I wrote most of this as a comment on another sub's blog and then thought "hey, wait! Why does their blog get all these cool ideas and mine doesn't?" So here is an expanded version on my reply to the question, "Is subbing a popularity contest? Why do some subs get significantly more calls than others?"
Being a good teacher is the first step in getting lots of calls. The second step is to treat subbing like a career in free-lancing. That means publishing business cards, shaking hands, introducing yourself to teachers, secretaries and administrators, and being available to your customers. Check your e-mail regularly, have your phone number on your cards and notes, and clear your schedule. Your business card should create your "brand" - stay away from cutesy apple clip art unless you want to only sub K-3. Mine has a graceful leafy plant design in violet, with one leaf photoshopped to be a yellow-red gradient, my one nod to the autumnal aesthetic in back-to-school stuff. As an art teacher, I want my card to have good design! Up top it says "GT Goddess Experienced District Substitute" (It used to say MS/HS Humanities when I first started but now I know that I like teaching math and science too) and underneath my cell phone number and district e-mail. I also have stationary with that same leaf design that I can use for my notes - again with the "brand."
When you are writing your notes, it is good to use student names - it shows you actually learned a few and that you were aware of what was happening in the room. Also, sign off on a positive note and ask to come back, sealing that by leaving your sub number and phone number. I know a lot of teachers are anxious about how their class behaved, if you can sound like you actually enjoyed spending time with them that can increase your chances for a call back. Many schools and teachers pick subs not just for their expertise, but for their "fit" in the building, so complimenting students and staff goes a long way. For example: "Johnny had a little trouble staying quiet for the reading activity, Mr. Jones from next door was super helpful and gave me some tips and the activity went smoothly from there - Johnny even shared out an answer!"
I start each school year with an e-mail to all the teachers I subbed for in the past year (keep track!) telling them I'm back on the sub list (many assume that if you are that good you have a classroom job now) and that I would love to sub for them. I usually get at least 10 immediate requests for days from just that one effort. Throughout the year I take calls at pretty much all hours, spend a lot of time discussing scheduling and lesson plans, and keeping track of all schedule requests.
I treat subbing like a small business: self-promotion, networking, the works. But it still comes back to being a good teacher and doing your best in the classroom every day.
Showing posts with label tips/tricks. Show all posts
Showing posts with label tips/tricks. Show all posts
Saturday, May 21, 2011
Saturday, April 23, 2011
ESL
This week I taught newcomer ESL at OHS for four days. It was really interesting and exciting and a new challenge. My day went like this:
Per 1/2 - Language arts block with all the students.
Per 3 - Prep
Per 4- ESL Math with half the students.
LUNCH
Per 5 - ESL Math with the other half of the students.
Per 6 - Duty
Per 7 - Language support with all the students. (Computer reading programs, reading time, conversation practice, HW help, etc.)
At OHS, they have the ESL kids divided into two sections - those who had school in their country of origin and those who didn't. I had the kids who didn't, which makes life even more interesting.
One thing I learned really quickly is that these students are not reflected in mass-produced ESL curriculum. One passage that we read was entitled "My English Class" and listed all the people in the narrator's class. They were from Mexico, Puerto Rico, China, Japan, and France. My kids? They were from Somalia, Chad, Kenya, Burma, Indonesia, and Vietnam. It's really hard explaining to kids who just learned the English alphabet in September (or more recently, since immigration plans don't really take into account our school year) that the "J" sound is totally different if they are reading about "Juan." Another bizarre thing was that while the curriculum did include a nice variety of foreign names, all the "American" names were old-fashioned ones like Frank, Loretta, Patty, or Margaret. Really, how often will today's generation need to stumble over "Margaret" rather than "Jessica?" Also, I totally skipped the reading lesson that wanted them to try and decipher cursive. That's just cruel.
The last period of my last day there, I gave them a little break - we watched shorts from "Shaun the Sheep" by Nick Park (Wallace and Gromit guy) and I made a little handout to answer questions using this week's vocabulary and sentence structure. Nick Park's stuff is awesome for this because there is no dialogue - all the plot is shown with action and expression. It makes everything very universal. Here's one that we watched:
Per 1/2 - Language arts block with all the students.
Per 3 - Prep
Per 4- ESL Math with half the students.
LUNCH
Per 5 - ESL Math with the other half of the students.
Per 6 - Duty
Per 7 - Language support with all the students. (Computer reading programs, reading time, conversation practice, HW help, etc.)
At OHS, they have the ESL kids divided into two sections - those who had school in their country of origin and those who didn't. I had the kids who didn't, which makes life even more interesting.
One thing I learned really quickly is that these students are not reflected in mass-produced ESL curriculum. One passage that we read was entitled "My English Class" and listed all the people in the narrator's class. They were from Mexico, Puerto Rico, China, Japan, and France. My kids? They were from Somalia, Chad, Kenya, Burma, Indonesia, and Vietnam. It's really hard explaining to kids who just learned the English alphabet in September (or more recently, since immigration plans don't really take into account our school year) that the "J" sound is totally different if they are reading about "Juan." Another bizarre thing was that while the curriculum did include a nice variety of foreign names, all the "American" names were old-fashioned ones like Frank, Loretta, Patty, or Margaret. Really, how often will today's generation need to stumble over "Margaret" rather than "Jessica?" Also, I totally skipped the reading lesson that wanted them to try and decipher cursive. That's just cruel.
The last period of my last day there, I gave them a little break - we watched shorts from "Shaun the Sheep" by Nick Park (Wallace and Gromit guy) and I made a little handout to answer questions using this week's vocabulary and sentence structure. Nick Park's stuff is awesome for this because there is no dialogue - all the plot is shown with action and expression. It makes everything very universal. Here's one that we watched:
Thursday, April 7, 2011
Prep Period
As a sub, sometimes you really need your prep period. Getting the lessons ready, pre-reading the book or assignment, using the computer to arrange/confirm future jobs, going to the bathroom, cleaning up from previous students - these are all important activities. Sometimes you just need to chill out from the crazy classes or mentally prepare for the next.
But sometimes, you are really, really bored. This is especially true if there is no computer available or if you can't log on. Unnecessary prep periods can be a great time to earn gold stars as a sub. Some stuff to try:
-Go to the library and offer to shelve/organize books.
-Go to the art room and offer to clean painting supplies or organize materials, or to hang up work in a display or bulletin board.
-Go to the staff room and do any dishes in the sink.
Any others?
But sometimes, you are really, really bored. This is especially true if there is no computer available or if you can't log on. Unnecessary prep periods can be a great time to earn gold stars as a sub. Some stuff to try:
-Go to the library and offer to shelve/organize books.
-Go to the art room and offer to clean painting supplies or organize materials, or to hang up work in a display or bulletin board.
-Go to the staff room and do any dishes in the sink.
Any others?
Wednesday, December 29, 2010
New Year's Resolutions - Subbing Edition
Ah, New Year's Resolutions. I try to make (and keep) them annually and some good things have come of them. This year I have personal resolutions, but I also have professional ones. (The good thing about teaching resolutions is that you only have to keep them until June :D)
1. Get a real teaching job.
2. Don't be content with "well, the room didn't burn down" as much.
3. Use my breaks more productively - read, stretch, network, draw.
4. Try new classroom management techniques.
5. Look for opportunities to really teach instead of babysit and go for them!
Any for you?
1. Get a real teaching job.
2. Don't be content with "well, the room didn't burn down" as much.
3. Use my breaks more productively - read, stretch, network, draw.
4. Try new classroom management techniques.
5. Look for opportunities to really teach instead of babysit and go for them!
Any for you?
Tuesday, November 9, 2010
In-a-pinch movie
For the last two days, I have been subbing in a middle school math room. Stressful enough, but I had the same group of obnoxious seventh graders three periods a day! (Math, Social Studies, and Study Hall.) Ugh. So today, I brought in a rented DVD of "Life," a show that was on the Discovery Channel a while back. It (mostly) saved the day: the boys got really engrossed in the Komodo Dragon hunting scenes and the Ibex calf hopping around cliff faces. Some of the girls chose to gossip in the corner, but at that point I really didn't care. We watched one episode during Social Studies and another during Study Hall, and boy did it save my sanity!
Tuesday, August 31, 2010
Establishing Alpha Status
One of the most common questions I get when I tell people I'm a substitute teacher is "man, how do you walk into a room and let the kids know you're in charge?" This is probably because a) they remember all the subs they ran ragged and b) I'm blonde and kinda baby-faced so the cards seem stacked against me when it comes to alpha status.
This is a really complicated question because every classroom is different. Different age levels, school cultures, and individual teachers' classroom style all create a different environment. Also, things you have no control over like season/weather, school politics, or the circumstances of the teacher's absence all play a role.
So, some thoughts at being at the front of the wolf pack...
1. I don't really try and establish total alpha status. It's pretty impossible for kids of any age or background to implicitly trust and obey a stranger. It's more about establishing repoire rather than dominance. I set up a "don't bother me I won't bother you"-ness type thing instead. This is not to say that I sit at the desk and read a magazine and hope they don't burn the room down. I'm still going to give the assignment, teach what needs to be taught, and hold them accountable for productivity and behavior. However, I'm going to make it very clear that as long as the work gets done, as long as everyone is happy, I'm not going to micromanage them. The script might go something like "hey guys, the assignment is on the board. You might find it easier to answer the questions if you use the glossary in the back - let me know if you need help with that. You can work by yourself or in pairs, as long as it doesn't get too loud in here."
That brings me to
2. Give kids reasonable options. This is true for parenting and regular classroom management, so why more subs don't do it is beyond me. My favorites are the "alone or in buddies" option above, or "when you are done, you can read, write, or draw." These are 3 quiet, productive, individual tasks that the student can interpret a few ways - they can get some homework done, or they can do something they like such as reading a magazine, drawing cartoons, or even writing a note to friends (which is a dying art, by the way, thanks to texting and facebook.) Sometimes amazing things happen like kids spontaneously making "get well soon" cards for their teacher. Other options include "you can do the work here or in the office," or "you can work nicely with your neighbors or sit alone at that table over there." It's important to let them know that either one is okay with you, especially if you accidentally give them an option that the regular teacher uses as a punishment (such as the 'sit alone at that table' choice.) I might say "I'd rather you sat at that table and got the work done than for you to get in trouble for fighting with the other kids."
3. Learn their names! If only just a few. I really like it when schools have a badge system for students, but that is pretty rare. One trick I use is right when I give them an assignment, I remind them to put their names at the top and wait while they do that before giving out more instructions. If I have a problem with a kid, I can walk over, glance at their paper, and say "John, could you keep your voice down while the other kids work? Thanks."
4. Say please and thank you. Treat them like people. Again, teaching/parenting 101, but something that gets left by the wayside if you panic and think you have to establish authoritarian rule.
5. Name Drop. "Mrs. S asked me to come in today while she is at a district meeting. We thought it would be fun to do some peer editing on your essays." If kids know that you know their teacher, it eliminates that "Lord of the Flies" chaos that can take over if kids think they have no accountability for their behavior that day. It also sets up more of the "guest teacher" status than "just a sub." This only works if it is true, by the way, so get to know your teachers.
6. If you try and pretend that you are all-powerful and infallible, the illusion will be crushed the second you get something wrong. If you let kids know that you are kind and flexible, you can convince them to work with you. It's still good to be firm and in-control, though. One thing I like to do is if there is something that I am not sure about (what happens when the schedule says "SSR," for example,) I will ask individual kids quietly and get a consensus. So, during work time, I'll crouch next to a kid's chair and ask "hey, at SSR does everyone have to read or can they do homework?" I'll go on to another kid, ask the same question, then tack on "do you sit in your assigned seat or can some kids sit on the floor or by a friend?" After a few surveys I'll get a good idea for the normal procedure, and at SSR I can confidently say "OK, time for SSR! Get out a reading book or homework, but please stay in your regular seat."
This usually sets up enough repoire to last the period. But ...
7. When all else fails, don't be afraid to bring in the big guns. I firmly believe that school administration is ultimately responsible for the culture and discipline in a school and if I find kids are rude, misbehaving, or being dangerous I do not hesitate to call them in to do their jobs. When in doubt, just think how much more they get paid than you!
This is a really complicated question because every classroom is different. Different age levels, school cultures, and individual teachers' classroom style all create a different environment. Also, things you have no control over like season/weather, school politics, or the circumstances of the teacher's absence all play a role.
So, some thoughts at being at the front of the wolf pack...
1. I don't really try and establish total alpha status. It's pretty impossible for kids of any age or background to implicitly trust and obey a stranger. It's more about establishing repoire rather than dominance. I set up a "don't bother me I won't bother you"-ness type thing instead. This is not to say that I sit at the desk and read a magazine and hope they don't burn the room down. I'm still going to give the assignment, teach what needs to be taught, and hold them accountable for productivity and behavior. However, I'm going to make it very clear that as long as the work gets done, as long as everyone is happy, I'm not going to micromanage them. The script might go something like "hey guys, the assignment is on the board. You might find it easier to answer the questions if you use the glossary in the back - let me know if you need help with that. You can work by yourself or in pairs, as long as it doesn't get too loud in here."
That brings me to
2. Give kids reasonable options. This is true for parenting and regular classroom management, so why more subs don't do it is beyond me. My favorites are the "alone or in buddies" option above, or "when you are done, you can read, write, or draw." These are 3 quiet, productive, individual tasks that the student can interpret a few ways - they can get some homework done, or they can do something they like such as reading a magazine, drawing cartoons, or even writing a note to friends (which is a dying art, by the way, thanks to texting and facebook.) Sometimes amazing things happen like kids spontaneously making "get well soon" cards for their teacher. Other options include "you can do the work here or in the office," or "you can work nicely with your neighbors or sit alone at that table over there." It's important to let them know that either one is okay with you, especially if you accidentally give them an option that the regular teacher uses as a punishment (such as the 'sit alone at that table' choice.) I might say "I'd rather you sat at that table and got the work done than for you to get in trouble for fighting with the other kids."
3. Learn their names! If only just a few. I really like it when schools have a badge system for students, but that is pretty rare. One trick I use is right when I give them an assignment, I remind them to put their names at the top and wait while they do that before giving out more instructions. If I have a problem with a kid, I can walk over, glance at their paper, and say "John, could you keep your voice down while the other kids work? Thanks."
4. Say please and thank you. Treat them like people. Again, teaching/parenting 101, but something that gets left by the wayside if you panic and think you have to establish authoritarian rule.
5. Name Drop. "Mrs. S asked me to come in today while she is at a district meeting. We thought it would be fun to do some peer editing on your essays." If kids know that you know their teacher, it eliminates that "Lord of the Flies" chaos that can take over if kids think they have no accountability for their behavior that day. It also sets up more of the "guest teacher" status than "just a sub." This only works if it is true, by the way, so get to know your teachers.
6. If you try and pretend that you are all-powerful and infallible, the illusion will be crushed the second you get something wrong. If you let kids know that you are kind and flexible, you can convince them to work with you. It's still good to be firm and in-control, though. One thing I like to do is if there is something that I am not sure about (what happens when the schedule says "SSR," for example,) I will ask individual kids quietly and get a consensus. So, during work time, I'll crouch next to a kid's chair and ask "hey, at SSR does everyone have to read or can they do homework?" I'll go on to another kid, ask the same question, then tack on "do you sit in your assigned seat or can some kids sit on the floor or by a friend?" After a few surveys I'll get a good idea for the normal procedure, and at SSR I can confidently say "OK, time for SSR! Get out a reading book or homework, but please stay in your regular seat."
This usually sets up enough repoire to last the period. But ...
7. When all else fails, don't be afraid to bring in the big guns. I firmly believe that school administration is ultimately responsible for the culture and discipline in a school and if I find kids are rude, misbehaving, or being dangerous I do not hesitate to call them in to do their jobs. When in doubt, just think how much more they get paid than you!
Wednesday, May 5, 2010
Teachers, take note ...
OK, I've been in both spots: a substitute teacher and a classroom teacher who is afraid to ever get sick because of the daunting task of picking and planning for a sub. So please excuse the advice, but teachers, seriously ...
"Free Day" is not a lesson plan. It's a nightmare. The kids already think they can get away with anything when there is a sub, that just makes it official.
Ideally, you leave an activity that is relevant to the current unit so we can teach something. If you teach something like calculus or AP Biology, leave an answer key. Having something relevant means that kids will know that the assignment will directly affect their current grade. It can even be a film IF ...
... you have a set "Movie Day" routine that is practiced and reinforced BEFORE YOU GET SICK. For example, I once had a lesson plan to show a movie and "have the kids take notes." It was obvious that this teacher has never shown a movie before because the kids didn't know how to take movie notes, didn't know how many points it would be worth (no answer on the sub plans either), and THE TV DID NOT GET LOUD ENOUGH FOR EVERYONE TO HEAR. Please, please, please test your equipment before you go. If you are the kind of teacher who never shows movies (and I am one of them too), don't make the sub do it for you because all hell will break loose. So, before you need a sub, select a relevant film, create guidelines and expectations, actively watch and coach your students through watching, and reinforce their work by grading it and reviewing expectations for movie day.
You can create other sub routines ahead of time, too. There could be a set of one-hour activities that you do on say, every Friday in September and October. (Examples: reading time, imaginative writing project, art challenges, article reviews.) Then explain to the kids that you won't be doing them anymore with them but when you need to be gone they will do one of those activities with the guest teacher. Let them pick or vote. You can also have a list of rewards (Heads up 7-Up, iPod time, whatever) for the sub to choose for the last 10 minutes. Just communicate to me the expectations and rewards.
Lastly, I put my e-mail and phone number on my business card for a reason: I want to talk to you. Let's decide on a lesson plan together, or discuss rewards, or let me ask questions.
"Free Day" is not a lesson plan. It's a nightmare. The kids already think they can get away with anything when there is a sub, that just makes it official.
Ideally, you leave an activity that is relevant to the current unit so we can teach something. If you teach something like calculus or AP Biology, leave an answer key. Having something relevant means that kids will know that the assignment will directly affect their current grade. It can even be a film IF ...
... you have a set "Movie Day" routine that is practiced and reinforced BEFORE YOU GET SICK. For example, I once had a lesson plan to show a movie and "have the kids take notes." It was obvious that this teacher has never shown a movie before because the kids didn't know how to take movie notes, didn't know how many points it would be worth (no answer on the sub plans either), and THE TV DID NOT GET LOUD ENOUGH FOR EVERYONE TO HEAR. Please, please, please test your equipment before you go. If you are the kind of teacher who never shows movies (and I am one of them too), don't make the sub do it for you because all hell will break loose. So, before you need a sub, select a relevant film, create guidelines and expectations, actively watch and coach your students through watching, and reinforce their work by grading it and reviewing expectations for movie day.
You can create other sub routines ahead of time, too. There could be a set of one-hour activities that you do on say, every Friday in September and October. (Examples: reading time, imaginative writing project, art challenges, article reviews.) Then explain to the kids that you won't be doing them anymore with them but when you need to be gone they will do one of those activities with the guest teacher. Let them pick or vote. You can also have a list of rewards (Heads up 7-Up, iPod time, whatever) for the sub to choose for the last 10 minutes. Just communicate to me the expectations and rewards.
Lastly, I put my e-mail and phone number on my business card for a reason: I want to talk to you. Let's decide on a lesson plan together, or discuss rewards, or let me ask questions.
Spring fever
The fever is not cured by cowbell.
It's cured by job postings!!
Ah, yes, it's that time again when an administrator's cool indifference turns to fancy as they realize that September will be here soon. And strangely enough, in my region, there have been quite a few art jobs posted, no small feat in this economy. Still, each one is getting hundreds of applicants, and since it is all online nowadays there is no opportunity to "stand out" - even having nice resume paper is outdated.
Any ideas on how to shine in a black and white digital world?
It's cured by job postings!!
Ah, yes, it's that time again when an administrator's cool indifference turns to fancy as they realize that September will be here soon. And strangely enough, in my region, there have been quite a few art jobs posted, no small feat in this economy. Still, each one is getting hundreds of applicants, and since it is all online nowadays there is no opportunity to "stand out" - even having nice resume paper is outdated.
Any ideas on how to shine in a black and white digital world?
Monday, April 12, 2010
Special Ed ...
It was actually an elementary art assignment, but this teacher gets 2 groups of exclusively special ed kids on Monday afternoons.
Group one was labeled as "academic" special ed. They were going to watercolor in a fish shape in rainbow order. We started by reviewing the colors of the rainbow. They were really good at listing colors, just not in order. So we chanted them a few times. The next step was actually painting the fish. Even with one adult for every four kids, it was still a challenge to get them to paint a stripe of red, stop, rinse the brush, and wait for the next color. By the end, though, we had about 12 lovely rainbow trout.
Group two was listed as "nursing" special ed. They ranged from full support wheelchairs with "hand on hand" instruction (an adult moves their hand that has the brush or pencil in it) to what seemed to be moderate Down's Syndrome. We glued cotton balls to a paper plate, then added black triangles, rectangles (face and feet) and googly eyes to make sheep. Few of the kids performed all the steps (including putting their name on the work) themselves without adult assistance.
Since I usually teach high school art, I'm used to a variety of abilities in my students. However, the severe disabilities are somewhat unfamiliar to me and always a bit of a ... shock (?) Any special ed teacher or sub stories out there?
Group one was labeled as "academic" special ed. They were going to watercolor in a fish shape in rainbow order. We started by reviewing the colors of the rainbow. They were really good at listing colors, just not in order. So we chanted them a few times. The next step was actually painting the fish. Even with one adult for every four kids, it was still a challenge to get them to paint a stripe of red, stop, rinse the brush, and wait for the next color. By the end, though, we had about 12 lovely rainbow trout.
Group two was listed as "nursing" special ed. They ranged from full support wheelchairs with "hand on hand" instruction (an adult moves their hand that has the brush or pencil in it) to what seemed to be moderate Down's Syndrome. We glued cotton balls to a paper plate, then added black triangles, rectangles (face and feet) and googly eyes to make sheep. Few of the kids performed all the steps (including putting their name on the work) themselves without adult assistance.
Since I usually teach high school art, I'm used to a variety of abilities in my students. However, the severe disabilities are somewhat unfamiliar to me and always a bit of a ... shock (?) Any special ed teacher or sub stories out there?
Thursday, February 25, 2010
Reading the Tea Leaves
One of my New Year's Resolutions (stolen from my boyfriend): drink healthy tea daily. My favorite flavor so far has a mix of green tea, mint, citrus, with echinachea and kombucha for immunity support. A little caffiene, a little tummy-calming mint, an immune boost - perfect for the overworked substitute teacher!
The little paper tab at the top of the string has inspirational thoughts. Here's today's:
The little paper tab at the top of the string has inspirational thoughts. Here's today's:
Be great,
feel great
and act great.
I find that I do that in reverse order, especially in the classroom - the ol' "fake it 'til you make it" routine. When I'm overwhelmed I act confident and happy, smile big. That gets me feeling better and lo and behold - I'm back in charge and class is flowing smoothly.
What gets you Zen in the classroom?
Wednesday, February 3, 2010
Movie Day
What are your thoughts on having the kids watch a movie on "sub day"??
My thoughts are:
Pros- it's easy, it's quiet, and kids usually either get into it or just fall asleep or something.
Cons - kids see right through that flimsy lesson plan, sometimes the technology does not work and then you are really up a creek, and I have to watch the same bleedin' video up to 5 times. Blech!
My thoughts are:
Pros- it's easy, it's quiet, and kids usually either get into it or just fall asleep or something.
Cons - kids see right through that flimsy lesson plan, sometimes the technology does not work and then you are really up a creek, and I have to watch the same bleedin' video up to 5 times. Blech!
Thursday, January 28, 2010
Classroom Management
OK, this will not be very well thought out, but some thoughts on being a "guest" teacher and classroom management.
First of all, in my regular classroom, I am a very relationship-based teacher. I like to get along with kids, and I want my classroom to be a different sort of place. Power struggles just don't do it for me. To start the year I will stick pretty sharply to classroom rules and the like but as the year progresses, each student becomes an individual.
As a sub, though, you don't have a relationship or prior knowledge of the kids. They might have pre-conceived notions about you, and might be oh-so-ready to play games with an "evil" adult. And you, as this stranger, are a great target.
I have been reading "Love and Logic" and find that a lot of what it contains describes the way I like to teach. But as a sub, it's difficult to follow any classroom management techniques that build trust over time because you only have an hour with the kids. To combat this, I try and present myself as a friendly, easy-going person. I start off with a quick introduction of myself, the assignment for the day, and something positive like "so let's relax and get this Math work done so there is one less weekend assignment!" If it is possible within the lesson plan I do not yell out roll call, I circulate the desks and ask each kid their name. If I can, I add one personal interaction to each one "oh, that's unique," "did I meet you in your science class last week?" or "what is your project topic?" I try and give solid reasons for any restrictions I put on them such as "I'm only letting one student out to the bathroom at a time because I don't know everyone well enough yet to keep track of any more than that. As soon as the pass comes back you are free to go." And I smile, smile, smile!!!
I have found over time that trying to pull power plays on unfamiliar turf will just bite you in the butt.
What types of classroom management techniques do you use? What personality do you try and project?
First of all, in my regular classroom, I am a very relationship-based teacher. I like to get along with kids, and I want my classroom to be a different sort of place. Power struggles just don't do it for me. To start the year I will stick pretty sharply to classroom rules and the like but as the year progresses, each student becomes an individual.
As a sub, though, you don't have a relationship or prior knowledge of the kids. They might have pre-conceived notions about you, and might be oh-so-ready to play games with an "evil" adult. And you, as this stranger, are a great target.
I have been reading "Love and Logic" and find that a lot of what it contains describes the way I like to teach. But as a sub, it's difficult to follow any classroom management techniques that build trust over time because you only have an hour with the kids. To combat this, I try and present myself as a friendly, easy-going person. I start off with a quick introduction of myself, the assignment for the day, and something positive like "so let's relax and get this Math work done so there is one less weekend assignment!" If it is possible within the lesson plan I do not yell out roll call, I circulate the desks and ask each kid their name. If I can, I add one personal interaction to each one "oh, that's unique," "did I meet you in your science class last week?" or "what is your project topic?" I try and give solid reasons for any restrictions I put on them such as "I'm only letting one student out to the bathroom at a time because I don't know everyone well enough yet to keep track of any more than that. As soon as the pass comes back you are free to go." And I smile, smile, smile!!!
I have found over time that trying to pull power plays on unfamiliar turf will just bite you in the butt.
What types of classroom management techniques do you use? What personality do you try and project?
Monday, January 11, 2010
Running down the clock
Have you ever gotten a classroom with skimpy (or no) lesson plans?
Thankfully, this does not happen to me very much. However, when it does, you can feel very panicked and worried about losing control of the room, especially when dealing with younger students who need structure and direction all the time.
There are some basic time fillers:
-SSR
-Study Hall time
-Heads up 7 Up
These are great because students all know how to do them and it requires no extra materials on your part.
If you feel like lugging them around you can have emergency supplies like:
-Worksheets and puzzles
-A nerf ball for a round of silent ball
-Story book for youngsters
One of my favorite time fillers? Paper airplane contest! You can use binder paper or old paper out of the recycle bin. Students work in pairs or solo to create the best airplane they can, with a time limit. For the end part of class, you can either move furniture to create a flight path through the room or take them into the hallway and have them compete for distance. Any students who chose not to make a plane can be judges or write down the names of winning teams for you. You can also assign extra awards for "coolest trick" (for the plane that just looped or crashed spectacularly) "most innovative design" (for the pair that ripped, folded, and torqued their plane in unexpected ways) or "prettiest design" (in case anyone decorated their paper in addition to folding it.)
Do you have any favorite emergency lesson plans???
Thankfully, this does not happen to me very much. However, when it does, you can feel very panicked and worried about losing control of the room, especially when dealing with younger students who need structure and direction all the time.
There are some basic time fillers:
-SSR
-Study Hall time
-Heads up 7 Up
These are great because students all know how to do them and it requires no extra materials on your part.
If you feel like lugging them around you can have emergency supplies like:
-Worksheets and puzzles
-A nerf ball for a round of silent ball
-Story book for youngsters
One of my favorite time fillers? Paper airplane contest! You can use binder paper or old paper out of the recycle bin. Students work in pairs or solo to create the best airplane they can, with a time limit. For the end part of class, you can either move furniture to create a flight path through the room or take them into the hallway and have them compete for distance. Any students who chose not to make a plane can be judges or write down the names of winning teams for you. You can also assign extra awards for "coolest trick" (for the plane that just looped or crashed spectacularly) "most innovative design" (for the pair that ripped, folded, and torqued their plane in unexpected ways) or "prettiest design" (in case anyone decorated their paper in addition to folding it.)
Do you have any favorite emergency lesson plans???
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