Need Advice from Subs

[wutteok]

Hello! I am a regular classroom teacher who is currently on a committee to improve our substitute program at our middle school. We have a very limited list of substitutes who are not qualified to be in the classroom. Some have no idea about classroom management, lesson plans, and responsibilities of subs. They seldom follow any of our teacher's plans. Many allow the students to roam around campus for whatever reason. Some give out ALL of the teacher's rewards, candy, to the students. And, some give extra recess for absolutely no reason. Unfortunately, our school is in such need for help that teachers will accept any sub we can get.

Our committee is trying to come up with a workshop that will equip these subs with the skills that they need to be qualified. I was hoping that I could get some suggestions. If a workshop was offered in your area would you be interested in attending? If so, what topics would you like to hear about? What would make you attend a workshop on your own time? ANY suggestions would be much appreciated.

 

[tracecares]

First of all I can't believe that a substitute teacher would allow students to do those kinds of things. That just shows the student that they whenever the teacher is gone that there is no control and gives substitues a bad name. When you are a substitute you should take the job as seriously as if you are the teacher.

I think a workshop is a good idea especially if you have that problem with your subs. I think one of the greatest challenges you face as a sub is behavior problems. How to handle the students and what kind of actions to take as far as discipline. Many schools have different ways on how to handle the students. Also what to do if a teacher has to be gone at the last minute and didn't have time to leave lesson plans that will take up the entire time. That can be really difficult especially if you have long class periods. I think if a substitute had a really difficult time handling students they would be interested in attending a workshop because it would make their job easier.

 

[Hifiman]

you get out what you put in - long post

I'm signed up to sub in two districts, but currently only sub in one of them. The district I chose not to sub for anymore is the largest district in my immediate area. The hiring process involved filling out paperwork and a subsequent phone call telling me when to come in for my orientation so I could start subbing. The "orientation" was just an opportunity to come in and complete the final paperwork and pick up an I.D. badge which is not required to be worn and was never asked for by anyone in any of the schools I subbed for in that district.

The other district-the one I choose to work in, has a much different hiring process. I filled out the application. I was then called in for a very brief interview with one of the office personnel and a principal. I was then hired and scheduled for an orientation. This orientation was 8 hrs. and full of useful information for someone like myself who had no idea what to expect in a school or the classroom. In that 8hrs we were presented with moderate amount of written information for our personal use. More importantly we had the experience of many well-done presentations from various people in the district office, teachers from various grade levels, a principal's secretary, a principal, and someone from child protective services. Over the course of the day I learned what to expect, and what was expected of me, the first time I set foot on a campus. I received a crash course on classroom management. I learned about the things teachers expect from us. The list goes on, but I'm sure you get the idea.

So now let me compare the two and shed light on why I have chosen to abandon one of these districts. The first one (the one I no longer sub at) offers the following experience. I come to the campus and enter the office. The prinicpal's secretary usually asks me if I'm a sub. I tell her I am and give her my first name. I am never asked for any identification. Sometimes I'm given a room key, but often I don't receive one. Regardless, I am never given anything else. The rest of the school day I am totally on my own and should something unexpected come up, like fire drills or inclement weather, I am at the mercy of the students to help me out. Lesson plans are usually a mess and contain minimal information. Now being totally on my own and thrown to the wolves so-to-speak, I'm doing whatever I can to make my day manageable until I leave.

Now at the other district my day is usually much different. I come into the office and must have a badge on identifying who I am or I don't work. I am almost always given a room key. Along with the key I am given a packet of information that includes a map, contact numbers for the school, schedules for normal days, minimum days, and inclement weather, emergency drill information, a form to let the office know what kind of day I had in the classroom (separate from what I leave for the teacher), and sometimes a memo detailing some of the general expectation for everyone on campus. Now here's the real shocker - more than once I have been treated like a real human being. By this I mean that I am greeted warmly, given a brief tour of the campus if I have never been there or at least an explanation of the campus map pinpointing places of interest - like my classroom location and the nearest bathroom. When I get to the classroom I often find lesson plans that are complete and often written with the assumption that I may not know all the ins and outs like the teacher does. It's so nice to have complete information.

So as you can see there is a major difference between these two districts. The first district makes no effort to ensure that they are hiring qualified subs. For those they do hire there is no effort to support them and help them to be successful in the classroom. In this district everyone would benefit if they were to provide an orientation program similar to the other district, but I hope I made it clear in my description that there is something else that needs attention - the attitude of staff and faculty towards the subs. Staff and faculty almost seem to have contempt for subs. I am nearly finished completing my teaching credential program. I am in the classroom as a sub to gain valuable experience. I take my job very seriously and I am absolutely miserable when I leave at the end of the day knowing that things went poorly. Sometimes it's my fault and I spend endless hours thinking about how I can do things differently next time. Sometimes I failed because of the situation I'm placed in by the school and the teacher. In situation like that how can I give them my best when I am held in almost complete disregard?

The intention of my post is to offer some insight into what I think subs need to be successful. Some of this may have turned into a rant. The point I hope to get across is that you get out what you put in. If you prepare subs well you are more likely to get out of them the best they have to offer. Orientation is one part of the solution. The rest is the culture of the district and the schools towards subs. Are they doing everything they can within reason to get the sub off to a good start in the morning? Between the two districts, the second one always gets my best effort because they give me their best effort to get me started. The first districts often gets my worst effort. It's not because I'm intentionally doing things poorly, but because of the issues I mentioned. I don't like the way I feel about my success there, that's why I don't go back.

 

[DiGood]

I would love a workshop!

I didn't have any real training when I was hired only a month ago. I couldn't believe it when I found out that I could just start after a 3 hour training. They talked to us about environmental hazards, classroom management, and how to work the sub finder system.

I would love to attend a workshop on classroom management (in more detail) and some refresher courses in regular subject areas like Math and English.

If they were offered here, I would definitely take advantage of the opportunity just because I want to be good at what I do!

Diane

 

[clarkestep]

I have a few ideas that I can share.

Lesson Plans:
1. Get a school wide sub form the teachers can fill out to make it uniform from teacher to teacher. Write out lesson plans that are direct and easy to follow,. Don’t make them too wordy with tons of detail. As a sub it is sometimes difficult to read a ‘book’ while children are coming into the room with tons of questions and being chatty. This ‘reading’ time breeds difficult classroom management from the get go.
2. Leave plans that can be accomplished at the disgression of the sub. For instance, I used to sub in a Spanish class all the time. I had just spent 6 months in Costa Rica, and 2 summers in Mexixo as a missionary so I spoke Spanish fairly well and knew a lot of cultural things I could share with the students. Not to mention I was still young as I had just graduated from college so the kids and I could actually still relate to one another. The teacher, at first, (before I brought it up to her) assigned them tons of busy work. Do pages xx-xx. Write questions and answers. Yadda yadda yadda. She didn’t tell me I could do them out loud as a class and discuss them if I wanted to, so I took it upon myself to do it anyway (she didn’t say I couldn’t either. ). Maybe I was wrong; however, it was a topic I was well versed in and I saw a lot that I could impart to the kids. We had fun that day and the kids learned proper pronunciation, how to speak without fear of what they were reading, and I shared cultural tidbits that I could relate to the questions being asked. I understand that there may be some things that need to be done the teacher’s way, but sometimes (a lot of times) subs have a lot of ideas that may get the lesson across that the teacher may not have thought of. The sub also knows how the class is behaving at the time, so if the teacher left lessons that had to be done in pairs/groups the sub may know that the kids couldn’t handle it that day and may want them to work alone. Not to mention, kids love working together and this could be something the sub could hold over their heads to keep the class in order. I may sound mean, but it’s true.
3. I worked in a system where lesson plans had to be turned in every Monday for the whole week. This makes life so much easier for the sub who has to come in at the last minute and the teacher didn’t have time to prepare a sub lesson plan (may be a pain for the teacher but….). One time I worked for a teacher whose dad died over the weekend and she was out 3 days of the next week. It was difficult, but another teacher helped me put stuff together and it went fine. If I know what’s being taught topic-wise, I usually can make up my own plans and activities. The only reasons why I’m not a teacher are my own ADD (inconsistant follow through) and the fact that I don’t want to have to deal with the politics/red tape teachers have to deal with. Being a sub, I can work when I want, teach what I know, and love on the kids, then go home and not worry with all the paperwork/political garbage teachers must deal with from day to day.
4. Make sure the sub has a class list on paper and any and all emergency plans. Where I sub now I very seldom have a class roster. It would be hard to take down the lunch count chart off the wall with all the closepins and get everybody out the door in a fire.

Bathroom/Library policy

I would suggest a school wide policy of bathroom breaks/library usage when there are subs that is given to all the kids, parents and subs to sign. What I find effective for me is to make the kids sign out on the white board (one boy and one girl at a time) AND sign out on a piece of paper with the time left and the time returned. The paper is for the teacher to see who came and went to check for abuse (the sub may not know the troublemakers or the ones who always have to ‘go’). If there is a problem in the bathroom like a mess, you could check to see who was in there about that time. For the sub, writing it on the whiteboard helps to see who’s gone incase of an emergency. I can see it really quick and easily. I let kids go to the bathroom as needed, just sign out, and warn them that if it becomes a problem, their teacher will know how to handle it and will. If this is a schoolwide sub rule then the kids will always know what to expect when a sub is in the class and they will know the consequences if it is abused.

Classroom management:
I would suggest including techniques that teachers use in the classroom and possible senerios. 1) the ADD/ADHD/ODD child how to handle them. 2) how to handle when the other kids get out of hand while dealing with the ADD/ADHD/ODD child. This happens a lot with subs. 3) what rewards/punishments work with the kids and appropriatness. Like can subs make children run laps at recess for bad behavior? Or write sentences 50 times? Or be sent to a lower grade for timeout for a period of time? Now and days, subs don’t know what they can and can’t do… other than spank or smack the child (we know not to do that). 4) What do we do when nothing we can think of works? Can we go get another teacher? When to get the principal?

Hum? I’m trying to think of more but my mind is blank. If I think of anything else I’ll post later. Sorry you are having such a time of it with substitute teachers. I live in Georgia and all subs here have to have a 4 hour class that goes over most of this. I’ve been through it twice. I used to sub before having kids and that class was much more informative than the last one I attended (to sub now that they are in school). I think subs stress the most over how to control the class and what to do in case of emergencies. Anyway, I hope this helps you plan.

 

[Gatorman]

Middle School

I think you should make the workshop mandatory for new substitutes. I feel it's crazy to introduce someone into a classroom environment without any previous training (unless of course they were an ex-teacher or something). Some people can pick up on subbing quickly, but others will just "give up" during a day and let students do what they want.
In my district, we had to go to a 14 hour course where we learned about classroom management and lesson plans, but also how to operate the Subfinder, find out when we get paid, etc. It was very helpful for me, though no workshop could truly prepare you. Truthfully, I didn't like waking up early on 2 Saturdays to go to a 7 hour UNPAID workshop. Only reason I went was because I had to, though I still would have purchased the sub book from USU. Though I hate to say it, it's good the school district requires this seminar for new subs.
At your possible workship, the only people to show up would be those who are truly interested in improving as substitute teachers. Most subs who give out all the rewards and let students do what they want WILL NOT attend an optional workshop, mainly b/c they don't care what happens in school as long as nobody is hurt. Still, some of those subs are just overwhelmed and need a little help.
To get the "uninterested" subs to attend a workshop, you have to either a) make it a paid workshop, b) make it mandatory, or c) make it short (4 hours maximum per day).
By the way, I enjoy substitute teaching, though I'm mainly using it as a pathway to become a real teacher.

 

[hindypo]

Sub workshops

I am so envious that your district is doing this! I was very surprised when I got hired. I had to get three reference letters and was told that my references would be called. They never were. The district hired a pig in a poke as far as I am concerned. But I'm a GOOD pig so they lucked out!

I would have loved a subbing workshop. It might be too much trouble, but providing maps of each school and the rules/procedures for each school would really be helpful. When I first subbed at our BIG high school, I didn't know where to park and I didn't know where the office was. Well, I parked in the wrong lot ALL the way across campus, hoofed it to the office, and they told me I should move my car, as it might be ticketed in that lot. There wasn't a map on the school website either - I checked.

School rules are important. I've dug them up on my own, but not been handed them directly. Kids will try to break the rules when the sub is there, because they know you don't know what's going on.

Another thing is a list of who's who at each school. The secretary you should talk to, etc. OR, the district should instruct subs to check school websites before going in to get this information. And then make sure that the information is on the website! Sometimes it's not.

It would really be helpful for a basic list of what's expected from the sub. I realize this varies from teacher to teacher, but there are some things that are common to each class: take attendance, write a report to the teacher, clean up the classroom, etc. My first day, I walked in not really knowing any of these basics. Luckily, I figured it out on my own, but a clear set of expectations would be tremendously useful.

Some kind of networking within the local sub community would be great. Subs are pretty isolated out there. This board is my lifeline! I wish I knew more subs in my district.

Having seasoned subs do a bit of the workshop would really help. Just to get that perspective. Just having someone who had subbed tell me not to worry on my first day, that I was going to do great would have been assuring.

But MOST important would be some instruction on classroom management. That's a no brainer.

I see no problem with requiring that subs go through this workshop. After all, I had to take the CBEST (the CA exam that you need to sub or to get in a credential program), and jump through a bunch of other hoops. A four hour workshop would suffice, I think. If it wasn't mandatory, perhaps offer lunch? Maybe a certificate at the end so that the sub could feel they'd gotten some acknowledgement for their time?

Do let us know what you come up with. I have thought of approaching my district with this very idea!

 

[hindypo]

Sub workshops

I am so envious that your district is doing this! I was very surprised when I got hired. I had to get three reference letters and was told that my references would be called. They never were. The district hired a pig in a poke as far as I am concerned. But I'm a GOOD pig so they lucked out!

I would have loved a subbing workshop. It might be too much trouble, but providing maps of each school and the rules/procedures for each school would really be helpful. When I first subbed at our BIG high school, I didn't know where to park and I didn't know where the office was. Well, I parked in the wrong lot ALL the way across campus, hoofed it to the office, and they told me I should move my car, as it might be ticketed in that lot. There wasn't a map on the school website either - I checked.

School rules are important. I've dug them up on my own, but not been handed them directly. Kids will try to break the rules when the sub is there, because they know you don't know what's going on.

Another thing is a list of who's who at each school. The secretary you should talk to, etc. OR, the district should instruct subs to check school websites before going in to get this information. And then make sure that the information is on the website! Sometimes it's not.

It would really be helpful for a basic list of what's expected from the sub. I realize this varies from teacher to teacher, but there are some things that are common to each class: take attendance, write a report to the teacher, clean up the classroom, etc. My first day, I walked in not really knowing any of these basics. Luckily, I figured it out on my own, but a clear set of expectations would be tremendously useful.

Some kind of networking within the local sub community would be great. Subs are pretty isolated out there. This board is my lifeline! I wish I knew more subs in my district.

Having seasoned subs do a bit of the workshop would really help. Just to get that perspective. Just having someone who had subbed tell me not to worry on my first day, that I was going to do great would have been assuring.

But MOST important would be some instruction on classroom management. That's a no brainer.

I see no problem with requiring that subs go through this workshop. After all, I had to take the CBEST (the CA exam that you need to sub or to get in a credential program), and jump through a bunch of other hoops. A four hour workshop would suffice, I think. If it wasn't mandatory, perhaps offer lunch? Maybe a certificate at the end so that the sub could feel they'd gotten some acknowledgement for their time?

Do let us know what you come up with. I have thought of approaching my district with this very idea!

 

[Dan]

There is a lot of good advice here!

If there is a workshop, I'd make it short, to-the-point, and paid. I'm a retired teacher who's now subbing, and during my long teaching career, there were way too many long pointless workshops.

Here's what I'd do:

1. Make it mandatory for every teacher to leave a clear, up-to-date seating chart. Make it clear to every student that he/she is expected to sit in his/her assigned seat. End of story. None of the usual, "The teacher changed my seat last week." Sometimes it's true, sometimes it isn't, but the sub never knows for sure. At the workshop, let the subs know that there will be up-to-date seating charts in every classroom, and they are to expect kids to seat in these seats. Period.

2. Quiet signal. There should be a school-wide or district-wide quiet signal, and the kids should know it. The subs should be told what these quiet signals are.

3. Clear, concise plans. Someone mentioned that plans should be to-the-point, and I agree completely. Subs do have time to read plans, but some plans are too intricate. Subs should be spending most of their time supervising students, not constantly looking down and figuring out sub plans. Furthermore, in middle school settings I'm frequently asked to cover a class at the last minute. When I'm walking in with the kids, there isn't time for wading through lengthy plans. At the workshop, subs should be told to follow the plans that are written. Period. If there are questions/concerns, there should be another teacher for them to contact. Subs should not deviate from lesson plans unless there is a good reason for them to do so.

4. Treats (food, toys, etc). I know that some will disagree with me, but as a sub, I have never given any kind of treats. The best solution is to tell the subs, "No treats for students." On occasion, I will give a few extra minutes of recess or a few minutes of free time, but that's it.

5. This isn't usually a problem in middle schools (it's more of a high school problem), but I think there should be a clear policy that if a student is asked for his/her name, he/she must give it. As a sub, I'm tired of playing "guess the name." I don't have time for it. I'm sick and tired of students who will not identify themselves, or give a fake name.
Subs should be told that they have the right to ask a student for his/her correct name, and the student must give it. Failure to do so will result in a referral.

6. If the school or district has a standard referral form, make sure it is readily available for the sub. Make sure the form is designed so that it can be filled out quickly. There is nothing worse than filling out a lengthy form while having the rest of the class go crazy while my attention is diverted elsewhere. Make sure the subs know how to fill out these forms, and make sure they know when it is ok to send kids to the office.

 

[Dan]

One more thing. Some middle school teachers sell food, water, candy, etc. at the beginning of class. I hate this. I also worry that some money will turn up missing, and that I'll be blamed. PLEASE don't ask or expect subs to sell food or collect money.

 

[Sue2]

West Virginia's Online Course

Wutteok,

West Virginia has an excellent 18-hour on-line course that they use to certify substitute teachers. I took it even with a Batchelors in Education. It was an excellent refresher course. Canter's puts it out. It reviews Policies and Procedures; Being Fully Prepared (the things you need to know about getting notified, taking down the information, having a kit ready, etc.); Assuming the Duties of the Classroom Teacher; Class management strategies; Teaching strategies; Working with Children with Special Needs; Activites and Resources; Unique classroom behaviors (releasing kids from the classroom, child abuse, medications and drugs, first aid and injuries, weapons in school, internet access); Classroom Observation Procedures. You might want to go ahead and spend the $100.00 to take the course, and decide whether or not you'd like one that takes your state's laws and policies into consideration.

http://resa7.k12.wv.us/Training/Substitute Teacher Training.htm

Another thing our county demands is classroom observation: 2 hours in elmentary school, 2 hours of middle, and 2 hours in high school.

Might be something to look into. The course was excellent. I'm surprised your state doesn't insist on certification of substitutes. I'm certified to be a long term if need be. Because there are instances where a teacher is out for 2/3 months and a substitute has to take over.

Hope this helps.

Sue

 

[DiGood]

Thanks for the website Sue!

I was surprised to find out that we didn't need some sort of certification in Virginia. The classroom observation is a good idea too. I had thought of doing that on my own anyway but decided not to.


I am going to check into that course.

Thanks,

~Diane

 

[juliblue]

sub help

I agree about some subs not following the teacher plans. I am a full-time sub who feels it is her duty to follow the teachers plans and keep the class on track. Most of the time, nowadays,if the teacher calls in sick, they STILL have emailed the school w/plans for me from their home computers(which I find to be very helpful). One of my biggest complaints are along w/no school maps,bell schedules,etc. - the lack of phone numbers posted in the classes. I WISH that the schools would post above the phones-the sec. #, the office #,the library #, the nurse's#. I send kids out to find there is no one on campus that day(nurses). The teachers don't even know the reg. extentions in the schools because they rarely need to call. A phone list would be nice. And evacuation plans on the walls. Just little things we need to feel safe. I was lucky when I was waiting for my paperwork as a sub to go through, I emailed my son's high school and asked if any teachers there needed assistance. I was driving him there everyday anyway, I figured I could stay the whole school day and sit in on classes. I received responses from 3 different teachers. I helped in 4 periods of english,1 period of art(my major), and 1 period of ESL. All were very helpful to me to sit and see classroom management in action and witness 3 kinds of teaching. Now, I sub for these teachers. I felt at ease my first class walking in as a new sub. So,I created my own "workshop" for about three weeks as I volunteered. When I had a conflict-I just let them know. I felt very empowered as a sub with all that info under my belt! Schools are always happy to have volunteers, since they knew my hiring was eminent, they treated me as a fellow educator.And, the teachers acted as my references through the hiring process too! A definite perk! Subs should get some kind of training. Mine was self-motivated!- Juliblue
P.S. I hope that someone doesn't have a Batchelor's of Education- I hope they have a Bachelors of Education....
I hope that was JUST a typing error .....

 

[Connie Pike]

Past Elementary Teacher/ Substitute

I taught grade school for about 17 years and have substituted very little, but the times that I have , I found that the biggest frustrating thing for me was that I did not know the general management of the classroom ---which row goes first, do they stand in line for lunch, who does what as far as class duties, rules on speaking, and rules in general in the classroom. I found that not knowing these rules--generated a loss of control and the the students definitely can pick up on that. I would enjoy having the teacher write down the general rules of the classroom and the rules for lunchroom, and recess times. I am going to go back into substituting again with more plans on how to deal with these situations. . Thanks.

 

[Mrhdaisy0]

workshop ...

I would love to attend a workshop about classroom management and time-filler ideas.
I also think it would be a great idea to require ALL classroom teachers to provide a sub folder full of important information and teacher-preferred time-fillers.