First impressions go both ways. You’ve likely heard stories about how hard or easy certain college teachers are. Did you know this can go the other way too? Your teachers sometimes hear things about you as a student from other teachers too. 

On the first day of class, you’re working to make a good first impression, to build trust. You may though be doing things that work against you from your teacher’s perspective. Below are 5 things that make a poor impression on your college teachers!

#1. When freshmen ask how to get an A in the class

On the surface this sounds like a harmless or even an admirable question. You might think this would actually be what an ideal student ask at the beginning of a semester. Instead, this question causes you to come across poorly.

How so? This question can communicate these things to your college teacher:

• You’re here for the grade and nothing else. This kind of question can cause your teacher to think your interest isn’t learning, growing, or developing skills. You are here to boost your GPA or check a class off your course list. Not only can your teacher feel agitated, but they may also feel a little insulted by this question. (Additionally, the answer to this question is almost always in your course syllabus.)

• You’re going to be a difficult student. In my experience as a college instructor, students who ask this question are more often than not the ones who constantly contest every little grade. They are also usually very type-A students (to their detriment) who aim for perfection and nothing less. This only signals that you’re likely to object to every detail you don’t understand. (While grades matter, grades are always secondary to learning in your college teacher’s eyes.)

• You’re not a flexible student. Every college teacher has a different style of teaching, grading, and more. As unfortunate as this may be to the student, it is not your teacher’s responsibility to adapt to what you are used to in other classes (or what you were used to in high school). You are expected to adapt and adjust to the teacher, not necessarily the other way around.

This question does more harm than good to your reputation. Consider seeing things from your teacher’s perspective. How might this make me come across? What might this communicate about me?

If you want to make a good impression, consider asking questions that show you are prepared to work hard, soak in knowledge, and learn and grow.

#2. When freshmen talk over people in class

Whether a teacher or classmate, talking over either in class is a sure way to make a bad impression. While your intentions may be harmless, the results of this action may harm how your teacher views you.

What can this action communicate about you? Here are a few possibilities:

• You think you’re better or more important than others. This action (especially on the first few days of class) can make you come across as a jerk. Your ego looks huge and your tolerance level for others’ opinions seems low. Your teacher may, as a result, not call on you as much in class or hesitate to extend help to you, seeing as you come across as “having it all together.”

• You don’t take this class seriously. Talking over others can make you come across as treating the class flippantly, like it’s not a good use of your time. Your teacher obviously feels passionately about this class (seeing as it’s their job), so you can see how this would not help you to start out on the right foot.

• You don’t value others’ input. Talking over others can make you seem like you think you aren’t open to hearing what others have to say. Other people, even people with which you might disagree, always add some value to a class discussion. You certainly don’t want to give the impression you are a know-it-all who is intolerant of others.

Talking over others ultimately shows a lack of respect for them as a human being. Though this action may not come from ill intentions, your teacher may interpret your actions as ego-driven. 

Instead of finishing your conversation with a classmate or inserting a funny comment, consider saving that comment for later or even keeping it to yourself. It’s usually not worth making a bad impression.

#3. When freshmen don’t take notes

While you might think that intently staring at the teacher could earn you bonus points, in reality it does the opposite. Not taking notes isn’t a proven and reliable learning method. It’s unlikely you’re the exception to this rule.

Not taking notes can communicate the following things to your teacher:

• You’re disengaged in class. Your teacher likely notices you staring not taking notes and assumes you don’t think the material is noteworthy. If your teacher is talking, they likely think what they’re saying is important. Taking notes is a way to signal to your teacher you are engaged, which means not taking notes signals that you’re disengaged.

• You haven’t learned how to learn. As mentioned earlier, students who don’t take notes usually haven’t learned the value of note-taking. This then means your teacher will assume you’re behind from where you should be academically or that you haven’t learned how to take notes. Neither option makes you look good.

• You think you’re smarter than the average student. Sometimes students claim that not taking notes works for them. They insist they learn better by listening. While some students absorb material better aurally than visually, research shows students remember important content better as a result of taking lecture notes.

Even if you think just listening works for you, by not taking notes you’re communicating negative things about yourself as a student. Your teacher is unlikely to repeat material or answer questions already overviewed in class if you aren’t taking notes.

Make the choice to take notes, even if those notes are minimal. This shows your teacher that you are making an effort and that you are engaged. (As some nice side benefits, you’ll probably find you’re more engaged, remember material better, and earn better grades.)

#4. When freshmen contest grades in the first few weeks

Sometimes your teacher makes an error. (We’re certainly human.) Sometimes you don’t understand why you received the grade you did. Sometimes your grade seems lower than another student who you think did worse.

Contesting your first few grades in class, however, can communicate these things about you…

• You’re a difficult student. During the first few weeks of class, you are adjusting to your teacher’s style. (They’re adjusting to you as a student too.) You’re learning how they ask questions, what material they quiz/test over, etc. Contesting grades this early can communicate you’re not willing to allow time to adjust. (i.e. If you don’t immediately understand why the teacher is grading the way they are, you believe you deserve back points.) This is not the way to your teacher’s heart.

• You’re used to getting all A’s and expect all A’s. I hesitate to stereotype or generalize, but I’m going to do so here: students in science fields or business fields are often guilty of insisting on receiving perfect grades (likely because they feel additional pressure to have good grades). While your grades matter, improving in more objective classes like writing or speaking courses is going to look different. You aren’t likely going to earn all A’s on every assignment. Earn points where you can, but realize a large time invested doesn’t necessarily entitle you to an A. You are developing a nuanced skill.

• You’re not interested in learning and improving. Contesting grades this early can communicate you are a grade-grubber. In other words, your request for a higher grade can seem illegitimate this early in the semester. You haven’t given yourself enough time to identify what level of skill you currently posses and where you need to be to meet the teacher’s standards.

Your approach to contesting grades is key. Having a defensive attitude or being pushy doesn’t help your teacher feel inclined to extend grace or consider your plea for points back.

Rather than focusing on your grade or missed points, come to these conversations with an attitude of how to improve or how to learn better in the future. This helps you stick out for good reasons in your teacher’s mind.

#5. When freshmen do other tasks in class

Your teacher can see if you’re texting, gaming, or watching sport events during class. Even if you’re working on another class (or doing some other important task that’s not class-related), your teacher notices. You might feel like you’re invisible, but they can tell that you’re disengaged and occupied with something else.

This only makes a bad impression, and your teacher may assume some of these things about you…

• You’re only here so you don’t get marked absent. There will definitely be days where you feel like this, but this impression is not a good way to start the semester. You want to communicate that you’re here to get the most out of this class. You're here to engage in learning, and your teacher has your complete focus.

• You don’t value your education. College is expensive. You’re more than aware of this if you pay your tuition bills. Every class period costs approximately $40 (if the average cost per credit hour is $594). Your teacher may assume you don’t take your education very seriously and in turn don’t value it if you’re spending your class time on other things.

As harmless as checking the score of a game or texting a friend throughout class might seem, these actions cost you. They cost you money, because you’re missing out on what you’re paying for (see paragraph above). These distractions also cost you a good impression. 

You likely won’t remember what you texted a friend during class years from now. You likely won’t remember every word from the lecture either. What you will benefit from years from now is the skills you developed in your classes. And you’re unlikely to develop these skills if you’re consistently disengaged in class.

Starting out on the right foot with your teacher means seeing your actions from your teacher’s perspective. If you want your teacher to enjoy having you in class, don’t ask how to earn all As, talk over others, sit and stare (instead of taking notes), contest your first grades, or multitask in class. Instead focus on demonstrating you’re here to learn. Your teachers love learning, and they love helping students who show they want to learn too.