Before the First Class: Preparation

1. Get Your Schedule Early — and Double-Check It

It’s wise to request your teaching schedule as soon as it’s available. Chinese university timetables can occasionally change, sometimes even days before the semester begins. One foreign teacher we spoke with had all her Tuesday classes moved to Monday without notice — and she missed her first day. To avoid that, consider contacting the person responsible for your schedule a day or two before classes start to confirm everything is still correct.

2. Find Your Classrooms Before Day One

Chinese university campuses can be sprawling — some are considerably larger than a typical Western campus. Getting lost on the first day is not the impression most teachers want to make. A useful precaution is to walk the campus the week before classes begin, locate every building and room you will teach in, and, if possible, ask a school secretary or a fellow foreign teacher to give you a quick tour.

3. Understand Your Students and Their Level

Before planning any activity, it helps to find out:

• What is their English proficiency level?
• What is their major and year of study?
• What is the course objective and expected learning outcomes?

Talking to your Chinese colleagues or the previous foreign teacher who taught the same course can give you valuable insight. Knowing your students' baseline allows you to pitch your lesson at a level that feels appropriate — not too easy, not too difficult.

4. Over-Plan Your Lesson (Just in Case)

Chinese university classes typically run for 90 minutes (two 45-minute blocks with a short break). A common piece of advice from experienced teachers is to over-plan rather than under-plan, as many universities do not want classes ending early. You might prepare:

• A clear lesson structure (welcome → icebreaker → introduction of course → first content module → Q&A)
• More activities than you think you need
• Backup plans in case technology fails

If you use PowerPoint, make sure you know how to operate the classroom multimedia equipment. Asking for a demo from IT staff or a colleague beforehand can save you stress on the day.

5. Sit In on Another Class (If Possible)

Observing a class taught by an experienced colleague at your university can be one of the most helpful ways to prepare. It gives you a feel for classroom dynamics, student behavior, teaching pace, and the physical setup — all of which may vary widely from one institution to another.

To truly thrive in your new workplace, you'll also want to understand the nuances of professional interactions, communication styles, and institutional expectations. Our guide on Smooth Integration: Workplace Tips for Foreign Teachers in China offers practical advice on building relationships with colleagues and navigating Chinese academic culture.

The First Class: Suggestions and Considerations

Please keep in mind that the following are general observations and common practices — not rules. Your own style, your students’ needs, and your school’s culture should always take priority.

Starting Strong: The First Few Minutes

Students often form an early impression, so many teachers find it helpful to walk in confidently, greet the class warmly, and establish a positive energy right away.

• Consider starting with a clear "Good morning/afternoon" and encouraging students to respond in kind.
• You might avoid launching straight into content without first acknowledging your students — a brief human connection often goes a long way.

Introducing Yourself — Professional but Personable

Students are usually curious about who you are, where you come from, and why you are in China. A short personal introduction can help humanize you and build initial rapport.

What you could share:

• Your name, home country, and professional background
• Your teaching experience and what brought you to China
• One or two light personal facts (hobbies, travel stories)

What some teachers prefer to avoid: Spending the entire class talking about themselves. While personal stories can be engaging, the focus should remain on the students and the course. Also, sharing overly personal details or inappropriate photos is generally not considered suitable in a formal Chinese university setting.

Setting Expectations — Firm yet Approachable

Many teachers use the first class to clarify classroom rules and boundaries. Chinese students are generally polite, disciplined, and motivated, but they still benefit from knowing what you expect.

Common points to cover on day one:

• Cellphone and device policies
• Food and drink in the classroom
• Attendance and participation
• Grading criteria and assessment methods
• Language policy (e.g., English-only during class)

You can present these expectations in a firm but fair tone — most students appreciate clear guidelines.

Using Icebreakers to Get Students Talking

Encouraging student participation is a common challenge, as Chinese students may be hesitant to speak in front of the whole class due to cultural factors like “saving face” (mianzi). Icebreakers can be a useful tool.

Icebreaker ideas that have worked for many teachers:

• Bingo — Create a Bingo card with prompts like "Find someone who has traveled abroad" or "Find someone who speaks more than one foreign language". Students mingle and fill in names.
• Two Truths and a Lie — Each student shares three statements about themselves; the class guesses which one is false.
• Name and a Fun Fact — Go around the room and have each student say their name and one interesting thing.

Learning students’ names as quickly as possible is a simple way to show respect and build connection — but it takes practice, so don’t worry if you can’t remember everyone on day one.

Speaking Pace and Clarity

• It’s often helpful to speak at a moderate pace, enunciate clearly, and check for understanding regularly.
• Instead of assuming that nodding means comprehension, you can ask specific questions to verify understanding — but be patient if students need extra time to respond.

Blending Teaching Styles

Chinese students are often accustomed to a more structured, lecture-based approach with an emphasis on memorization. As a foreign teacher, you bring a different pedagogical perspective. You might consider blending Western interactive methods with local learning expectations — for example, starting with clear lectures and then incorporating group discussions, pair work, or presentations. This balance often resonates well with students.

Final Thoughts

Your first class in a Chinese university is an important milestone — and it’s also just one class among many. Yes, there may be nerves, and yes, some things may not go as expected. But Chinese students are generally some of the most respectful, motivated, and engaged learners you will ever teach. Once trust is established, they often become lively, witty, and deeply participative.

Best of luck — and enjoy the classroom!