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