Developing classroom presence- are you born with it or can you fake it until you make it?

[WiltingSunflower]

I'm working with a NQT who's really struggling.

On bad days I'd say she's just not meant to be a teacher but at times I think she's trying.

I am a naturally loud person who sings and is usually accompanied by a selection of musical instruments and puppets. I also worked with younger children a lot from the age of 14 up, did a BEd and am bloody ancient so I am probably not the best one to give advice on developing presence.

NQT is much more quiet than me so I suggested she observe one of our old-school infant teachers. This woman is magic- she never raises her voice but every child in that room is following her instructions. I think she was more demoralised than inspired though- she just said blankly 'but they don't do that for me'.

Any ideas? I'm really trying but it's very hard.

I'm an ex teacher and definitely agree that you have to put on an act.
The best teachers I worked with were often quiet but they never dropped their guard- they were polite and positive but had really clear simple expectations that were understood and respected by the kids. I used to find it really frustrating that it looked easy but they never worried about whether they were liked and just wouldn't accept anything less - I think some teachers do just 'have it' and it's hard to learn.

I think most of the 'good' teachers with an engaged and obedient (on the whole) classroom have a certain amount of charisma.
Sadly my DS and DD both have NQT's this year who sadly do not have 'it'.
I feel the DC suffer on many levels.
Quite what the answer is I don't know.

You can definitely fake it.

I did some work in primary schools and was appalling at managing behaviour. I was terrified they would get upset - a bottom lip just had to wobble and I’d let them get away with anything.
Secondary is my forte - and I can manage pretty much any bad behaviour.

Maybe it’s the wrong setting for her?

The problem is that their lack of presence is often missed at interview. The class is usually in a routine from their current teacher and they’re on their best behaviour because a visitor is in.

It sounds like she wants to be like- letting them sit with a buddy. Does she think they will behave if they like her? I think it is the other way round! Lend her "don't smile before Christmas" if you have a copy.

spied
I'm not sure it is charisma to be honest.

I've met a fair few NQTs/young staff who have charisma but zero substance behind it. Thy get by on likeability and their likeability masks some of their pedagogical weaknesses, especially because they can turn on the charm with senior leaders (especially if they could pull an observation lesson out their arse at the right time).

Engagement and an orderly classroom can be taught and developed over time. I think most us can think of things we did well and not so well as an NQT. Just because an NQT isn't the finished product and isn't as strong as a good experienced teacher doesn't mean that the children are getting a raw deal.

I think it definitely comes with experience. I am nothing like I was as an NQT. She will make mistakes with this class and learn from them. What will help her is to work out some simple classroom management strategies and stick to them. In some ways watching people who are v experienced can be a bit demoralising as you cant see the work that was put in at the start plus these teachers have their reputation and standing in the school to help them. Be supportive and positive.

Thank you all so much for posting. My head feels clearer than it has done in weeks.

Like pp said is it classroom management or teacher presence?
I think it's both and she's in a bit of a vicious circle. A few people have mentioned wanting to be liked and being afraid of making them cry and I know from students and other NQTs that the poor buggers are definitely sold this idea of 'relationships first, behaviour second'. I think she's a naturally gentle person, doesn't have much experience of young children and doesn't see that it's good for them to have solid, clear boundaries.

My plan is to be a little bit more forthright. I'm going to walk her through her day and get rid of some of the complications. Someone asked how much freedom she had. It was quite a lot tbh, as we wanted her to stand on her two feet, but I think we gave her too much.

Thank you all again. Much appreciated.

She does so many things like that and looks so dejected when someone (even gently) points out it's a bad idea. 'No one told me' is a frequent refrain.

It sounds to me that she is missing "it"
I wasn't sure when I read the title, but then examples you have given are just.... well, just so 'obvious'.

Both my dds have been young leaders in Scouts - like you, from age 14 - and, even at 14, never needed to be told things like that - it is just "obvious".
Yes, of course you can pick up tips and strategies and steal ideas about things as you go, but I do believe you have to have both some sort of 'presence' as well as a huge helping of common sense. Some experience - albeit 90mins a week at Cubs or Brownies - ought to be essential.

I'm just working with an NQT now ,who is struggling with behavior a bit. We were lucky that we had him before summer for a few weeks so we had a good idea where to start. His key focus for this term was establishing entry routines to the class. (Secondary so a little different - but the idea is still the same). We agreed upon a plan to start each lesson, and the non negotiable expectations of students. Now this area is pretty good we are going to work on managing the middle part of the lesson including teacher explanation phases.
Hopefully we can improve this and then go on from there.
I do think it's such a hard thing through as when you are sent to watch someone good they don't actually do much because it's already all done and the whole thing becomes even more of a mystery.

So a 14 year old scout leader knows more than an NQT about behaviour management because it's so obvious? OK then

theduchessstill
I thought that.

Plus the teenage helper also has the benefit of working under trained and experienced leaders, hardly the same for an NQT who's doing the whole of a very different job.

So a 14 year old scout leader knows more than an NQT about behaviour management because it's so obvious?

No, what I'm saying is the teachers that not only survive, but are good teachers, have a certain level of confidence. That confidence combines with common sense. So the example OP gave about letting small dc "sit with a friend to keep them company" for a 10 -15min slot where they need to sit quietly and not chatter, is exactly the sort of thing you shouldn't need to be told, as, if you have any experience of dc, that is 'just obvious'.

So actually, it would seem in this case, that this one YL, does know more about behaviour management than that one NQT - but typically I wouldn't expect them too. However, the OP started this thread as this particular NQT is lacking in the level of common sense you need to start off with.