For your introduction, bring pictures in plastic sheets (family, hometown, pets) and a short personal history. I take this opportunity to list my ten rules, which include 'no talking when I am talking', 'no cell phones', and the reminder that we’ll all make mistakes in class. Think about your rules beforehand, and write them on the board or bring them as a handout. You can explain your grading and what will be expected of the students. Everything you do in this class begins to introduce students to your style of teaching.

While the students are talking, walk around monitoring, listening to their speech. This will tell you more than trying to get students to answer questions in front of the whole class. If students stop you to talk, make it clear that you are there to listen. Turn questions around (“What do YOU think?”) and move on when they have had a chance to speak. Few students will answer questions during the first class, but ask anyway and then let them discuss answers in pairs while you monitor.

Don’t go into the classroom until you're clear about what you want to accomplish. Begin with a list of recordkeeping details and the supplies you’ll need to complete them. Rather than depending on the school, compile your own student list, along with contact information, such as phone numbers and email addresses. Nametags are a great idea, so bring supplies for students to make their own. Supervise to make sure the names can be read from a distance. A book or list of English names gives the students a chance to pick their own.

Watch their faces carefully to get an idea of whether or not they understand you. Even the most advanced students need time to get used to your voice/accent. Try to use an ask-andanswer format rather than lecturing. Use the board to draw words they don’t understand. Stick figures are fine. Use your 'getting to know you' questions to determine your students' English level. Save about a third of the class for student-talking time. This can be an imaginary cocktail party where the students have to walk around, mingling, introducing themselves, and asking about each others’ interests. Or bring a timer and have speed meetings (similar to speed dating) with pairs talking for 4 minutes before moving to the next partner, giving them a chance for repetition of small talk.

The information gathered at this first class will serve you all term, so be patient. With the paperwork taken care of, you are now left with two specific goals: to introduce yourself and to get to know the students.

Use TPR (Total Physical Response) for lowlevel students. Act out commands and responses (stand up, touch your ear, say "Hello") and play a form of Simon Says. The more visual props the better, such as flash cards and photos.