Hi All, Havent been on here in a while, sorry, been a little busy with driving across the country and downsizing. Anyhow... I just finished teaching my 4th and final placement for my degree, and upon finishing I was told by my teacher consultant, that I should show more of a presence in the classroom. When I asked her for examples of when and how, she changed the subject. I do want to show a firmer presence in the beginning, "in like a Lion and out like a lamb" doens;t work for my personality. I don't yell, for if I do I sound like a dying moose. What do you do to create a presence or how do your kids know you've just walked in the room? Any tips would be greatful. Thanks, Mr.Skinner
Sometimes in placement situations like you are in, you won't display as much presence as you would if you had your own kids. It develops over time. Also, if you directing teacher couldn't give and advice, I'd ask her to clarify it again.
For me, it took a videotape. I had to videotape my lesson and when I watched it I found some things I didn't know. For example, I tilted my head to the side when I made statements, and the statements would go "up" at the end like a question. "Class, it's time to come sit down," getting higher in pitch (this is so hard to explain in writing) like a question, instead of downward like a statement. So my body language and the tone of my voice didn't match my desire to be in charge. Kids pick up these things. I'm sure you don't tilt your head like I did, but maybe a video tape will uncover something in your stance. Good luck!
Shelly, that's interesting! I'm kind of wondering what I would find if I videotaped myself teaching. I might do that next year when I have my own class.
For me, it's as simple as being in charge from the first moment. Meet each child at the door and always be the one to open the door to exit. Yeah, it's a control thing - but in middle school, my kids know that it's my classroom and I say when we start and when we leave. I almost never raise my voice but I think that respect starts with a clear signal.
Shelly, that's a great idea. h2o, I don't know if you're a Fred Jones fan, but I would think that your "presence" is probably equivalent to his "meaning business" et al. Check out the book Tools for Teaching.
I think it's more of a style issue than a technique issue, but you can learn the techniques of the style! For some people, the confidence and commanding presence comes naturally. It is their way of addressing a group. (They may be different in small group situations, though.) Some considerations might be: body language (as mentioned above) tone of voice choice of words (powerful words, short phrases, no equivocation) expectation of attention from listeners attention to dynamics of the group
When I student taught, we had to videotape ourselves twice. I hated doing it, but I'm glad I did. Each time was pretty revealing. Another thing that comes to mind when I hear about having more of a presence in the classroom is making sure that you are physically in all areas of the room. Anytime that I'm not using the board or the overhead for a lesson, I'm wandering throughout the room as I teach. If the kids know that during a lesson, you're tied to the front of the room, those in the back of the room can get into all sorts of mischief. Just going and standing by those who are off task for a couple of minute can work wonders.
As a Jones' trainer I can vouch for what Fred calls "withitness". Kids will size you up within the first 10 seconds of the school year. The way in which a teacher walks, stands, gestures, talks will signal whether the teacher is for real or a fake. Quick, stepping movement with large gesturing signals a teacher switching to adrenaline mode. Add a set jaw, clenched teeth, tensed facial muscles and you have a teacher on verge losing it. Toss in ramped up volume, "You two back there! This is the third time I have had to stop and talk to you! I want your talking stopped now or you can see the principal!!" and you have what Fred refers to as "pheasant posturing" or a teacher becoming the biggest disruptor in the class. "You will never control a classroom full of squirmy kids until you first learn to control yourself"-FJ.
To phrase that in a positive light, the technique basically involves communication of your expectations via carefully measured body language. There's a lot of other good advice in the book as well, but that's the part that I think most relates to "presence."
Very well put Daisy. I agree with you completely....... At the beginning of the day....... especially with a new group of kids... I succinctly state my expectations in terms of respect and behavior. I then randomly ask several kids to repeat these expectations. It's amazing how kids listen once they know they may have to repeat something I said. Major..
