Why Teach?

1. Self promote—ask a principal if it is okay to leave a business card with teachers and let him/her know of your grade levels and specialties. Call schools when you have not heard from them, or let them know you have open dates of availability.

2. Know school locations, hours of arrival and departure, and the school secretary’s name.

3. Set alarm the night before so you are prepared for your earliest school start: lay clothes out. Have lunch packed. Even if the phone has awakened you, ask what you subject you will be teaching so you do not show up in a skirt if subbing phys-ed.

4. Keep a sub-folder with district school calendars, your day planner, timesheets and business cards.

5. Arrive early, approximately 15 minutes before scheduled time (20-30 minutes before student arrival). Locate your room. Bathrooms. Teacher’s Lounge. Introduce yourself to the teacher(s) next door. Read lessons plans.

6. Put your name on the board and/or where a name tag. If new to a class or group of students share a little about whom you are.

7. Write assignments on board by period in advance of the days start. If subbing in a school where students switch rooms often, post on door what is needed for your class that day/period: pencil, rough-draft, text book, and notes.

8. Alternate Assignments or Fun-time fillers can help ease time not filled by lesson plans. Try puzzles, coloring sheets, eye-openers, free-write prompts that help you get acquainted (appropriate to age). Bring a book to read aloud.

9. Don’t isolate! Visit teacher’s lounge or ask teacher next door where people gather for lunch or prep periods. Ask about major projects going on many schools use a team-teaching approach.

10. Wrap it up by leaving notes on attendance, classroom participation and how the lesson plan(s) went.  Note the helpful students and detail disciplinary problems. Thank the teacher for sharing her classroom and students and leave a number that you can be reached at in case the teacher has questions.

11. Pick-up room. If in a classroom where students change on an hourly basis pick-up after each hour. Place assignments found on floor on chalkboard ledge with an arrow pointing to it saying found during 2nd period. Straighten desk rows slide in chairs; erase board unless something needs to be left for the teacher to see. Pick up pencils and pens left behind.

12.  On departure, say goodbye to the secretary and/or principal. Tell them how you enjoyed your day and something positive about the school or students. Let them know your availability (have day planner ready).

Originally published at The Dailies on November 12, 2007

A couple months ago I was substitute teaching in a second grade classroom. A student’s snack-bag of chips had fallen out of her cubby in the coat room and it resulted in everyone stepping on her bag of chips. She came into the classroom with a very sad face and a smashed bag of chips.

I asked how many students had noticed a bag of chips on the floor. Almost every student raised their hand. One small voice commented they did not know whose snack it was.

My next question was, “Who thought they should pick it up?” Half the students that had noticed the bag raised their hands.

I took a jump, a leap, and commented probably you did not think what would come next and continued to state if someone picked up the bag they could have come to me and said I found this on the floor–it would be the kind thing to do.

That day had been full of tattling, eye-rolling, kicking each other under the desk. The students were quick to point out wrong doing. It was so easy to see what was wrong with their room and their world. But to choose the right and kind thing not so easy.

How can we promote kindness? Teach Kindness?

1. Create kindness badges or tokens as a class project. Use tags, buttons, or some other small object that can be decorated. Use these tokens to reward kind activity in the classroom. At the end of the week recognize the “Kind Student of the Week.” This can be a lesson in being a good citizen.

2. As a follow-up or lesson to go in tandem with kindness badges have students collect current events that point out good deeds and positive actions in their community. Try to involve parents if possible. Bring up a story of kindness each week with students. Have a bulletin board for posting topics brought in.

3. Thank You Projects. Have students practice letter writing by sending thank you notes. Have students create a kindness award for volunteers in the classroom.

4. Check out the many grade school and middle school lessons pre-planned at The Random Acts of Kindness Foundation.

5. With older students discuss the idea of “Paying it Forward.” How does this change a persons perspective both for the person receiving the kindness and the person giving. An Internet search will bring up current events as examples.

6. Pick a service project as a class or start a school effort to help in your community. Think Summer, too! Having a bulletin board or posting area with summer opportunities for students.

7. Encourage students to use their manners, please, thank you, your welcome, and holding doors open or helping carry packages. Simple but wonderfully effective. Give lots of praise to students.

8. Teach and practice thoughtful listening. Here is a resource to use with 3-4 graders. 

9. Have you ever seen a “Happy Face” poster that shows many different expressions?Have a unit on expressions. Morning eye-openers could include how many words can you come up with that mean ‘happy” or “sad”. This could be excellent for journal activities as well.

10. Role playing or puppet shows on topics can be an excellent way to illustrate any of the lessons posted above.

11. Emoticons. Those experssions  we have become accustomed to in Instant Messenging and Texting have become a shorthand for “real” expression this makes me sad. I think something is being lost here :-/. What can we do I was thinking of a poster project where we pick and emoticon and then illustrate it in real emotions or actions.

12. Body Language Lesson–Break students up in small groups and have them pantomime scenario’s and then discuss the body language sued to act out each scene. use this as a launching point to further discussions on body language and communication.

Originally published at The Dailies February 26, 2008

My favorite schools help me feel like a professional. They are welcoming schools that provide me with tools and knowledge. A good school fosters your success.

Originally published at The Dailies February 4, 2008

A good substitute teacher loves kids and has an easy-going nature. You can take a joke. You have the patience of a saint. But you still have to have your voice at the end of the day so here are some tips to keep the classroom orderly. Don’t talk over the noise. Don’t let them walk all over you. You are still in the classroom to teach. I know often times it feels like you are simply “putting out fires” everywhere you turn. But the school district and teacher have invited you into the classroom for the day–it is a privilege you must honor. At the end of the day thank the kids, let them know what worked for you and perhaps what did not–you may be back.

1. Set Expectations at the beginning of class.

2. Allow students to ask 10 questions in an interview process. Only answer questions by students who raise their hands (give praise). How you handle the interview will let students know a bit about your teaching style without them thinking your laying out the law.

3. If you had time to meet with the teacher ask about classroom rules and consequences. You can also look for the class rules to be posted in the room. You can point to the rules and review them if necessary.

4. Classroom transitions are difficult especially in a K-7 classroom to regain classroom attention you can turn lights low, clap hands, ring a bell or wind-chimes, hold up the universal quiet sign a raised palm or peace symbol.

5. Write the days schedule on board with times (if you can) and erase as you go, or ask the student who cannot sit still to erase for you.

6. Offer a stretch break.

7. Circulate through the room to keep student attention on you. Touch desks as you go by. Point to the page or flip a student page if necessary. Never sit behind your teacher desk.

8. Most students respond to a count down 5, 4, 3, 2, 1. And will automatically self-correct and encourage the rest of the class.

9. Stay Positive! Use praise. I see “Johnny” is raising his hand. I notice “Sally” is on the right page. List the helpful students on the board so they know you reward good behaviour.

10. Reward=Recess or Reward=Snack. You can tell students they are working toward a goal. As students are helpful and responsive you put the letters to the following words up 1-by-1 on the board. Make sure it fits with the class plan for the day and is in line with school rules. Make sure the snack you offer has no peanut products due to kids with allergies.

11. If you are a long-term substitute consider arranging your classroom in a horseshoe or “U” set-up that allows for easy motion and maximum attention of students. Include a silent study area in a screened area of the room for the students who need extra quiet, change of scene, or to make-up tests.

12. Always identify those who cannot sit still, they may be trying so hard they are under their desks or twisted in knots. Find tasks for them to get them up and moving. They will become fast friends and allies to you. 

Originally published at The Dailies on January 15, 2008

1. Lower lighting–Fluorescent noise is bright and loud.

2. Personalize–Let students know who you are by creating atmosphere by hanging photos, trips, hobbies somewhere in room.

3. Don’t make a room too busy–Many students need less stimuli and thematic color and less clutter equal more zen.

4. Create a quiet reading area with carpet, comfy seating and a variety of books on a shelf.

5. Create a separate area for make-up tests in a far corner of room, screening from distractions.

6. Let students know what is needed as they enter room by posting on door or hallway wall before entering.

7. Have a lending system for pencils to avoid the constant interruptions for writing utensils.

8. Stretch–Have students take deep breaths and stretch part way through class, especially in blocked classes that are longer than an hour.

9. Vary activity–Do not leave students at same task too long. Look to age appropriate attention spans.

10. Who cannot stay seated?–Let this student have tasks out of their desk chair at intervals throughout the period or day.

11. Offer Choices– We all work better with choice, but to avoid argument make sure a democratic vote is offered.

12. Post classroom rules and have class meetings each week.

Originally published at The Dailies on December 18, 2007