Finding Your Rhythm: Navigating Energy Expectations as a New ALT

Stepping into an elementary school classroom as a new Assistant Language Teacher (ALT) can feel like walking onto a stage without a script. You’ve prepared, you’ve shown up early, you genuinely care about teaching—but sometimes, the feedback you receive catches you completely off guard. When one school praises your teaching while the other quietly requests more “genki” (energy), it’s easy to feel stuck between two very different worlds.

Many new teachers face this exact dilemma. You arrive on time, you plan as best you can with limited communication, and you give your students a solid English lesson. Yet the complaint isn’t about your grammar explanations or pronunciation models—it’s about your facial expressions, your physical motions, the overall vibe you bring into the room.

First, let’s acknowledge something important: if most of your feedback highlights your effectiveness as a teacher, you are doing something right. English scores going up is not luck. Your quieter, more genuine style clearly works well at your main school. The issue isn’t that you can’t teach—it’s that one school’s culture expects a specific type of classroom energy that doesn’t come naturally to everyone.

So how do you bridge this gap without burning out?

Start with small physical cues. You don’t need to transform into an overly energetic performer overnight. Try adding one deliberate gesture at the start of each lesson—a big wave hello, an exaggerated surprised expression when introducing a new word, or enthusiastic thumbs up after student responses. These micro-actions signal engagement without requiring constant high energy.

Adjust your voice variety. Monotone delivery kills energy faster than anything else. Practice varying your pitch and pace, especially during games or repetition drills. A simple “Wow! Great job!” said with genuine surprise goes further than you might think.

Work with what you have. If you’re teaching “How are you?” and you feel tired, acknowledge it differently. Instead of mirroring the tired gesture, pivot to something playful. “I’m sleepy, but I’m happy to see you!” delivered with a smile and a stretch shows honesty while maintaining classroom momentum. Students respond to authenticity, not forced happiness.

Use the first five minutes strategically. Arrive early, but also use those early moments to set a tone. Greet each student as they enter. Ask a quick question. Create a small ritual—a clap pattern, a call-and-response—that instantly signals class has begun with energy.

Communicate with your main teacher. If classroom communication feels one-sided, take the initiative. Before class, say, “I’d like to be more animated today. Please signal if I should exaggerate my reactions more.” This shows you’re listening to feedback and actively working on it, which often softens expectations.

Protect your energy reserves. You can’t be “genki” 100% of the time without burning out. Designate specific activities where you bring high energy—opening greetings, games, closing goodbyes—and allow yourself to be more relaxed during worksheet time or listening exercises. Balance makes sustainability possible.

The school that already values you shows that your natural teaching style works. The school asking for more energy may simply need time to adjust to a different approach. Give them small improvements, keep communicating openly, and remember that being a good teacher isn’t about being someone else—it’s about finding the version of yourself that connects with each unique classroom.