Introduction
Recently I conducted a workshop with teachers who had only just started teaching. They told me about their concerns as a young teacher, which brought me back to when I started out teaching adults. I still remember what I wore on my first day; a dark red woollen jumper! I can only remember that because at the end of the lesson my face was the same colour as that jumper: bright red! Thoughts such as Why on earth did I say yes to this? or What if they realise that I am a fake and do not know everything? were going through my head and I know now that these kind of thoughts are surprisingly common in novice teachers and trainers. So let’s explore what could help us strengthen that confidence as a teacher.
Accept that there will be feelings of uncertainty.
The first weeks in the classroom can feel deeply unsettling. You may suddenly find yourself standing in front of a room of learners who are only a few years younger than you, and you are expected to manage them, their learning and answer difficult questions, all whilst projecting teacher confidence. Internally, you most likely will experience uncertainty, anxiety or even self-doubt. Just know that feeling uncertain is normal. Teaching involves not only language knowledge, it involves constant decision-making, unpredictability and dealing with different individuals. Feeling unsure does not mean you are not cut out to be a teacher, it is simply a part of your professional growth journey. Approaching these feelings with a growth mindset, this is all part of the journey towards becoming a more confident teacher, will enable you to grow more. The more competent you become with the subject, the more you get up there and teach, the more your confidence will grow.
Stop comparing yourself to others.
Whilst observing experienced teachers is helpful, do not assume that their confidence was at that level on day one. Most experienced teachers once felt unsure of themselves and anxious when for example dealing with complex concepts. Becoming a more confident teacher is a journey, it is not something that happens overnight. Instead, compare yourself to who you were last month, not to someone with ten years of experience!
However, ask any experienced teacher and they may tell you that they still feel nervous on their first day with a new class! And believe me, there are plenty of other days that I feel like that. Remember, we all have good and bad days! The difference is often that more experienced teachers have developed ways to manage those feelings more effectively so you are seeing the result of years of practice in masking those feelings of uncertainty.
You don’t need to become an extrovert!
Some people are naturally more outgoing, others are quiet, introverted or maybe even shy. Whilst being introverted can make teaching feel more overwhelming and possibly more stressful at the start because you’ve got all these eyes staring at you, don’t feel you need to become a performer. Being confident does not mean becoming loud and should not be confused with extroversion. Our learners do not need an entertainer or extrovert they simply need a teacher who sees them, values them and listens to them all if which are areas of strength for introverts.
Work on your teacher presence.
Many highly effective teachers are quiet but they are present and guide learners with clarity. This is where teacher presence comes in. Teacher presence relates to how you use the classroom space, your non-verbal communication and the use of your voice. It can be developed through relatively small but manageable behaviours.
Body language affects how others see us, as well as how we see ourselves. Having our hand in our pockets or leaning on the wall could be read – by learners – as a sign of not being interested in them. Moving around the room purposefully, monitoring, shows more clearly you are interested in their work.
Your expressions, such as eye contact and a soft smile and nodding your head when students speak shows students you are listening attentively which can be interpreted as “ we matter”. Social psychologist Amy Cuddy talks about how “power posing”, standing confidently, even if we don’t feel it, can boost your sense of self-confidence. Just be aware that body language, gestures and facial expressions are cultural, so explore the local customs when teaching in a different cultural context.
The tone, pitch, pace, and volume of your voice also affects your presence and thus the connection with your learners. What voice is appropriate depends on your teaching context, however, avoid a high pitch. And plan your instructions so you sound more directive and thus more confident. Try to ensure that what you say is paced appropriately. A slower delivery sounds more confident than saying things at high speed!
Relationships matter!
Whilst we need to have content knowledge as teachers and know how to convey this to our learners, novice teachers may overestimate the importance of appearing knowledgeable. While subject knowledge is essential, learners rarely expect us to know absolutely everything. What they need the most is a teacher who is approachable, supportive, and genuinely interested in their learning. The relationship you build with your students is the foundation for any learning to happen and most students value teachers who shows empathy, patience and kindness. So learn and use names, listen attentively, encourage effort, show patience and be kind. Make sure your learners get to know you are there for them. Creating that sense of community in your classroom not only helps your learners feel more relaxed but can also help you feel more comfortable.
Prepare.
It is no surprise that we come across as more confident when we feel more competent. Before heading off to class make sure that you know your materials (yes, do check the answer key as course books can also get it wrong …), have clear lesson aims, plan the procedures -how you want your students to get there- and your instructions. Noting all this down and having it handy during the lesson can give you confidence when delivering the lesson. Another useful thing to think of is “what may be an issue during the lesson?” This can help you be prepared with a plan B. For example, an audio track may not work, but if you have brought in the tapescript you simply read it out. It may be helpful for yourself to create an if…then scenario chart. For example, if a student asks me a question I don’t have an answer to, then I will tell them I think I know, but allow me to check this in break time as I don’t want to give you an incorrect answer.
Find your anchor point.
Another useful strategy for managing nerves in the classroom is anchoring, a technique often associated with Neuro-Linguistic Programming (NLP). Anchoring involves creating a mental connection between a physical action and a positive emotional state such as calmness or confidence. For example, before class, you might remember a moment when you felt confident, capable, or successful. While focusing on that memory, you repeat a small physical action such as pressing your thumb and finger together or placing your hand on your wrist. Over time, the brain can begin to associate that action with feelings of confidence. Then, before entering the classroom or during stressful moments, repeating the gesture may help you feel calmer, more grounded, and emotionally regulated. While it is not a magic solution, small grounding techniques like this can help reduce anxiety and strengthen your presence.
Reflect on your wins.
Growth comes from reflecting on our challenges. Challenges are not a sign of incompetence, they are simply steps in our teacher learning journey. However, instead of only dwelling on moments of challenge and low confidence, I suggest keeping a journal highlighting moments when you felt confident. Celebrating these moments can not only help you explore what it was that made you feel confident, it can also enable you to see if this is something you can transfer to other areas of your teaching. Small classroom successes strengthen your beliefs in your abilities as a teacher, which ultimately leads to increased confidence over time.
Final thoughts.
I really hope some of the ideas in this blog are helpful to grow into your role over time and strengthen your confidence as a teacher! But remember, confidence comes with experiences and like with language learning there is no quick solution. T.T.T. things take time! Perhaps the most important to remember is that effective teaching is not about the “perfect performance”, it is about continuing to learn as a teacher. Now, you do not need to do this alone. Having a supportive community around you can make a huge difference. So, why not buddy up with a colleague in your school? Share experiences, observe each other and ask questions about how they manage their confidence in the classroom so you can celebrate those wins together!
