Iranian EFL Teachers’ Performance and Perspectives on the First Day of Class

It is common that students complain that teachers are not approachable, while teachers complain that students are not engaged and motivated. Teaching experts hold that such perceptions are usually formed on the first day of class, potential to impact teacher-student interactions lasting the entire course. Nevertheless, a minimal empirical research has explored teachers’ activities and performances on the first day of class. Consequently, we used a framework provided by Gross Davis (۲۰۰۹) in three areas of Administrative tasks, Positive classroom environment, Course expectations, and standards to explore what teachers do on the first day of class. To do so, we interviewed ۱۰۰ English teachers who were chosen based on a convenient sampling method. What stands out from the interview analysis is that majority of EFL teachers spend the first day of class establishing administrative matters, course policies, and relaxed environment via ice breakers. Unlike what is generally recommended, Iranian EFL teachers avoid using a diagnostic pretest or teaching on the first day as it is assumed they could leave a negative impression on students.