The first day of college teaching could be the most stressful moment ever in the teaching history of novice faculty members. Generally, the first day of teaching is intimidating for both faculty and students. According to Aydin (2021), it is common to experience anxiety on the first day of teaching, especially among newly experienced faculty members.
Anxiety emotions are mixtures of conceptualizations such as cognitive, physiological, motivational, and expressive components. In addition to the tendency for perfectionism (Aydin, 2021). According to Gaines et al. (2025), the stressful emotions teachers face on the first day of teaching are strongly related to cognitive appraisal theory. The theory explains that emotions result from individual interpretations and appraisals of events and situations. These emotions reflect on individuals’ actions and thoughts (Gaines et al., 2025).
Novice teachers most commonly experience these specific stressful emotions that might lead to experiencing anxiety on the first day of teaching.
Another reason for the first-day teaching anxiety could lie in imposter syndrome. According to Shekhawat & Kumar (2023), Imposter syndrome is a psychological status characterized by persistent feelings of inadequacy, self-doubt, and not being worthy in that place, despite evidence of competence and accomplishments (Shekhawat & Kumar, 2023).
It is the negative inner self-thoughts that doubt self-credibility and qualifications. It has been reported that 79% of new teachers experience imposter syndrome and societal expectations (Shekhawat & Kumar, 2023). Social expectations lead to fear of facing students’ criticism and judgment. The problem is that these feelings are real and powerful, to the point that they could adversely affect students’ first-day impression.
Therefore, educators should understand the nature of this anxiety, its roots, and how to overcome it. Otherwise, these thoughts would undermine teachers’ self-esteem and self-confidence.
Let Go of Perfection and Focus on Connection
Setting perfection as a main goal in a new teaching experience is not recommended. According to Jossberger et al. (2025), the high level of teaching performance expertise is not rooted in unique, inherent traits; rather, it is a set of skills that grow over time. It is recommended to not expect perfection in the first round of teaching. Instead, focus on building rapport with your students (Haller, 2025).
Building an effective, inclusive classroom community starts on the first day of school by introducing yourself, your name, and how you would like to be called. Students need to feel your enthusiasm for teaching your course as you introduce yourself. Talk about your credibility, activities, hobbies, and favorite sport.
In addition, the first day of teaching is the day to start. Learning the students’ names. Practicing memorizing students’ names is a key to building a good rapport with them (Buddle, 2014). Use whatever tricks you can to memorize your student’s name. Even if an educator could not get it completely right in the first week, students would appreciate your potential and caring.
Consider How Your First Impressions Begins Before Class
In preparing for the first day of teaching, new faculty may consider their outfit selection. Of course, formal attire would generally be the first choice, but consider that there is a strong connection between the instructor’s first-day outfit and students’ perceptions on the first day of school (Oliver et al., 2021) Instructors who wear a highly formal outfit on the first day of teaching are perceived by students as a sign of competence, credibility, and strictness. However, it also conveys a message of decreased warmth, enthusiasm, friendliness, and sympathy (Oliver et al., 2021). Therefore, depending on your preferences, be mindful that your first day outfit also plays a role in students’ expectations and perceptions. If you choose the informal academic outfit, just be careful to keep your teaching tone formal with your students (Oliver et al., 2021).
Prepare Your Classroom Before Students Arrive
I would recommend becoming familiar with classroom arrangements and settings before students enter the classroom, check the technology tools, set your PowerPoint slides ready to launch, and communicate with other colleagues for support in case of hiccups (First Day of Class | Teaching + Learning Lab, 2025).
Use Icebreakers to Build Classroom Community
Be minful of the power of icebreaker activities in reducing anxiety on the first day of school for both students and instructors. The incorporation of icebreaker activities would help foster a class environment conducive to communication (Great Start and High Note Ending – Lansing Community College, 2026). Additionally, it would reflect on the first-day impression as students recognize that their instructor cares about getting to know them. Finally, the use of icebreaker activities would facilitate the formation of friendships among classmates.
There are a variety of icebreaker activities that instructors could use on the first day of class. For example, assigning students into groups of two or four and having them introduce themselves to one another. Alternatively, it could be more creative, like the” Five Fingers” activity, where each student shares with the class more about themselves using their five fingers theme as follows (Great Start and High Note Ending – Lansing Community College, 2026):
- Thumb for naming something they are good at.
- Pointer for stating a career goal
- Middle finger to tell something that makes you happy (could be a favorite snack)
- Ring finger to name someone or something special
- Pinky to name something that will have your classmate remember you
Make the Syllabus Part of the First-Day Experience
According to (Meyers & Smith, 2024), students’ impression of the first day teaching is strongly related to their interests in the course (Meyers & Smith, 2024). Therefore, on the first day, prepare to use the session time wisely and introduce the course syllabus to students to explain what you expect from students according to syllabus policies. The more time the instructor spends explaining the course objectives, the greater the students’ satisfaction with the first day (Meyers & Smith, 2024). Ensure that each student reads the syllabus and understands the grading system, attendance rules, and the emphasis on class participation. You may implement activities such as a syllable scavenger hunt or low-stakes quizzes to confirm students’ knowledge of the course syllabus (Meyers & Smith, 2024).
Your First Day Is a Starting Point, Not a Finish Line
Stressful thoughts during the preparation for the first day of teaching are common among faculty members, as it is normal to have these doubts and worries (Buddle, 2014). In the meantime, as a novice instructor, you need to demonstrate self confidence in front of your students, especially on the first day of teaching. Seeking support from other colleagues and advisors is recommended. I would also recommend attending the professional teaching workshops that provide a venue for exchanging experiences and expertise to overcome first-day teaching anxiety.
Currently a doctoral candidate in health science at the University of the Pacific, Dr. Hala Salem holds a Bachelor of Dental Surgery (BDS) from Cairo University, Egypt, and an MS in Dental Hygiene from Old Dominion University. She demonstrates a combination of credible academic and clinical backgrounds, with more than 5 years of experience as a dental hygiene clinical instructor at Carrington College, Sacramento, CA. She is an active member of the California Dental Association (CDA) and the American Dental Hygienists’ Association (ADHA). She is dedicated to teaching and passionate about knowledge dissemination.
Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in the context of public health. She is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.
References
Aydin, S. (2021). A systematic review of research on teaching anxiety. International Online Journal of Education and Teaching, 8(2), 730–761. https://iojet.org/index.php/IOJET/article/view/1146
Buddle, C. (2014, March 21). Learning to teach: 10 Tips for professors. Teaching for Learning @ McGill University. https://teachingblog.mcgill.ca/2014/03/21/learning-to-teach-10-tips-for-professors/
First day of class | teaching + learning lab. (n.d.). Retrieved April 4, 2026, from https://tll.mit.edu/teaching-resources/how-to-teach/first-day/
Gaines, R. E., Chang, M.-L., Palmer, M., & Mosley, K. C. (2025). Teachers’ emotional appraisals and the reframing of student change in post-pandemic schools. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1720307
Great start and high note ending—Lansing community college. (n.d.). Retrieved April 4, 2026, from https://www.lcc.edu/cte/resources/start-and-end.html
Haller, A. (2025, August). Impostor Syndrome Is Real: How New Teachers Can Build Confidence Fast – Moreland University. Moreland University. https://moreland.edu/resources/blog-insights/impostor-syndrome-is-real-how-new-teachers-can-build-confidence-fast
Jossberger, H., Boshuizen, H. P. A., Gruber, H., & Krauss, S. (2025). Trends in expertise studies in the domain of teaching. ZDM – Mathematics Education, 57(6), 1223–1234. https://doi.org/10.1007/s11858-025-01745-5
Meyers, S., & Smith, B. (2011). The first day of class: How should instructors use class time? To Improve the Academy: A Journal of Educational Development. https://digitalcommons.unl.edu/podimproveacad/739
Oliver, S., Marder, B., Erz, A., & Kietzmann, J. (2021). Fitted: the impact of academics’ attire on students’ evaluations and intentions. Assessment & Evaluation in Higher Education, 47(3), 1–21. https://doi.org/10.1080/02602938.2021.1921105
Shekhawat, K., & Kumar, D. R. (2023). Imposter syndrome and self-esteem among school educators: A review study. International Journal of Indian Psychology, 11(4). https://doi.org/10.25215/1104.044