How Theater Performance Skills Are Helping University Teachers Build Confidence in the Classroom

The idea that a classroom can feel like a stage isn’t new, but a recent study from the University of Rhode Island (URI) takes this comparison seriously by exploring how theater performance skills can help new teachers — especially graduate teaching assistants — feel more prepared, confident and capable when stepping in front of a room full of students. This research digs into the challenges many first-time instructors face, the benefits of performance-based training, and how such methods are beginning to shape real university teaching programs.

Below is a clear and detailed walkthrough of what the study uncovered, why it matters, and how theater techniques are being integrated into higher education.

The Challenge of Becoming a New Instructor

Many people can recall a teacher who left a powerful impact on them — sometimes because of subject mastery, but often because of the energy, presence and connection that teacher brought into the room. Behind that kind of presence, however, is a lot of work. Teaching isn’t effortless; it requires confidence, clarity, classroom management, and the ability to engage dozens or even hundreds of students at once.

Graduate teaching assistants often find this transition especially tough. They are usually students one day, and suddenly expected to lead a classroom the next. According to URI’s research, many new TAs routinely feel unprepared when they enter teaching roles. Before participating in the study’s workshop, they pointed out several difficulties, including:

managing a classroom filled with different personalities
clearly delivering content under pressure
handling anxiety while teaching
dealing with language-related challenges (especially for international students)
lacking practical training in what real teaching looks and feels like

Nearly a third of the participating graduate assistants said they needed formal professional development before being asked to teach. Some even worried that their nervousness would affect students’ ability to learn. These concerns formed the starting point of URI’s project — a collaboration across business, education, communications and theater faculty.

Building a Theater-Based Training Approach

The core idea behind the project was simple: if teachers are essentially performing each time they walk into a classroom, why not give them tools from actual performance training?

This thinking shaped a workshop developed by a multidisciplinary URI team that included:

Mehmet Yalcin and Anis Triki from the College of Business
Rachel Walsh and Max Ponticelli from the Theater Department
Rabia Hos and Stefanie Argus from the College of Education
Anna Santucci from the Office for the Advancement of Teaching & Learning

The workshop introduced TAs to specific theater performance skills commonly used by actors. The goal wasn’t to turn them into performers, but to help them feel grounded, confident and capable in front of an audience — which, in this case, meant a classroom full of students. The training focused on skills such as:

ad-libbing, which helps teachers adapt quickly to unexpected classroom situations
leadership and presence, essential for commanding a room
voice projection, so that even students in the back row can hear clearly
meaningful gestures and body language, which make communication more dynamic and engaging

Instructors involved in the project noted that many of these skills are extremely practical. They help reduce anxiety, build ease in public speaking, and strengthen a teacher’s ability to interact more naturally with students.

What the Research Found

After the workshop, graduate assistants were surveyed again — and the results were striking. Participants reported feeling noticeably more confident, better equipped to teach, and more aware of how to engage a classroom effectively. Even though the exposure to theater techniques was relatively brief, the boost in teaching readiness was significant.

Some of the major improvements included:

increased comfort speaking in front of large groups
better understanding of how to use body language and voice effectively
greater ability to adapt to changing situations
improved belief in their ability to manage a classroom
reduced anxiety about being in a student-facing role

The study suggests that short, focused training in theater techniques can help fill a gap in traditional teacher preparation — especially at the university level, where instructional skills are often assumed rather than taught.

How URI Plans to Use These Insights

Based on the findings, the College of Business and the Harrington School of Communication and Media at URI have already started integrating theater modules into their graduate-level teaching practicums. This means future teaching assistants may receive structured training in performance-related skills as part of their preparation.

The team behind the research is also planning a next phase that looks into the financial implications of wider implementation. This includes understanding how cost-effective it is to bring theater training into teaching programs, what resources are required, and how long-term benefits compare to investment.

Why Teaching and Theater Go Hand in Hand

Teaching has always had a performative element, even if many instructors don’t consciously think of it that way. Whether it’s holding students’ attention, explaining concepts clearly, or responding dynamically to questions and disruptions, teachers rely on a blend of communication, presence, emotional awareness and adaptability — all traits developed in theater training.

Here are some reasons why performance-based skills fit naturally into teaching:

1. Teachers and actors both need strong stage presence.

A classroom demands attention and engagement. Theater teaches how to occupy space confidently and communicate with purpose.

2. Improvisation helps teachers adapt on the spot.

Unexpected questions, shifting discussions, or classroom disruptions require quick thinking — something improvisation exercises are designed for.

3. Body language amplifies understanding.

Students absorb more when teachers use expressive movement, gestures and facial cues.

4. Voice control is crucial for clarity.

Projection and variation in tone prevent monotony and keep students focused.

5. Theater builds emotional intelligence.

Actors learn to understand characters deeply. Teachers benefit in similar ways when connecting with diverse learners.

6. Performance reduces fear of public speaking.

Confidence is one of the biggest hurdles for new instructors, and theater training directly supports overcoming it.

Broader Use of Theater Techniques in Education

The URI study fits into a growing movement that recognizes the value of theater in educational settings. Beyond university teaching, similar methods are used in:

Language learning

Role-play, dramatization and improvisation help students practice real-world communication and reduce speaking anxiety.

STEM education

Some instructors use demonstrations, narrative-style lecturing, and dramatic examples to make abstract concepts feel more relatable.

Teacher training programs worldwide

Drama-based pedagogy has been tested as a tool to improve empathy, equity literacy, and cultural understanding in classrooms.

Public speaking and communication courses

Performance techniques provide structure and confidence for students who need to speak in front of groups.

These wider applications show that the URI findings aren’t isolated — they align with a broader educational trend where performance is seen as a powerful teaching asset, not just an artistic skill.

Conclusion

The University of Rhode Island’s research highlights a practical, human-centered approach to helping new instructors feel ready for the classroom. By treating the classroom as a stage and teaching as a form of performance, the study shows that even short exposure to theater techniques can dramatically increase confidence and teaching readiness among graduate assistants.

As more universities explore ways to improve teaching quality and support new instructors, performance-based training may become a standard part of teacher preparation. The study not only captures the value of such training but also sets the foundation for continued research into how these techniques can be integrated efficiently and effectively.

Research Paper:
Performing as Teachers and Learners: The Role of Theatre in Becoming Better University Instructors
https://celt.miamioh.edu/index.php/JECT/article/view/140