| It's impossible to predict exactly what your substitute | | | | know as many people as you can. Don't push |
| teaching job experience will be. Every district and | | | | yourself on them, but make sure they know who |
| every school will have a unique personality. Much of | | | | you are. Take the time to get to know the person |
| your experience will depend on what you want the | | | | that schedules the substitute teachers. Make sure |
| job to be. But there are constants that you can | | | | they know how to reach you and that you don't |
| count on. As with any job, you get as much out of it | | | | mind last minute calls. |
| as you put into it. | | | | And most importantly, start listening to people! Take |
| You will get classroom experience. If you are new to | | | | advantage of whatever anyone wants to show you. |
| the teaching field and haven't landed your first | | | | You may not agree with or like everything you hear. |
| teaching job, being a substitute teaching will give you | | | | That's part of what you'll go through as you learn |
| valuable classroom experience. This is especially true | | | | your own style. But you can learn from everyone. |
| if you are able to sub in subjects you want to teach. | | | | When they realize that you're serious about teaching, |
| You'll learn real world classroom management. The | | | | either as a substitute or as someone on their way to |
| students may not treat you with as much respect as | | | | a full time position, you'll find that people will want to |
| they would their regular teacher. Use that lack of | | | | help you. |
| respect to hone your presentation. It should be your | | | | Each teaching assignment will bring you more |
| goal to get their attention and stay on the lesson | | | | experience and knowledge about how conduct |
| plan. | | | | yourself around students and faculty. Ask for help |
| Networking starts here! Start talking to people. Talk | | | | when you need it and you'll quickly grow in your |
| to the principal, the faculty, and the staff. Get to | | | | teaching profession. |