Classroom presence?

[Glitterkitten24]

I’m studying my PGDE this year and have had my first observed lesson this week.
My feedback was that I needed to work on my classroom presence, happy with everything else.

I am in an acknowledged tricky class, even my class teacher struggles with the behaviour sometimes. Ks1.

Any tips on developing classroom presence and my teacher voice?
Any great resources/ books?

Please be gentle, I am feeling fragile tonight! (Only half kidding!) 😂

and well done for today! I remember it so well

Presence is tricky because it's so intangible. I'd ask your mentor to identify colleagues who they'd describe as having "presence" and then try and observe them if you can.

For me, it's about being a bigger, brighter, more confident version of myself - almost like I'm on stage (but without being "theatrical" if you see what I mean). Own what you're telling the class - even if you're not 100% confident. Children can tell when you're not sure! Don't ask for their attention - be assertive and take charge of it so they have no option but to pay attention. That doesn't mean shouting but where you position yourself in the room, your posture and enthusiasm will all help with this. Best tip I ever got was never to say please when asking a class (or individual) to move/be quiet/line up etc - so instead of saying "Milly, could you stop talking please" try "Milly, time to be quiet now, thank you". It's still polite but it removes room for negotiation!

Hope that's some help but if not I'm sure someone who can express it better will be along soon!

It's so difficult to develop presence when you're in someone else's class and you're so conscious of being watched all the time. It does come with time and experience.

Everyone has a different persona but it is about being confident that they will follow your instructions. Even working on posture and remembering to stand up straight will make a difference if you don't have a strong voice yet.

I also think it's important for student teachers to watch more experienced teachers teach, especially now you have a little experience under your belt and are looking for phrases to use in this scenario or that scenario.

Thank you all for replying!

@margotsdevil that’s funny, theatre is what my tutor mentioned, sounds like you are thinking along the same lines!

@teaandcookie I agree, I’m not making excusies but it’s hard to set clear boundaries in someone else’s class half way through the year. I do think by having a class from the start and being able to set boundaries might be helpful. I might be being naive, not sure.x

To me, it means relationships with pupils rather than discipline. I work, and have always worked, in tricky schools. Once you have this, discipline usually falls in to place. Always fake this until you make it! Greeting them by the door personally, having a bit of chat with them, getting them settled with a not mainly academic starter task (I use riddles or logic puzzles) then getting the lesson started usually works for me.

Did you receive any specifics other than presence?

@bookish not specifically. I do an attention grabber type thing ‘are you listening....’ song or similar and they are quiet for a nanosecond. Then someone needs to be told to sit down. Someone else needs to be told to stop talking. Someoneone else needs to be told pencils are down, and by that time general chatter is taking control again. I’m firefighting, not in control of the class. Chatters gets loud during transitions. All seemingly minor things but add up to... I’m not fully in control.

Study the teachers at Hogwarts.

Snape- finite behavioural boundaries.
McGonagall- relationships.
Hooch- no nonsense, sweep them along.
Lupin- teach from where they are, in a way they can learn.

Put that lot together and you've got it!

Low level disruptive behaviour is very draining. However, try not to get sucked into a negative vortex of only picking up on the unwanted behaviour. Try praising children near the children who are not listening. On the whole young children want to please adults and you'll probably find that they start to listen to try and get that praise too.

It's something that also comes easier with experience. When I first started teaching I was a bit reticent about being the one in charge, since I hadn't really done this often earlier in my life.

A couple of things that can help:

1. Posture and body language. Shoulders back, head up, make eye contact. Not sitting behind your desk, always standing while addressing the class.

1. Positioning. Get in their faces (figuratively). If it helps, consciously think about (or even label with masking tape on the floor if necessary!) where you need to stand in order to be the center of the room. This means no corners, not being behind anything, and not miles away from any one student. I generally like to walk around while speaking, unless board work is needed. Instead of being behind my desk I'm normally perched on the front of my desk, unless I'm actually writing while they're working on something.

1. Tone of voice and language. Use imperatives a lot. Don't make instructions into questions. e.g. say "Turn to page 14" and not "Can you turn to page 14?" The only time anything should be parsed as a question is when you want a direct spoken response from the students e.g. "Can you tell me what the answer to C is?" but even this can be phrased as "Shaun, give me the answer to C."

As PP have said, building relationships and faking it til you make it are very important tools to develop if possible as well. It will come with time.

I don’t think I mastered ‘classroom presence’ until I had my own class. I appreciate what your mentor is trying to say you need, but that’s not giving you a particularly achievable SMART target! It will come with experience as your ‘performance’ gets more natural and less forced.

Plenty of meaningful praise is useful.

When you’ve done your song to get attention-wait a few seconds for quiet. If people start talking, then say ‘Ahem, I am waiting for quiet so we can start, thank you’, then wait a bit longer, ‘Billy-you are doing exactly what I asked-1 Dojo/sticker etc, and Chloe is as well-fantastic! Right, we are ready...’

Act confident and like they ARE going to do what you ask.

Move about, move towards the children. Don't just stand by the board pointing. I often walk to the middle of the room while I'm asking a question, for example. It also lets the ones at the back know they're not as far away from me as they think!

Definitely pick out the good behaviour. I say "ok, let's see who is ready...... Grace is ready, thank you Grace. Sammy is ready too." Etc Then they all sit up and listen. Confidence comes with experience. Xx

People who need to gain more presence could often do with thinking about their voice. Can you bring your voice down a bit and speak more slowly? People who feel like they are not 100% in control of a class often speak too fast and the voice can be a bit shrill. This was definitely me when I started teaching!

KS1.. No desk.. depending on Y1 or Y2 and ethos of school as to classroom layout so can't help you there! Relentless praise for those doing the right thing. Any observation of anyone with presence is good..I had typed loads out but am naturally a big personality and actually learnt the most ever from a colleague who only whispers.. You will learn so much about who you are by watching others.

If they think it's a shortcoming, then they need to define it.

Write back to them, and I do mean write, asking exactly what they think "presence" is. Presence is very vague and you don't want to be pulled up next time on this when they haven't given enough information for you to improve on.

While PPs have offered helpful advice, your observer hasn't. Did they put this writing?

Think of it as acting I always think teaching is like acting 🤣🤣 act like a more confident version of yourself.i love keeping them busy with responsibilities (that they enjoy) to hold of silt behaviors. Speak from the positive side... eg. walk please instead of no running. Also it’s hard when it’s not your class a you don’t know them v well, what makes them tick , what they respond to? And these are things you find out over a bit of time. I always tend to make use of anyone who has behavioral issues, I like to make them my helper but not in a demanding or patronizing way (they can pick up on that easily) eg. I ask them to hold the door sayin “your a strong lad etc” saying “good job” or “you’re brilliant, thank you” is something some kids don’t actually hear often. Changing their inner dialogue can often help to change behaviour. Best of luck!

@Scissor that’s funny I have a colleague who whispers to the children all the time and the behaviour is impeccable. I just can’t whisper all the time it makes me sleepy for some crazy reason 🤣🤣

I'm a mentor but it's secondary. My student teachers are having similar problems. They key thing for them is not talking at the same time as the kids. Insist on quiet and attention when giving out instructions. Use your voice, you don't need to shout and it doesn't have to be negative. You can also be completely silent and just stand at the board and write a 'praise' list. I also get v stroppy. Bang my book around on the table, fold my arms and huff.

Good luck! Primary placements are obviously v different to secondary as our students are nearly finished placement one and have been teaching at least half a term. Is it not a one year course?

What does your school have for encouraging positive behaviour? Keep rewarding the ones doing the right thing.

There are some children who really struggle with just sitting and listening. Sometimes it might be worth considering a sonething to fiddle (quietly!) with.

If mine are too noisy during transitions etc I make them do it again until they can do it silently. It’s an investment in time at the beginning of the year but they need to experience what’s expected of them. Tricky in someone else’s class, but maybe you and the teacher together can have a crack down. The other thing that works for me is to get them chanting something as they move (tables etc) so it might be loud but it’s productive.

I totally agree with the acting comment. Walk in knowing this is your classroom, you are in charge and they are going to do as you want them to. Try and take some time to establish expectations with them.

Also, the more you’re in front of the class, the easier it gets. Asking to do things like the register every day, reading stories etc might help.

It’s only your first lesson. Don’t be too hard on yourself!