How to Start a Teaching Session
We constantly hear that attention spans are
shrinking and that information needs to be delivered in ever smaller chunks.
Whether or not this is true, one thing is clear: in online spaces, you have
only a few seconds to capture attention before people move on.
The same principle applies to teaching—just
across a longer time horizon. How learners experience the start of a session
has a disproportionate impact on how engaged, focused, and motivated they are
for what follows.
Over time, I’ve found it helpful to adopt a
consistent and intentional approach to starting sessions. What follows is a
simple framework I now rely on.
Pre-session: the session starts before
anyone arrives
For me, a teaching session begins before
learners enter the room. The way the space is set up matters.
A tidy, organised room; chairs positioned
intentionally; appropriate lighting and temperature; and the removal of
leftover materials from previous sessions all contribute to a professional
learning environment. Without saying a word, this signals that the session has
purpose and that meaningful work is expected.
Entering the room: the first interaction
counts
The first interaction with learners happens
as they arrive. How this looks depends on context: a large lecture, a seminar,
or a small tutorial will all require different approaches.
That might mean greeting learners at the
door, welcoming them from the front, or circulating as people settle. Whatever
the approach, acknowledging learners as individuals matters. Using names where
possible—even imperfectly—helps reinforce that learners are seen as people, not
just entries on a register.
The session start: make it unmistakable
A clearly defined start is more important
than we often realise.
I’ve seen sessions where informal
conversation slides seamlessly into teaching content. While well-intentioned,
this can leave learners unsure whether the session has actually begun. A
deliberate pause followed by a clear signal—“Let’s get started”—helps focus
attention and marks a psychological shift into learning.
Introduction: remove ambiguity
Once the session has clearly begun, the
introduction sets expectations.
This usually includes the session title,
what will be covered, and how the session will be structured. Sharing intended
learning outcomes and indicative timings helps learners understand what lies
ahead and gives them reference points for judging their own progress.
Purpose: answer the why
This is arguably the most important step.
It’s easy to assume that outlining what
will be covered is enough. Learners are present, after all. But engagement
often hinges on a different question: why does this matter?
Why is this topic important? Why is this
skill worth developing? Why should learners invest their attention and effort?
This might involve a short story, an
analogy, a personal example, or a clear link to assessment or professional
practice. The aim isn’t to oversell the session, but to help learners see its
value.
Activity: move learners into participation
early
I usually end the opening phase with a
brief, low-stakes activity. Learners discuss a prompt related to the session
topic in pairs or small groups.
The goal isn’t depth at this stage. It’s
about shifting learners from passive listeners to active participants and
encouraging early interaction and collaboration.
In summary
None of these steps is particularly
complex. But together, they shape learners’ readiness to engage.
Starting a session well doesn’t guarantee a
great lesson—but it dramatically improves the chances that learners are
attentive, motivated, and prepared to learn.
