Finding Your Teaching Style: Reflections from My Initial Training Year - Finna
When I started my teacher training, many teachers spoke about their "teaching personas" - the professional identity you take on in the classroom. At first, this idea felt daunting, and I thought I needed to define my style quickly. However, as the year progressed, I discovered that finding the type of teacher I wanted to be was a gradual process of observing others, self-reflection, and experimentation.
Observing as many teachers as possible was one of the most valuable parts of my training. Watching different maths lessons showed me a wide range of teaching styles. Some teachers focused heavily on procedural fluency through textbook work, creating quiet, ordered classrooms. Others encouraged open discussion, making lessons feel lively — but also a little chaotic, which was intimidating to attempt to mimic as a new trainee!
After reflecting on these observations, I decided to experiment with my teaching. I wanted use more open-ended questioning and discussion-based tasks. However, this was challenging when taking over classes where previous teachers had set strong routines that did not match my evolving style. Balancing respect for their established approaches with trying new techniques was difficult.
At the same time, I was also exploring my teaching persona. I aimed to create a calm, consistent atmosphere, but found myself swinging between being stricter and more nurturing as I worked out what felt natural. This inconsistency felt uncomfortable at first, and my confidence often wavered. Yet the more lessons I taught, the clearer it became what worked best for both me and my students.
Working with multiple teachers, all with different styles, brought its challenges. Often, their approaches were more traditional than what I was being taught during training. It was difficult to push back or innovate when my confidence was still low, but I slowly realised that students responded better when I taught in a way that felt true to me.
Gradually, I prioritised open-ended questions and classroom dialogue, letting the environment become a little noisier and more dynamic. This took a lot of time and confidence to slowly implement and figure out that this is the style of classroom I preferred. Finding and embracing my authentic style made lesson planning easier, boosted my energy levels, and led to better engagement and understanding from my students.
Discovering your teaching style is a journey that requires patience and courage, especially when it might diverge from what you see in observations. Trust in yourself and embrace the opportunity to experiment. I believe that this approach leads to a more fulfilling and joyful teaching experience!
By Finna
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