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For many student teachers, the prospect of delivering a first lesson is both a milestone and a source of anxiety. While teacher education programmes provide the theoretical foundations of effective practice, the transition from observing lessons to leading them can feel daunting. Reflecting on this journey, newly qualified mathematics teacher Lisa MacPherson shared the experiences that helped her build confidence during her PGCE year, alongside guidance from her mentor, Daniel Sykes.

Their combined insights highlight several themes that are relevant to all beginning teachers: observation, preparation, reflection, collaboration, and realistic expectations.

Learning Before You Teach

One of the most valuable activities available to student teachers is observation. Before taking responsibility for classes, Lisa made a deliberate effort to observe a range of experienced teachers whenever opportunities arose.

Rather than simply watching lessons unfold, she focused on specific aspects of practice, particularly questioning techniques and student engagement. Observing how different teachers encouraged participation, checked understanding, and managed classroom interactions provided practical examples that could later be adapted to her own teaching.

Equally important was gaining a deeper understanding of the learners themselves. Reviewing learner information, discussing individual needs with colleagues, and becoming familiar with support arrangements helped build a clearer picture of learners before stepping into the classroom.

Lisa also emphasised the importance of understanding school routines and expectations. Behaviour policies, lesson structures, timings, and everyday classroom procedures can initially seem overwhelming, particularly during induction and training days. However, becoming familiar with these systems provides a framework that allows new teachers to focus more fully on teaching and learning.

Starting Small to Build Confidence

A common misconception among student teachers is that they must immediately deliver complex, highly polished lessons. Lisa found success by taking a much more manageable approach.

For her first teaching experience, she focused solely on delivering a starter activity. By narrowing her responsibilities, she was able to concentrate on essential teaching skills such as explanation, questioning, and classroom presence without becoming overwhelmed by an entire lesson sequence.

Preparation played a significant role in this process. Using resources generated through school platforms such as Mathsbox, Lisa prepared questions in advance and worked through solutions herself before entering the classroom. This ensured she was fully familiar with the methods and answers she would be discussing with learners.

She also simplified the presentation of materials by displaying questions on uncluttered slides that included clear dates and lesson titles. These seemingly small organisational details reduced cognitive load for both learners and student teacher, allowing lessons to begin smoothly and purposefully.

The key lesson is clear: confidence is often built through careful preparation and manageable first steps, rather than attempting to do everything at once.

Developing an Authentic Teaching Style

One of the most important realisations for new teachers is that effective teaching looks different for different people.

Lisa explained that developing her own teaching style took time and involved considerable trial and error. Some strategies proved successful, while others did not achieve the desired outcomes. Rather than viewing unsuccessful lessons as failures, she learned to see them as valuable opportunities for professional growth.

Central to this process was regular dialogue with her mentor. Lessons became opportunities for joint reflection, where successes could be analysed and areas for development identified. These conversations helped move beyond simple evaluations of whether a lesson had gone well and instead explored why particular approaches had been effective or ineffective.

Over time, this reflective cycle enabled Lisa to move from replicating the practices of experienced teachers towards making confident pedagogical decisions based on her own developing expertise.

Making the Most of Professional Support

Although mentor support is a cornerstone of Initial Teacher Education, Lisa highlighted the importance of looking beyond a single source of guidance.

Departments contain a wealth of expertise, with colleagues teaching similar content and working with many of the same learners. Beyond subject teams, wider school staff often possess valuable insights into behaviour management, classroom routines, and pastoral support.

Importantly, Lisa found that teachers are generally willing to share resources, strategies, and advice. Asking questions and seeking feedback should be viewed as professional strengths rather than signs of weakness.

Teaching is inherently collaborative. Growth is accelerated when student teachers engage actively with the expertise around them rather than attempting to develop in isolation.

Advice from a Mentor

From a mentor's perspective, Daniel Sykes identified several priorities for student teachers entering the profession.

First, it is important to learn the language of the school. Every institution has its own terminology, routines, and expectations. Becoming familiar with these conventions helps students integrate more effectively into the school community.

Second, students should invest time in getting to know their classes. Strong teaching is built on understanding learners' needs, strengths, and challenges. Relationships and classroom knowledge are just as important as lesson plans.

Daniel also emphasised the importance of continuing to develop subject knowledge. Confidence in subject content enables teachers to explain concepts more clearly, respond effectively to misconceptions, and adapt learning to learners' needs.

Perhaps most importantly, he encouraged students to manage their expectations. New teachers should not expect perfection from themselves immediately. Teaching expertise develops gradually through experience, reflection, and continual learning.

Finally, organisation remains a consistently important factor. Careful planning, preparation, and time management help reduce stress and create the conditions for successful teaching.

Final Thoughts

The journey from student teacher to qualified teacher is not defined by flawless lessons or instant expertise. Instead, it is built through observation, preparation, reflection, and collaboration.

Lisa's experience demonstrates that confidence often emerges from starting small, preparing thoroughly, and learning from both successes and setbacks. Daniel's perspective reinforces the importance of organisation, realistic expectations, and making full use of the support available within a school community.

For student teachers preparing to deliver their first lessons, perhaps the most reassuring message is this: effective teaching is not something that develops overnight. It is a professional craft that grows through experience, reflection, and the willingness to keep learning every day.

Based on reflections from PGCE graduate Lisa MacPherson and mentor Daniel Sykes in the presentation "Approaching Your First Lesson as a New Teacher". Elfed High School is an 11–16 mixed, English-medium community secondary school in Buckley, Flintshire, Wales. Lisa successfully gained QTS summer 2026 and we wish her many congratulations in securing her first official role in the maths department.