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ask students to introduce themselves, why are they taking the course, what prior experience do they have

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ask students to introduce themselves, why are they taking the course, what prior experience do they have

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Make a sheet with students names and photos to keep on your desk

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Make a sheet with students names and photos to keep on your desk

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Study a few names before each class and their backgrounds and call on them

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Study a few names before each class and their backgrounds and call on them

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If you see a student on his/her laptop, ask him/her to look up something.

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If you see a student on his/her laptop, ask him/her to look up something.

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Many professors don't like students to use electronic devices - consider your policy.

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Many professors don't like students to use electronic devices - consider your policy.

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Be engaging and connect to your students. Believe that every student has potential! 

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Be engaging and connect to your students. Believe that every student has potential! 

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Sounds very cliched, but helpful advice: mood-wise and atmoshphere-wise, your student group is often mirroring the initial mood you're displaying during the very first moments of the class.If you're in a bad mood or stressed, they will be - if you're in a smiley positive mood, they will be...

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Sounds very cliched, but helpful advice: mood-wise and atmoshphere-wise, your student group is often mirroring the initial mood you're displaying during the very first moments of the class.If you're in a bad mood or stressed, they will be - if you're in a smiley positive mood, they will be...

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Practical tip for 1st day of classes: in addition to the rounds of oral introductions among students, hand out a brief questionnaire, with a couple of questions about their academic background, classes they took before, expectations they have about the course, topics they expect / or would love to see and hobbies - adjust 1-2 classes according to topics students indicated and you might not have thought about...

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Practical tip for 1st day of classes: in addition to the rounds of oral introductions among students, hand out a brief questionnaire, with a couple of questions about their academic background, classes they took before, expectations they have about the course, topics they expect / or would love to see and hobbies - adjust 1-2 classes according to topics students indicated and you might not have thought about...

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Applying your enthusiasm and love for the subject to even the most skeptical students. It's the "turn-around" of seemingly disinterested or "weaker" students by challenging them with various assignments and open-ended activities that brings rewards

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Applying your enthusiasm and love for the subject to even the most skeptical students. It's the "turn-around" of seemingly disinterested or "weaker" students by challenging them with various assignments and open-ended activities that brings rewards

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Providing detailed feedback to students with a view (and tone) towards helping them to improve rather than punitive feedback that highlights what they've done wrong

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Providing detailed feedback to students with a view (and tone) towards helping them to improve rather than punitive feedback that highlights what they've done wrong

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Think of the course and prof-student relationship as a learning community, where the professor is as open to learning new things and to correcting himself/herself as the students. Critical thinking goes a long way if it goes both ways.

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Think of the course and prof-student relationship as a learning community, where the professor is as open to learning new things and to correcting himself/herself as the students. Critical thinking goes a long way if it goes both ways.

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Set high, yet achievable expectations. Expectations greatly affect the levels of achievement. Students generally give to teachers as much or as little as is expected of them.

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Set high, yet achievable expectations. Expectations greatly affect the levels of achievement. Students generally give to teachers as much or as little as is expected of them.

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Be prepared to be flexible and "change gears" if a class isn't working. Assess your teaching throughout the lesson to see whether you need to find new ways to present material to make sure everyone is engaged and is understanding the key messages.

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Be prepared to be flexible and "change gears" if a class isn't working. Assess your teaching throughout the lesson to see whether you need to find new ways to present material to make sure everyone is engaged and is understanding the key messages.

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Practice what you preach! Ensure that assignments are set and marked when you have said they will be.  

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Practice what you preach! Ensure that assignments are set and marked when you have said they will be.  

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Plan your material in a way that allows you and your students to reflect and go in-depth on some sub-topics of your course (as opposed to cover as many sub-topics as possible).

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Plan your material in a way that allows you and your students to reflect and go in-depth on some sub-topics of your course (as opposed to cover as many sub-topics as possible).

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Take each question raised by students seriously and promote partnerships with your students in the learning process

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Take each question raised by students seriously and promote partnerships with your students in the learning process

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Don't make all of your major assignments due towards the end of the course - it will stress out you and your students.

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Don't make all of your major assignments due towards the end of the course - it will stress out you and your students.

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Ask your colleagues for help, advice, and resources - it's not always necessary to "reinvent the wheel."

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Ask your colleagues for help, advice, and resources - it's not always necessary to "reinvent the wheel."