As a part of the series aimed at new teachers, former teacher Laura Sigsworth offers her top tips for teachers who are just starting out.
Things I wish I’d known when I first started teaching (part 1)
You’re already the teacher
One of my biggest anxieties when I first started teaching was that I was going to make a mistake. I was terrified that I’d look back at the board and realise I’d confused two grammar points or misspelt a word, and I would wake up in cold sweats with the imaginary jeers of students in my ears. I’d spend hours studying Mr Parrot and scribbling notes for all eventualities. Walking into class was like walking on stage on opening night, terrified that I’d forget my lines.
It took me a while, but it finally dawned on me. They think I’m a teacher! Suddenly my anxiety fell away. I no longer needed to avoid writing words of more than 4 letters on the board. I could quite confidently assert that the answer was “a not b”. I still made sure I understood something before teaching it, but I no longer worried about making silly mistakes in class.
So, remember you’re the teacher. The students don’t know that you still struggle to understand the difference between going to and will. They don’t know that you have to concentrate really hard to spell ‘medicine’ properly (medecine?). In their eyes, when you first walk into that classroom you’re not just a stranger who has wandered in off the street, you’re their new teacher. So you don’t have to prove you’re the English expert. You already are!
If things do go awry…
They’re not looking to trip you up, but it’s always useful to have a few tricks up your sleeve in case of inquisitive students. Useful phrases include:
‘That’s a great question, and we’re going to come back to it next lesson, but right now I want to focus on this” (for questions you don’t know the answer to)
“Well spotted! I was testing you all and *insert name * passed!” (for a student who spots a mistake on the board)
Instructions, instructions, instructions
Politeness is the enemy of good instructions. Let me give you an example:
“Er, excuse me everyone, so if you don’t mind, please could you possibly open your books to page 55, thank you.”
Of course, my class of fifteen seven-year-olds ignored me. They were far too busy comparing their pencil cases and practicing martial arts to hear the key words in that phrase: open, books, 55. Cue endless repetitions, ‘Jeff, where’s your book’, etc. and ten minutes of the lesson were wasted.
(This is not confined to young learner classes, as I’m sure you’ll be aware, though the adults are more likely to be playing on their phones or chatting than trying out WWF moves.)
I’m not sure if this verbosity is a British got-to-be-polite-at-all-times peculiarity, but it’s certainly something I have seen in plenty of new teachers, as well as suffered from myself. That is, until I discovered my secret weapon, the catch-all request phrase for the efficiently polite…
It’s useful for all situations; not too ridiculous for the 4 year olds, mature enough for the adults. And it makes a huge difference. Suddenly, the students are actually sitting there, books open at page 55 and awaiting your next instructions. Once that phrase is mastered, why not try the daring ‘I want you to…’ or even go straight for the imperative ‘Open your books’.
Of course, you’ve got to make sure that the students are ready for instructions. Unless you teach little angels, or excessively polite adults, it’s unlikely that they’re going to be on tenterhooks for your words of wisdom for a full lesson. To avoid shouting over the hubbub, or waiting forever for a silent second, it’s useful to have a few non-verbal tricks up your sleeve to attract their attention. Tapping on the whiteboard with a pen, or switching a set of lights on and off will get all eyes on you and save your voice at the same time.
Now, I’d like you to try it!