| |
Ahead of the game
Anyone who has set foot in a classroom as anything other
than a pupil will know that, aside from the physical environment and available
resources, it is mostly the teacher's personality that creates and
maintains a space in which learning can take place. The 'presence' that
a teacher has in the classroom is the crucial factor in this.
Classroom presence as a concept is hard to define. Beyond
analysing every tiny aspect of teachers' behaviour, we don't have a
definitive checklist of how to have presence. But when asked, successful
teachers always say that it derives from the non-verbal aspect of their
classroom work.
Professor Geoffrey Beattie, perhaps best known as the
Big Brother psychologist and author of Visible Thought: The New
Psychology of Body Language, explains that non-verbal behaviour is a
significant way in which emotion is expressed, as well as how relationships are
built and attitudes negotiated. This is incredibly useful in the classroom, as
it's possible to convey, for example, disapproval of behaviour in a slick
yet flexible way.
Sue Roffey, author of The New Teacher's Survival
Guide to Behaviour, writes of the personal qualities that teachers need;
qualities that combine to help create presence in the classroom. Self-respect
is one, as are confidence and confident body language, tone of voice and eye
contact.
Teachers old and new develop classroom presence over time.
This reflects personality and situation, but the crucial theme common to all is
that, once established, presence is not set in stone. It's constantly
changing and responding, emerging and proactive. It is arguably the most
potentially transformative dimension of classroom work.
From the chalkface
If you want to sharpen up your presence in the classroom,
these ideas from fellow teachers may help. Remember, whatever you try must feel
natural.
-
Claire Evans is currently studying for her PGCE in
modern foreign languages. "One small tip I picked up that made a big
difference is to be sure to make eye contact with every single pupil in the
room during the course of the lesson"
-
For Lynn Robertson, a mature entrant to the profession,
building relationships is the route to developing presence. "If a class
feels that the teacher is expecting them to misbehave, they will.
I smile 'before Christmas' and I don't 'go in hard'. I tell
the class I love teaching and I work hard to build their trust in
me"
-
Christopher Smy is an experienced teacher working in a
secondary school in Wiltshire. "It is amazing how good a prop a coffee cup
can be," he suggests. "When I am waiting for their attention, I just
stand in the same spot at the front of my room, leaning on my filing cabinet
with a coffee cup in my hand, occasionally sipping it (if there is any coffee
left). It is the most effective thing I have found for alerting them to pay
attention. I am unstressed and not shouting"
-
"I learned late about the importance of classroom
presence," says David Taylor from Liverpool.
"I suddenly realised how I behave in front of certain classes. The ones
that gave me the most trouble saw me scuttle in, head bowed, almost flinching
in anticipation. I had to learn to act more confidently. Now, the way I stand
(relaxed yet tall and open) and where (always at the front to issue
instructions), my facial expression and tone of voice, and my expectations of
my classes, establish me as a force and a focus in the room."
Top tips
-
A calm, relaxed facial expression that breaks into a
smile when appropriate says that you're in control
-
Be at your door to greet your pupils as they come into
your room. Make eye contact with each one of them
-
Be clear about how pupils attract your attention when
they are working. Do they come to you one at a time, or do you go to them? Both
can work equally well
-
Use names frequently through each lesson
-
Develop clear routines for pupils
-
Stand as much as is practical through each lesson. Be a
visible presence
-
Use inclusive language when talking. For example, say:
"We learned about", "The work we did", "Our
classroom". This places you alongside pupils, rather than apart from
them
-
Notice the impact your clothes have: smart, comfortable
clothes in plain, darkish colours can work best
Words: Elizabeth Holmes
Illustration: Adrian Johnson
FURTHER INFORMATION
-
Visible Thought: The New Psychology of Body
Language by Geoffrey Beattie, published
by RoutledgeFalmer
-
The New Teacher's Survival Guide to
Behaviour by Sue Roffey, published by Paul Chapman Publishing
-
-
This content was published in January 2005 and may not reflect current policy
|
