,0:09:18.729
they write down all their answers,

0:09:18.780,0:09:19.729
interesting things about them,

0:09:19.840,0:09:20.369
their hobbies,

0:09:20.450,0:09:21.520
whatever it may be,

0:09:21.849,0:09:22.520
and then

0:09:22.770,0:09:25.080
they have to introduce their partner to the class,

0:09:25.409,0:09:26.640
almost like a hype man,

0:09:26.729,0:09:27.030
you know.

0:09:27.169,0:09:27.559
And

0:09:27.739,0:09:30.210
you'll find the students always try and

0:09:30.210,0:09:32.849
find something interesting to say about their partner.

0:09:33.890,0:09:35.630
Once they introduce their partner,

0:09:36.000,0:09:38.400
I will ask the students a follow-up question.

0:09:39.179,0:09:40.299
After the follow-up question,

0:09:40.380,0:09:40.710
I will say,

0:09:40.820,0:09:41.059
OK,

0:09:41.179,0:09:41.619
your turn,

0:09:41.859,0:09:42.479
ask me a question,

0:09:42.580,0:09:43.489
what's your question?

0:09:43.739,0:09:45.210
They asked me a personal question,

0:09:45.340,0:09:46.090
I answer it.

0:09:46.340,0:09:49.179
That way I get to know my students and they get

0:09:49.179,0:09:53.619
to know me too and everybody can practice interviewing each other.

0:09:55.539,0:09:55.750
OK,

0:09:55.989,0:09:56.369
everyone,

0:09:56.630,0:09:56.830
that's

0:09:56.869,0:09:57.750
it for today,

0:09:57.909,0:09:59.669
so let's do a quick recap.

0:09:59.830,0:10:00.400
First,

0:10:00.750,0:10:01.380
remember,

0:10:01.989,0:10:02.859
be the teacher,

0:10:03.030,0:10:04.140
don't be a clown.

0:10:04.549,0:10:06.349
There's a difference between having

0:10:06.349,0:10:09.219
an entertaining class and being entertainment

0:10:09.469,0:10:10.580
for the class.

0:10:10.869,0:10:11.429
Number 2.

0:10:13.229,0:10:15.280
Tell them what will happen today.

0:10:16.229,0:10:16.440
Explain

0:10:16.440,0:10:17.140
the schedule,

0:10:17.229,0:10:18.510
what you'll do so that they know

0:10:18.590,0:10:18.789
are

0:10:18.830,0:10:19.789
this is where we're at,

0:10:19.869,0:10:21.070
this is what we're doing next,

0:10:21.099,0:10:21.109
next,

0:10:21.130,0:10:21.710
next and next.

0:10:22.729,0:10:23.940
Introduce yourself.

0:10:24.109,0:10:26.619
You can just tell them your experience,

0:10:26.830,0:10:27.539
what you're doing.

0:10:27.789,0:10:28.619
Body language,

0:10:28.789,0:10:30.099
have strong body language.

0:10:30.349,0:10:33.710
Don't be afraid to make eye contact and maintain it.

0:10:33.950,0:10:34.979
Take up space.

0:10:35.109,0:10:36.979
This is your area.

0:10:37.469,0:10:38.909
They are our visitors.

0:10:40.130,0:10:40.559
Five:

0:10:41.770,0:10:44.520
Set your expectations clearly.

0:10:44.770,0:10:46.650
Tell the students what the routines are,

0:10:46.849,0:10:48.469
what are your class rules?

0:10:48.809,0:10:49.219
Six:

0:10:49.409,0:10:50.489
activity,

0:10:50.530,0:10:51.880
it could be anything you want to do,

0:10:51.929,0:10:54.010
any type of icebreaker to get to know them.

0:10:54.169,0:10:54.369
OK,

0:10:54.640,0:10:55.059
everyone,

0:10:55.409,0:10:58.159
so how do you start your first day of class?

0:10:58.830,0:11:01.250
And I want to finish with one last thing.

0:11:01.669,0:11:02.090
Remember,

0:11:03.849,0:11:05.280
hope for the best

0:11:05.609,0:11:07.380
but prepare for the worst.