My best tip for PGCE students going on their first teaching placement

Background

I learned a number of fascinating lessons whilst in the education field, one of the most apparent was the importance of body language and how it affects your own mood, and how it affects how others perceive you.

On my first day, teaching and training in an East London secondary school, I realized how the dynamics of the school's hierarchy affect the children and the environment. To add some context, I was training and working in a 'Covid-tight' school environment which required students to stay in 30 student groups during the winter semester of 2020. The staff was aware of the leadership and rank of each of the staff members within the school, but more surprisingly the children also understood this dynamic. The students would react very differently towards some teachers than others since they were aware of the senior members in the school.

Drama class observation with an experienced teacher

I shadowed a teacher for a few drama lessons called Mr. Smith. He was the leader of the drama department and he was going to take a class filled with intimidating-looking Year 10 students. They reminded me of a full football team lining up before they ran onto the pitch. As a man who was 24 at the time, I was surprised how did they grow this tall while I was waiting on a chair with a notepad in hand waiting for Mr. Smith to arrive. Before the class began Mr. Smith said, "Wait for me and I'm going to let them get a little bit crazy before I enter the class." Which was code for leaving them unsupervised by their own teacher. He waited 5 mins or so, while the class started to trickle in. At this time, I and another colleague was waiting in anticipation in our chairs at the front of the class without interacting with the students too much.

The noise began to crank up within the room.

Mr. Smith then strides into the room and stands in the middle of the classroom, without saying a word. The room began to get quieter just by him standing there. The children began to become quiet and the rest of the children would bump their partners, almost as if they were doing his job for him. I was amazed, to say the least. Mr. Smith continued to use a number of silent body language techniques to quiet the class down in the hour I was in observing him. I was watching him almost be like a musical conductor to his orchestra. He would use his loud voice, only when he really needed to. His 'go-to' technique was just standing in the middle of the room with his arms crossed and fingers over his lips, and I was surprised at how all of these students just followed his lead.

After the lesson, I had to pick his brain about the class he had just taken. Mr. Smith said, "Yes I know for a fact, other teachers have a very different experience with this class. The children act very differently around different teachers."He explained that good boundaries in class, start with your strong boundaries outside of class.

You have to have high standards outside the classroom so that the students know when you are in the classroom, you expect only the best behavior from them. He also described how using your body is essential and you can actually use minimal vocal cues to get a class silent. Finally, Mr. Smith explained that a respectable reputation around the school is important and only developed over time. He explained if he went to a new school, he would have to start all over again with building these standards and high expectations he had around this school.

CPD Training

Another example of body language and its usefulness was in a voluntary CPD after-school training session that I attended on one of my first days in the school. I watched a variety of different lectures from teachers at the school. The topics of the CPD training evening included presentations on digital teaching, the Loom program, teaching analytics, and the use of body language. The most interesting speech for me was made by an experienced teacher, talking about the importance of strong body language in teaching. The whole 'fake it till you make it' principle was mentioned but this is backed by science in today's world. Many people from different industries, emphasize the importance of strong body language.

When the body is held in a strong position, it can send signals to your own brain that release more testosterone and can reduce your own cortisol production. In other words, reducing your own stress response. This information also relates to connects to Jordan Peterson's work and Amy Cuddy's famous TED talk on body language.

In conclusion

This was a highly effective technique while I was teaching. It feels unnatural at first to 'fake it till you make it but it does really work. The technique is used to truly benefit the students overall so it isn't disingenuous at all. In my final week of teaching, the technique was working so well for me I would help supply teachers control classes on multiple occasions with much quadruple the teaching experience I had. I am sure the main reason the body language techniques and making more of an impact in the school environment really worked for me was because internally I was coming from a genuine place. I wanted to improve the school's education and help individuals reach their own potential. I was willing to put in the long hours and ask difficult questions to improve my own teaching craft. That is why I think my time working in school was effective.

For any new PGCE student, I would recommend paying attention to your body language and embracing the "faking it till you make it" method in terms of body language. I would also suggest spending time letting your students see you around the school more often by getting involved in contributing around the school on lunch and break duties. This will help you with developing your out-of-class boundaries which will ultimately support your in-class behavior standards.