| Reasons to become a substitute teacher are many | | | | their off-task behavior. |
| and varied. Some subs come into the classroom on a | | | | It is also important to establish accountability |
| day-to-day basis. Others are long-term and may be in | | | | procedures. Start with grading procedures such as |
| the classroom for three months or more. No matter | | | | components of the final grade weight or percent for |
| whether you are new to 'subbing' or an old-hand, | | | | each component and extra credit assignments. Tell |
| you'll find some valuable tips and resources in this | | | | the students that you will record and organize their |
| article. | | | | grades in your gradebook. |
| It is possible to get through the day if a teacher is | | | | Next come procedures related to homework. Record |
| substituting based on a simple call-in, need arise basis. | | | | those who have done their homework, collect, check |
| Under these circumstances, the best way to get | | | | and return homework. Spend time reviewing |
| through the lessons would be to prepared in advance | | | | homework in class. Make sure you have procedures |
| fillers that are challenging and interesting enough for | | | | for partially completed homework, unacceptable |
| the students. However, it should be understood that | | | | homework or no homework. Think through |
| there is not enough opportunity for establishing | | | | procedures about redoing homework and deciding in |
| personal contact and building any routines. | | | | advance how much homework is worth with |
| A more long-term substitute teacher has more | | | | reference to the students' final grade. |
| concerns about managing a classroom, which is | | | | At the end of the day, a student wants to walk out |
| common. Take a couple of minute to identify the | | | | of the lesson feeling he or she learned something. |
| concerns that you have regarding classroom | | | | Prepare your lesson in advance thinking through |
| management and discipline. How can you as a | | | | troubleshooting issues with regard to classroom |
| substitute teacher instill a feeling of consistent | | | | management and lesson planning. Have a back up plan |
| learning? | | | | if need be. |
| Here are some ideas | | | | After do a bit of researching about substitute |
| If classroom management problems persist, try | | | | teaching on the web, I realized that there are little or |
| observing a group of students or a particular student | | | | no training programs or even a support system for |
| causing the trouble. What is he or she doing? Why is | | | | substitute teachers. This confirms the 'sink or swim' |
| she or she off task? | | | | syndrome of substitute teacher and In this respect, |
| For a more long term substitute, I would recommend | | | | teaching in general. However, there are immediate |
| establishing routines such as getting to know the | | | | resources: the first being getting organized. |
| students, which would involve preparing s seating | | | | Final Words |
| chart, a few getting to know you activities, and | | | | Substituting a class is not incredibly perky in the |
| setting goals. Discuss with the students their | | | | beginning, but it can be rewarding if the attitude and |
| expectations. What would they like to learn? How | | | | atmosphere in the class are made right for the very |
| can you help them. This kind of dialogue will give the | | | | beginning. Stress to the students that both you and |
| students a sense of stability and security in the | | | | the students are together in this situation and you |
| beginning, which has been offset by a change in | | | | want them to succeed. Hopefully, this will create |
| learning circumstances. In addition, students will pick | | | | positive vibrations for learning, motivation and the |
| up that you are genuinely interested in their learning, | | | | desire to succeed and eliminate completely off-task |
| and most by then will have started to pitch up with | | | | behavior. |