Each day this week, I’m sharing insights that have helped me prepare for a great semester. Today’s focus? Setting the right tone.
After the hard work of reflecting and designing, it is time to dive into the fun part—creating an environment that supports learning and growth. Early in my career as a K-12 educator, I learned that setting the right tone at the beginning of a class is far easier than trying to adjust expectations later. You’ve probably heard the old advice: “Don’t smile the first day,” or “Be super strict the first six weeks to show you mean business.” Over time, I realized that’s not the teacher I want to be.
I don’t need my students to fear me; I want them to know I believe in them. I want them to feel supported as they rise to meet high expectations. For me, this starts with setting a tone that balances warmth and inclusivity with clear, attainable guidelines. Here’s how I do it.
Step 1: The Syllabus
Your syllabus is your calling card. Often, it’s the first impression students have of you, and the way it’s written speaks volumes about what they can expect from your class. Here are two examples to illustrate:
Example 1: No makeup for missed assignments will be permitted without approval by the course instructor, which also requires documented evidence from the proper authorities. Late work will be penalized 10% per calendar day. Students with extended absences due to illness or other excused reasons should contact the instructor about making up required coursework as soon as possible. Please note: technical difficulties do not constitute a valid excuse.
Example 2: If extenuating circumstances require you to turn an assignment in late, please contact me as soon as possible. With prior notice we can work together to find an equitable solution, however, I reserve the right to request documentation or deduct up to 10% per day if it becomes a habit or if there is no notice given.
Both examples communicate the same policies, but the tone of Example 2 conveys understanding and collaboration, setting a more welcoming tone.
Terrel Strayhorn has defined belonging as “A feeling that members (of a group) matter to each other and to the group.” To foster this sense of belonging, I carefully edit my syllabus to strike a tone of warmth and welcome. Students have shared that small shifts, such as saying “In our class” instead of “In this class” or “Together we will” rather than “You will be expected to,” help them see the class as a space they belong and want to be.
Step 2: Warm and Explicit Welcome
Hi GEO 400 travelers! My name is Gabrielle Likavec, and I will be your instructor for GEO 400WI this semester. I am very excited to work with you as you continue your journey as Educators! Our first class will be next Monday at 5 pm, in room 289. Please be sure to bring a mobile device and something to write with. Also, this is either the hottest or coldest room on campus so I highly encourage you to wear layers 🙂 If you have not already done so, please take a few minutes to review the “Course Orientation and Overview” module of our course. I look at this class as your first professional learning community, where we all have unique and important perspectives to contribute. As such, we will be discussing much of the content of this overview module in our first class, and deciding if the information laid out meets our needs. This is much easier to do if we all have a common starting point! I am very excited to meet you all, and look forward to a great semester! Take care, Gabi
Once I have the course set up and the syllabus prepared it is time to welcome students. This is a small thing, but it demonstrates to students that I have been preparing for the course and that I am excited to learn about and alongside them.
This can be a friendly email, like the one above, that outlines how to get started, when the class first meets, and what to bring; or a short video that talks about who you are and why you are excited to teach this class. These small gestures go a long way to creating an inviting community atmosphere.
Bonus: The Easter Egg
To encourage students to reach out, I’ve started including a small “Easter egg” in the welcome video or orientation module. I invite students to visit my office before the first class to pick up a little something—a tangible way to start building connections.
What’s the treat? I prepare envelopes with fun coupons students can use throughout the semester. These coupons might include:
Coffee delivery from the professor
A free pass to turn in an assignment up to 48 hours late
“Phone a Professor” assistance on an assignment
First choice of presentation order
These small tokens add a sense of fun and approachability to our interactions, helping to foster collegial conversations from the start.
Conclusion With a thoughtful syllabus and a warm welcome, I lay the groundwork for a positive and productive semester. Next up? Planning the all-important first day. Stay tuned for tomorrow’s insights!
