Teach English in Dudu XiAng - Chongqing

How Teachers Can Increase Their Confidence in the ClassroomI have chosen this topic as it relates to my position as a manager at an English institute in South korea. Teacher confidence is something I have dealt with and am currently dealing with, particularly with teachers who have no experience practical or otherwise, as well as teachers who are moving from one age/skill group to another. As a manager at my current academy in South korea, I am regularly given new teachers to train. Many of these teachers arrive very confident, knowing that since they already speak as a ?native? English speaker, that the job will be very easy. They base this on nothing other than the fact that they are, again, native speakers. This confidence is short-lived. The teachers observe classes for a week and create lessons plans based on what they have seen. Then, for better or worse, every new teacher (often amidst protest) must conduct a model class to a group of teachers to show how they would teach a class. This is where their profound confidence, if not already shaken, takes a hit. Often, they become lost, or run through the material much too quickly and are left with more than half of the allotted class time, but have nothing prepared with which to fill it. They go from being (over)confident in their abilities to having almost no confidence whatsoever. That being said, there are several ways to increase a teacher?s confidence before throwing them into the classroom, and even after. The key to increasing a teacher?s confidence is in preparation. Teachers must be given adequate training time. They must be given opportunity to practice their skills with positive feedback. Emphasis placed on being properly prepared for each and every class will allow teachers to go into their classes prepared and ready to teach. Teachers should know the material and be familiarized with the needs and expectations of the students they will be teaching. Putting an unprepared teacher into the classroom without them being fully prepared could completely turn them off of teaching and make the rest of their contract a nightmare, if indeed they are able to complete it at all. Having a teacher read the teacher?s handbook will also familiarize them with the schools expectations. This may avoid any misunderstandings if the teacher is fully aware of the schools rules and teaching program. Additionally, I believe some teachers are more suited to teaching certain levels. As important as it is to test students for their appropriate level and ability, it can be beneficial to select teachers and assign them classes based on their abilities with certain kinds of learners (abilities and age groups) as well. Unfortunately, this is a luxury not all institutions can afford in terms of scheduling difficulties, availability of teachers, or monetarily. If teachers do not have ITTT training already, I believe it would be beneficial for their institutions to include it as part of the teacher training process. While not all schools require it, simply having done the coursework and finished the certification can make a teacher feel more qualified. It can be amazing how much confidence a piece of paper can give someone. Aside from that there are very real benefits to having finished the ITTT training, even for an instructor with extensive experience such myself. Another way to increase a teacher?s confidence in the classroom, from a manager?s perspective, is to allow them some amount of liberty in the classroom. Do not be too restrictive and let them shape the course according to their own strengths. When a teacher has a certain amount of input into their own course, they will put more effort into it as well. It might benefit a prospective teacher to look for jobs where they do have input into the course, whether it is book selection, creative input, etc. Often, teachers find they are in a rigidly enforced course style. Academy owners can be demanding and even forceful on their particular vision and parents often impose their views on what they believe is the correct course of instruction (despite their own inabilities or experience). Therefore, properly investigation a potential job can affect the teacher?s confidence as well. Workplace happiness is classroom happiness after all. Tying into the last point, supporting teachers can add to their confidence as well. If the teacher decides on a particular course of action or discipline in the classroom then it is more helpful to back them up. If there is a disagreement over the discipline (within reason), then later disciplinary actions can be discussed. However undermining a teacher?s actions negatively affects the teachers ability to control their class and also affects their confidence and decision making ability. You may be weakening the teacher and effectively handing over control of the classroom to his/her students. One final method of improving a teacher?s confidence in the classroom is familiarizing them with it. Before putting them in the classroom in an instructional setting, introduce them to the students. This can easily be done as the teacher is doing their classroom observation during their training time. The teacher can become familiar with their future students and learn the class dynamics. When possible allow the teacher to personalize their classroom and make it their own. Teacher confidence is very important, and I believe the task of building that confidence may lie more firmly with the managing teachers or more experienced teachers to take new teachers under their wing and give them proper instruction and support. That being said, I want to restate that the most important condition for building confidence is preparedness. There is no substitute for being prepared. A teacher who fully understands and is ready for the students? and school?s expectations is more likely to fulfill those expectations and become a valued member of the faculty. As they become valued and realize their value, it will in turn add to that confidence.