| Most teachers hate getting a substitute | | | | can do if they finish early. I usually run |
| teacher for their class because it is so much | | | | two geometric designs and have them color one |
| work to get prepared for the substitute. | | | | using monochromatic colors (all blues etc) |
| Since many districts have gone to the | | | | and the other one using only primary colors. |
| automated sub finder system the teacher is | | | | This is explained at the beginning of the day |
| also never sure who will be their substitute | | | | so that they may work on them when their |
| and that worries them because the wrong | | | | assignments are completed. If they work on |
| substitute teacher can make more work for the | | | | them when their assigned work is not complete |
| regular teacher. So if you are going to | | | | I will erase a mark. |
| substitute then you need to go in prepared to | | | | |
| help the teacher and maintain control of the | | | | Number three tip is to follow the teachers |
| class. | | | | lesson plans and leave short notes like |
| | | | "Completed" or "they need some more time to |
| If a substitute teacher doesn't follow | | | | complete this" or "I told them to take it |
| through with lesson plans and discipline it | | | | home as homework and bring it back tomorrow" |
| can louse up the regular teachers class for a | | | | or "Reading and Spelling took too long so I |
| day or two. I know this because I taught for | | | | skipped English". I usually give them just 2 |
| thirty seven years and then started to | | | | or 3 minutes less time to complete than the |
| substitute after retirement so I now can talk | | | | teacher says so that we will have some extra |
| about both sides. | | | | time at the end of the day to play our game. |
| | | | If they loose all the marks then they use |
| Here are some hints to be a successful | | | | this time to complete assignments. |
| substitute teacher. Remember maintaining | | | | |
| control of the class is of the main | | | | If you do not follow the teacher's plans it |
| importance. | | | | may hurt their time schedule to accomplish |
| | | | units, etc. It is their class and you need |
| The first tip is to go in with your won | | | | to respect that having the students maintain |
| simple discipline plan, just in case the | | | | their normal routine will help you maintain |
| teacher's plan is too complicated and too | | | | discipline and help the regular teacher stay |
| detailed to get acquainted with in a short | | | | on schedule. |
| time. Take time at the beginning of class to | | | | |
| explain your plan, the consequences, and the | | | | As a substitute I teach concepts my way |
| reward. Example: I put ten tally marks on | | | | because I am not used to the scripts that a |
| the board and explain that I expect them to | | | | lot of books are using now and I don't like |
| be the best students they can be. If they | | | | just reading everything to the students. |
| shout, interrupt or break the classroom rules | | | | Most teachers will be okay with this. |
| I will erase a mark for each time. If they | | | | |
| are rude to me or another class member I will | | | | Tip four is that maintaining discipline and |
| erase 2 or more marks. | | | | control of the students is the most important |
| | | | thing you can do. As a teacher I cared less |
| I explain that they are a team so they can | | | | about how much of the work was done and more |
| help their team win or lose. I explain that | | | | about how well the students behaved. If they |
| I know that no one is perfect so they will | | | | behave well then I did not have to waste time |
| probably loose marks, but if there are any | | | | handling a lot of problems when I returned, |
| marks left at the end of the day they will be | | | | but I could just start where the substitute |
| rewarded with ten to fifteen minutes of | | | | left off. |
| playing a game if we can accomplish 'nearly' | | | | |
| everything the teacher has assigned. I say | | | | The last time is that at the end of the day I |
| 'nearly' because some teachers will give a | | | | am sure to follow through and reward the |
| lot to do just to keep the students busy. | | | | students with 10 to 15 minutes of game time. |
| | | | Do not forget this because it is important |
| Then I start the day. When I erase a mark I | | | | that the students receive what you promised |
| do it quietly, but make sure most of the | | | | them at the beginning of the day. |
| students see me do it. I usually explain why | | | | |
| the mark was erased such as "some one is | | | | If you follow these 5 points it will make |
| talking while I am." The game I choose to | | | | your time as a substitute much more enjoyable |
| play is not seven up or a game they usually | | | | and helpful the teachers and the students you |
| play, although they do love four corners. | | | | are working for. You will probably even be |
| | | | invited back. |
| Number two is to always have something they | | | | |