Getting Through the Day
I have have had the opportunity to observe a number of teachers in their classrooms. One thing I notice is that some teachers spend a significant amount of the day correcting behavior. I remember going to a seminar for Special Education Teachers. One of the things they wanted us to practice was ignoring students who attempt to derail the lesson with outbursts and so forth. I am a firm believer in consequences and repercussions. I am also a firm believer in positive reinforcement and rewards.
I let the students know this and make it explicit as I can that the choice is up to them. At the same time, I am not a petty dictator, seeking to correct every little misstep a student makes. Teachers have choices to make too. One person does something wrong and the whole class has to miss out on a game or activity? That is not fair. The offensive student dealing with the consequences of their actions is fair. As a substitute teacher, you do have a responsibility to uphold the classroom rules and school culture. However, choose your battles carefully.
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen
Friday, May 30, 2014
Thursday, May 29, 2014
Importance of High Expectation
Teacher Expectations and Behavior
What do you expect as a substitute teacher from the students in the classroom you are assigned to when you walk through the door? I expect students to be respectful, prepared and to participate. I expect students to act their age. As a teacher, I seek to model the behavior I am seeking. I want to be respectful, prepare and proactively engaged in what I am doing. I do not want to present myself as unhappy with my job or them. I am therefore very explicit in my expectations of the students (who I consider my students while I am there). I expect the students to be accountable for their behavior and I am also accountable for my behavior as well.
Link to online article, Teacher Behavior Strategies: A Menu (Intervention Central, 2014):
http://www.interventioncentral.org/behavioral-interventions/challenging-students/teacher-behavioral-strategies-menu
What do you expect as a substitute teacher from the students in the classroom you are assigned to when you walk through the door? I expect students to be respectful, prepared and to participate. I expect students to act their age. As a teacher, I seek to model the behavior I am seeking. I want to be respectful, prepare and proactively engaged in what I am doing. I do not want to present myself as unhappy with my job or them. I am therefore very explicit in my expectations of the students (who I consider my students while I am there). I expect the students to be accountable for their behavior and I am also accountable for my behavior as well.
Link to online article, Teacher Behavior Strategies: A Menu (Intervention Central, 2014):
http://www.interventioncentral.org/behavioral-interventions/challenging-students/teacher-behavioral-strategies-menu
Wednesday, May 28, 2014
Preparing for the Interview
How to Prepare for the Interview
Congratulations! You are scheduled for the interview! You cleared the preliminary hurdles and now you are about to meet your prospective employer face to face. In some cases the preliminary steps may include submitting your paperwork and a telephone interview. Either way, you made it! Once you walk through the door you are 80% there, according to Woody Allen, who said, "80% of success is just showing up." So now what do you do?
Bring All of Your Paperwork
Save yourself an extra trip to personnel and bring the originals of all your clearances (FBI, State and Child Abuse) as well as your social security card and drivers license or state identification. Check out this link:
http://www.fit.edu/hr/documents/FAQ%20I9.pdf.
You will not be able to start working until you provide this information. I would recommend putting your original resume, teaching philosophy, teacher examination scores, teaching certificate, transcript(s), references, and clearances in a portfolio. It looks professional and it is a convenience way to keep your papers neat and clean. In my portfolio, I also include a lesson plan, and attachments. If I worked before and students give me thank you cards and etc., I include those items in the back of the portfolio.
Dress for Success
It is a good idea to have at least two interview outfits. Once business suit and one very nice business casual outfit. I wear the suit to the first interview and the business casual outfit to the second interview or training session. I make sure I am as neat as a pin and I wear light perfume or none at all. I usually wear lightly scented lotion. Some people are sensitive to smells and others are allergic to perfume. You do not want to unpleasantly distract your interviewer with what they think is a sickly sweet or pungent smell. Wear stylish, yet comfortable shoes that do not make a lot of noise when you walk. As a teacher, you would not be wearing high heels anyway. And, during your interview, you will probably have to walk around a lot to complete the orientation process.
The Interview
Hopefully, you have gotten a good night's sleep. You also need to a good breakfast that is low in sugar so you do not experience the sugar crash. You may have to answer questions like, What is your teaching style? What is your management style? Do you plan to use technology in the classroom? And, if you have taught before (even as a student teacher), have your ever lost control of a classroom? The answer to the last question must be "no," or you will loose the job. Trust me, when asked if you have ever lost control of a classroom, the answer must be NO! Here is a link to more teacher interview questions:
http://jobsearch.about.com/od/interviewquestionsanswers/a/teacherint.htm
Generally
You want to be cordial, pleasant and professional in your demeanor towards everyone you meet, including other candidates. You want to arrive early in case you get lost or there is traffic. If being late is unavoidable (vehicles breakdown and accidents happen), contact the prospective employer immediately. Bring water and a snack in case you are there for a while. Turn the ringer off on your phone so it does not interrupt the interview or orientation (which may occur on the same day). Before you walk through the door, take some smooth deep breaths, and relax. You have done your best -- look forward to success.
Congratulations! You are scheduled for the interview! You cleared the preliminary hurdles and now you are about to meet your prospective employer face to face. In some cases the preliminary steps may include submitting your paperwork and a telephone interview. Either way, you made it! Once you walk through the door you are 80% there, according to Woody Allen, who said, "80% of success is just showing up." So now what do you do?
Bring All of Your Paperwork
Save yourself an extra trip to personnel and bring the originals of all your clearances (FBI, State and Child Abuse) as well as your social security card and drivers license or state identification. Check out this link:
http://www.fit.edu/hr/documents/FAQ%20I9.pdf.
You will not be able to start working until you provide this information. I would recommend putting your original resume, teaching philosophy, teacher examination scores, teaching certificate, transcript(s), references, and clearances in a portfolio. It looks professional and it is a convenience way to keep your papers neat and clean. In my portfolio, I also include a lesson plan, and attachments. If I worked before and students give me thank you cards and etc., I include those items in the back of the portfolio.
Dress for Success
It is a good idea to have at least two interview outfits. Once business suit and one very nice business casual outfit. I wear the suit to the first interview and the business casual outfit to the second interview or training session. I make sure I am as neat as a pin and I wear light perfume or none at all. I usually wear lightly scented lotion. Some people are sensitive to smells and others are allergic to perfume. You do not want to unpleasantly distract your interviewer with what they think is a sickly sweet or pungent smell. Wear stylish, yet comfortable shoes that do not make a lot of noise when you walk. As a teacher, you would not be wearing high heels anyway. And, during your interview, you will probably have to walk around a lot to complete the orientation process.
The Interview
Hopefully, you have gotten a good night's sleep. You also need to a good breakfast that is low in sugar so you do not experience the sugar crash. You may have to answer questions like, What is your teaching style? What is your management style? Do you plan to use technology in the classroom? And, if you have taught before (even as a student teacher), have your ever lost control of a classroom? The answer to the last question must be "no," or you will loose the job. Trust me, when asked if you have ever lost control of a classroom, the answer must be NO! Here is a link to more teacher interview questions:
http://jobsearch.about.com/od/interviewquestionsanswers/a/teacherint.htm
Generally
You want to be cordial, pleasant and professional in your demeanor towards everyone you meet, including other candidates. You want to arrive early in case you get lost or there is traffic. If being late is unavoidable (vehicles breakdown and accidents happen), contact the prospective employer immediately. Bring water and a snack in case you are there for a while. Turn the ringer off on your phone so it does not interrupt the interview or orientation (which may occur on the same day). Before you walk through the door, take some smooth deep breaths, and relax. You have done your best -- look forward to success.
Tuesday, May 27, 2014
How to Apply for a Substitute Teaching Job
Preparing Your Documents
You need a one page teacher's resume. Recruiters and employers prefer a one page resume, because it saves time. It has to be well written and easy to read. Check for grammatical and spelling errors. There are a lot of free templates online, just Google "resume templates," and you will have lots of different versions to chose from. You will also need a cover letter and thank you letter. Again, use Google to find templates and examples and adjust them to your needs. Once you have your four docs ready (one page resume, teaching philosophy, cover and thank you letter), you are ready to begin your search.
Also, You will also need to know what clearances you need (they vary from state to state). In my state I needed, state, federal and child abuse clearances. These clearances are usually good for one year when applying for work. Some employers require that you submit the clearances as part of your application. So it is a good idea to start working on that immediately. A prospective employer may accept your proof that you have started the process and accept your application. They will not let you work, however, until your clearances are complete and submitted.
Choosing an Employer
You need to know what is your objective? Are you seeking a permanent job? Do you see substitute teaching as a means to of doing so? Or, are you looking for temporary work? If you want to work in your local school district, then that is where you should apply for a substitute teaching job. You should be seeking a long term assignment and build a relationship with the administration and staff, so they can get to know you, your work ethic and capabilities. If you chose to an agency as an employer, you will be exposed to school districts in the surrounding area of the agency's location. You will have the opportunity to work in multiple school districts (or charter schools) and more prospective employers, if that is your goal.
Logistics
I chose to apply to my local school district and an educational service. In time, I would decide which situation I liked the best. After a year and a half, I chose the educational service because I liked working in different places. You have to decide what is best for you. Consider transportation also. Do you have a car? Do you live close to public transportation. If you are using public transportation, you must prepare to chart your course carefully, especially if you are going to an area for the first time. For example, some suburban / rural locations do not have sidewalks and if you are not comfortable with that, you may not want to take that assignment. I use Google Maps to get a visual of what the school and surrounding area looks like. I find that really helpful. Also, you have to leave early in anticipation of traffic jams, inclimate weather or off schedule buses and trains.
More to come...
TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Middle-School-Grammar-Jeopardy-PowerPoint-Game-1209150
You need a one page teacher's resume. Recruiters and employers prefer a one page resume, because it saves time. It has to be well written and easy to read. Check for grammatical and spelling errors. There are a lot of free templates online, just Google "resume templates," and you will have lots of different versions to chose from. You will also need a cover letter and thank you letter. Again, use Google to find templates and examples and adjust them to your needs. Once you have your four docs ready (one page resume, teaching philosophy, cover and thank you letter), you are ready to begin your search.
Also, You will also need to know what clearances you need (they vary from state to state). In my state I needed, state, federal and child abuse clearances. These clearances are usually good for one year when applying for work. Some employers require that you submit the clearances as part of your application. So it is a good idea to start working on that immediately. A prospective employer may accept your proof that you have started the process and accept your application. They will not let you work, however, until your clearances are complete and submitted.
Choosing an Employer
You need to know what is your objective? Are you seeking a permanent job? Do you see substitute teaching as a means to of doing so? Or, are you looking for temporary work? If you want to work in your local school district, then that is where you should apply for a substitute teaching job. You should be seeking a long term assignment and build a relationship with the administration and staff, so they can get to know you, your work ethic and capabilities. If you chose to an agency as an employer, you will be exposed to school districts in the surrounding area of the agency's location. You will have the opportunity to work in multiple school districts (or charter schools) and more prospective employers, if that is your goal.
Logistics
I chose to apply to my local school district and an educational service. In time, I would decide which situation I liked the best. After a year and a half, I chose the educational service because I liked working in different places. You have to decide what is best for you. Consider transportation also. Do you have a car? Do you live close to public transportation. If you are using public transportation, you must prepare to chart your course carefully, especially if you are going to an area for the first time. For example, some suburban / rural locations do not have sidewalks and if you are not comfortable with that, you may not want to take that assignment. I use Google Maps to get a visual of what the school and surrounding area looks like. I find that really helpful. Also, you have to leave early in anticipation of traffic jams, inclimate weather or off schedule buses and trains.
More to come...
TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Middle-School-Grammar-Jeopardy-PowerPoint-Game-1209150
Monday, May 26, 2014
Developing Your Teaching Philosophy
When you are applying for a teaching job, your teaching philosophy must be included. I have written my teaching philosophy a number of times. As I gain more experience, my teaching philosophy has expanded, but not changed. I have four points in my teaching philosophy which I discuss:
- Why I teach. I think that this is the most important part of your teaching philosophy. What motivates you to teach. Do you enjoy it? Do you like children? Do you like learning? Do you learn anything as you teach? I teach because I love it and enjoy every aspect of it. It is what I do the best with the least amount of effort.
- My Teaching and Classroom Management Style. Teaching style and classroom management style are not the same thing. There is no ideal teaching style. I like the interactive approach, so I tend to lean towards Facilitator Model Teaching Style. I like to have students take age appropriate responsibility and collaboration also develops social skills. I model the behavior I want to see in my students. I have high control and high involvement in any class I teach.
- Motivation. I want students to be excited and look forward to being in my class. One sixth grade class decided to write a thank you note on my board. I loved it so much, I asked them to duplicate in on construction paper. They wrote "Thank You," because "We grow in here!!!" "Learned a lot!!!" "Thank you for being fun," "We enjoy your class." It was gratifying to know that my mission was accomplished.
- Obstacles Build Strength and Character. I have worked mostly in so called, "high risk schools," where students are prone to failure. I recognize that I cannot rescue students from their situation. I cannot rescue them from the struggle that is their everyday life. But, I can give them tools to help them learn self regulation, self control and guide them to the pathway of knowledge. I can model how to overcome obstacles as I overcome obstacles in my classroom daily. Education can help a student eventually rise above their circumstances.
"Education is the most powerful weapon which you can use to change the world."
-Nelson Mandela
Teachers have an awesome responsibility. Substitute teachers have the advantage of moving from place to place, planting seeds of knowledge, encouragement and motivation.
TeachersPayTeachers:
Sunday, May 25, 2014
The Power of Positive Reinforcement
I am a dual certified teacher with an undergraduate degree in Religion with Dual minors in Psychology and Theology. I have a Masters in Education with 40 graduate credits in Public Health. Perhaps not a big deal to some, but, quite an about-face for me, since I had no intention of going to college. Those who know my commitment to education may find it surprising that as a high schooler, I did not plan to go to college. I wanted to go to work. So I took business machines, typing, shorthand and medical terminology. I took and passed to regents exams that I did not study for. I did not take a third exam which would have qualified me for a regents diploma. So what happened? My 11th grade history teacher happened. It was the spring of my junior year. He wanted us to write an essay on the topic of our choice.
I chose to write about abortion. Off I went to one of my favorite haunts -- the library. I borrowed books on the pros and cons of abortion. I read up on the thoughts of right to life groups and individuals that thought a woman had a right to choose. Finally, I went to the local clinic to interview a gynecologist that performed abortions. I look and listened while he explained what dilation and suction, dilation and curettage, the methods he used to perform abortion. He did not talk about the late term abortions. But, I had already read about them, so I did not bother to ask. After he showed me around and patiently showed me the equipment and explained the procedures. We sat down to complete the interview.
I ask him how he felt about performing abortions. He did not think that there was anything morally wrong about performing abortion. He showed no emotion as he talked about end the lives of the many precious little persons who could have become major contributors to society, regardless of where they were born. I look at his deadpan expression and asked him one more question. "If your daughter became pregnant, would you let her have an abortion." This doctor who routinely performed abortions on young women of all ages in one of the poorest neighborhoods in New York City said, "No."
I had all I needed to complete my paper. I wrote about what I read, what the doctor showed me and what he said. In my conclusion, I said how I found it interesting that this doctor would not let his daughter have an abortion, but he performed them every day. After I submitted my paper, my history professor sat me down after class and said, "You should go to college." He went on the explain why he thought so. That simple statement from my teacher changed the course of my academic life. From that time on, I was on a mission to go to college. While it was too late to change my track, I made the decision to apply to colleges and although it was a long and challenging road, I did finish school. Who knows, I may even get a PhD one day!
As a teacher, you can make a difference in the life of a student. Perhaps like my history teacher, you may make one simple statement that plants a seed in the mind of a student that will germinate and grow and grow. Substitute teachers, whose assignments are obviously transient in nature, can still make a difference. Be positive. If a student is doing well, or shows potential in a particular area of study or ability, why not tell them? You may be the only positive voice that they hear that day. You never know. Do not underestimate the power of positive reinforcement.
TeachersPayTeachers - Positive Behavior Support (for a 3rd Grader) PowerPoint:
http://www.teacherspayteachers.com/Product/Positive-Behavior-RTI-A-Case-of-An-Amotivated-3rd-Grader-1253167
I chose to write about abortion. Off I went to one of my favorite haunts -- the library. I borrowed books on the pros and cons of abortion. I read up on the thoughts of right to life groups and individuals that thought a woman had a right to choose. Finally, I went to the local clinic to interview a gynecologist that performed abortions. I look and listened while he explained what dilation and suction, dilation and curettage, the methods he used to perform abortion. He did not talk about the late term abortions. But, I had already read about them, so I did not bother to ask. After he showed me around and patiently showed me the equipment and explained the procedures. We sat down to complete the interview.
I ask him how he felt about performing abortions. He did not think that there was anything morally wrong about performing abortion. He showed no emotion as he talked about end the lives of the many precious little persons who could have become major contributors to society, regardless of where they were born. I look at his deadpan expression and asked him one more question. "If your daughter became pregnant, would you let her have an abortion." This doctor who routinely performed abortions on young women of all ages in one of the poorest neighborhoods in New York City said, "No."
I had all I needed to complete my paper. I wrote about what I read, what the doctor showed me and what he said. In my conclusion, I said how I found it interesting that this doctor would not let his daughter have an abortion, but he performed them every day. After I submitted my paper, my history professor sat me down after class and said, "You should go to college." He went on the explain why he thought so. That simple statement from my teacher changed the course of my academic life. From that time on, I was on a mission to go to college. While it was too late to change my track, I made the decision to apply to colleges and although it was a long and challenging road, I did finish school. Who knows, I may even get a PhD one day!
As a teacher, you can make a difference in the life of a student. Perhaps like my history teacher, you may make one simple statement that plants a seed in the mind of a student that will germinate and grow and grow. Substitute teachers, whose assignments are obviously transient in nature, can still make a difference. Be positive. If a student is doing well, or shows potential in a particular area of study or ability, why not tell them? You may be the only positive voice that they hear that day. You never know. Do not underestimate the power of positive reinforcement.
TeachersPayTeachers - Positive Behavior Support (for a 3rd Grader) PowerPoint:
http://www.teacherspayteachers.com/Product/Positive-Behavior-RTI-A-Case-of-An-Amotivated-3rd-Grader-1253167
Friday, May 23, 2014
Using the Internet as a Resource
Using the Internet as an Educational Resource
As a substitute teacher, I may have to find an activity or visual quickly to enhance an existing lesson provided by the absentee teacher.The Internet highway has countless resources that teachers can use. There are many online web sites that has games, worksheets, lesson plans that teachers can use. One of my rules for preparation is that I do not "reinvent the wheel." In other words, if there is a resource that I can use online, whether it is a worksheet, lesson plan or PowerPoint, I use it. Educators and organizations are free sharing information for teacher use. Here are some examples:
101 Conversation Starters:
http://www.conversationstarters.com/101.htm
25 Best Web Sites for Teachers:
http://www.scholastic.com/teachers/article/25-best-websites-teachers
AAA Math:
http://www.aaamath.com/
Brain Pop (Social Studies):
http://www.brainpop.com/search/search.weml?keyword=Social%20Studies%20Games§ions=games
Fun Brain:
http://www.funbrain.com/
Busy Work Ideas:
http://www.av.qnet.com/~rsturgn/busywork.htm
Math Play:
http://www.math-play.com/
Pete's Power Point Station:
http://www.pppst.com/
Read Write Think:
http://www.readwritethink.org/
Science Games:
http://sciencegames.4you4free.com/
RubiStar (Create your own Rubrics):
http://rubistar.4teachers.org/
I have found these web sites by using Google. Why not do some "Googling" of your own and see what resources you come up with?
TeachersPayTeachers:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen
As a substitute teacher, I may have to find an activity or visual quickly to enhance an existing lesson provided by the absentee teacher.The Internet highway has countless resources that teachers can use. There are many online web sites that has games, worksheets, lesson plans that teachers can use. One of my rules for preparation is that I do not "reinvent the wheel." In other words, if there is a resource that I can use online, whether it is a worksheet, lesson plan or PowerPoint, I use it. Educators and organizations are free sharing information for teacher use. Here are some examples:
101 Conversation Starters:
http://www.conversationstarters.com/101.htm
25 Best Web Sites for Teachers:
http://www.scholastic.com/teachers/article/25-best-websites-teachers
AAA Math:
http://www.aaamath.com/
Brain Pop (Social Studies):
http://www.brainpop.com/search/search.weml?keyword=Social%20Studies%20Games§ions=games
Fun Brain:
http://www.funbrain.com/
Busy Work Ideas:
http://www.av.qnet.com/~rsturgn/busywork.htm
Math Play:
http://www.math-play.com/
Pete's Power Point Station:
http://www.pppst.com/
Read Write Think:
http://www.readwritethink.org/
Science Games:
http://sciencegames.4you4free.com/
RubiStar (Create your own Rubrics):
http://rubistar.4teachers.org/
I have found these web sites by using Google. Why not do some "Googling" of your own and see what resources you come up with?
TeachersPayTeachers:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen
Thursday, May 22, 2014
Don't Be a Bully
Some Teachers Engage in Bullying Behavior
This is sad but true. I have watched teacher purposely, humiliate, emasculate and denigrate students. I do not deny that there are students that constantly test, rebel, defy and even harass teachers and bully other students. Some students even bully other teachers as well as assault them. I have always thought that excess of aggression comes from a place of fear and insecurity. Then there are the gifted students who challenge students because they are hyper-intelligent. When in a room full of different personalities, many vying for your attention, some dealing with difficulties and home, some whose attitude derives from anxiety about their abilities, how does a teacher cope?
Communication
The general consensus is 93% of communication is nonverbal (body language and tone respectively). Your thoughts and feelings are reflected in your face and tone of voice. I endeavor to mind my tone of voice, facial expression and body language. I have had to square off with students bigger and taller than me. When I do, my body language is quietly confident and my tone is firm and calm. I choose my words carefully. I do not try to hide my annoyance from my students. I communicate my frustration, but I do it respectfully. I let them know I am human and I have bad days too. I let them know when I am having a bad day and I do not want to be messed with. This can only happen after developing a rapport and relationship with your students that is based on mutual respect and trust.
Modeling the Behavior You Want to See
As I reflected upon what kind of teacher I wanted to be, I realized it was in direct correlation to what kind of person I am. I am firstly, a Christian and the Bible is my guide and rule for behavior and attitude towards life and others. Interestingly, I have had students tell me they know I am a Christian. I am glad that I am able to communicate my beliefs without saying a word. I thank God that His light shines through me in spite of myself. I endeavor to be cordial, polite, respectful and under no circumstances do I want to strip a student of his or her dignity.
One of my former student's mother gave me a greeting card at the end of the year. She said that she could tell I was a Christian. She also talked about how they had a family meeting and how her and her husband talked to their teenage daughter about the importance of respecting authority. Her daughter said how it was so easy to respect me, because I show her and her peers respect. Therein lies the key -- do you want respect from your students?! Show them respect. That is not to say that we are equals -- I am an adult and teacher and they are minors and students. However, they deserve age appropriate respect. I let my students know that I expect them to act their age.
Age Appropriate Treatment and Expectations
I do not treat middle and high schoolers like kindergartners. I remember seeing a teacher having a male middle school sit on the floor as a form of a time out. I would not do that to a adolescent boy -- I think it is humiliating and emasculating. Teachers need make sure that students maintain their dignity even in the face of dealing with the consequences of the actions. I have high expectations of my students. I expect them to be the best they can be. When I mete out consequences, I do it calmly and respectfully. I rarely raise my voice at students and I do not speak disparagingly to them. When I do raise my voice, it is startling and shocking to them because it is so rare. As one administrator told me, "keep that in your back pocket."
Maintaining Control
Finally, I do not seek to be control of the students. I seek to be in control of myself -- and I give them choices to make. I do not vacillate with it comes to consequences. Inconsistency cause students to not take a teacher seriously. I seek to make the students accountable. For example, if a student has to leave the room, I have a sign out sheet. I have communicated the need for accountability without saying a word. As a substitute teacher, the students know that I am going to leave the sign out sheet for the teacher. So, students that take advantage will be addressed by the teacher as well.
In mixed ability classrooms, some students may have to go to the counselor, or a specialist. In that case, you can create a sheet that says where they are going and have them sign in upon returning to the classroom. I also have a shining star list. That is for students that were on task, following the classroom rules, and were helpful in some way. I make sure I use the existing reward system to encourage the students. I am big on positive reinforcement. At the end of the day, my goal is to have a pleasant and productive day at school. While there are tedious moments during the day (it is a part of life) learning should also be fun and adventurous!
TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Writable-Printable-Emergency-Substitute-Packet-for-Classroom-Teachers-1221328
This is sad but true. I have watched teacher purposely, humiliate, emasculate and denigrate students. I do not deny that there are students that constantly test, rebel, defy and even harass teachers and bully other students. Some students even bully other teachers as well as assault them. I have always thought that excess of aggression comes from a place of fear and insecurity. Then there are the gifted students who challenge students because they are hyper-intelligent. When in a room full of different personalities, many vying for your attention, some dealing with difficulties and home, some whose attitude derives from anxiety about their abilities, how does a teacher cope?
Communication
The general consensus is 93% of communication is nonverbal (body language and tone respectively). Your thoughts and feelings are reflected in your face and tone of voice. I endeavor to mind my tone of voice, facial expression and body language. I have had to square off with students bigger and taller than me. When I do, my body language is quietly confident and my tone is firm and calm. I choose my words carefully. I do not try to hide my annoyance from my students. I communicate my frustration, but I do it respectfully. I let them know I am human and I have bad days too. I let them know when I am having a bad day and I do not want to be messed with. This can only happen after developing a rapport and relationship with your students that is based on mutual respect and trust.
Modeling the Behavior You Want to See
As I reflected upon what kind of teacher I wanted to be, I realized it was in direct correlation to what kind of person I am. I am firstly, a Christian and the Bible is my guide and rule for behavior and attitude towards life and others. Interestingly, I have had students tell me they know I am a Christian. I am glad that I am able to communicate my beliefs without saying a word. I thank God that His light shines through me in spite of myself. I endeavor to be cordial, polite, respectful and under no circumstances do I want to strip a student of his or her dignity.
One of my former student's mother gave me a greeting card at the end of the year. She said that she could tell I was a Christian. She also talked about how they had a family meeting and how her and her husband talked to their teenage daughter about the importance of respecting authority. Her daughter said how it was so easy to respect me, because I show her and her peers respect. Therein lies the key -- do you want respect from your students?! Show them respect. That is not to say that we are equals -- I am an adult and teacher and they are minors and students. However, they deserve age appropriate respect. I let my students know that I expect them to act their age.
Age Appropriate Treatment and Expectations
I do not treat middle and high schoolers like kindergartners. I remember seeing a teacher having a male middle school sit on the floor as a form of a time out. I would not do that to a adolescent boy -- I think it is humiliating and emasculating. Teachers need make sure that students maintain their dignity even in the face of dealing with the consequences of the actions. I have high expectations of my students. I expect them to be the best they can be. When I mete out consequences, I do it calmly and respectfully. I rarely raise my voice at students and I do not speak disparagingly to them. When I do raise my voice, it is startling and shocking to them because it is so rare. As one administrator told me, "keep that in your back pocket."
Maintaining Control
Finally, I do not seek to be control of the students. I seek to be in control of myself -- and I give them choices to make. I do not vacillate with it comes to consequences. Inconsistency cause students to not take a teacher seriously. I seek to make the students accountable. For example, if a student has to leave the room, I have a sign out sheet. I have communicated the need for accountability without saying a word. As a substitute teacher, the students know that I am going to leave the sign out sheet for the teacher. So, students that take advantage will be addressed by the teacher as well.
In mixed ability classrooms, some students may have to go to the counselor, or a specialist. In that case, you can create a sheet that says where they are going and have them sign in upon returning to the classroom. I also have a shining star list. That is for students that were on task, following the classroom rules, and were helpful in some way. I make sure I use the existing reward system to encourage the students. I am big on positive reinforcement. At the end of the day, my goal is to have a pleasant and productive day at school. While there are tedious moments during the day (it is a part of life) learning should also be fun and adventurous!
TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Writable-Printable-Emergency-Substitute-Packet-for-Classroom-Teachers-1221328
Wednesday, May 21, 2014
The Substitute Teacher's Report
Wrapping it Up
Submitting a report of what happened in the classroom is very important. It may very well distinguish you from other substitute teachers. Once thing that frustrates teachers is returning to their classroom and not knowing where to pick up where the substitute teacher left off. Students will more often than not misrepresent what occurred. If you leave a detailed report of what happened, it clears up any questions or misconceptions that teacher could have about what you did.
I usually like to collect all of the student work in one pile with a detailed report on top. If the teacher uses bins to collect student work, I go through the bin and organize the work in reverse date order. I separate the student work in two categories, complete and incomplete. If I have the students do work on the computer, I include the name of the doc file in the report. Once I have sorted through the student work, and leave the teacher's desk the way I found it (or better).
The Sub Report
I start with a check list of the basics: attendance taken, lesson plans followed, work collected, work completed. Then I write a brief narrative of the day's activities. If I included an activity that is not in the lesson plan, I make a note of it. Any student behavior of concern, or exemplary students are also noted. I have emailed teachers on occasion if I have additional information to send. For example, once promised a class I would give their teacher a Class Rubric Score for small group work. I did this at home and emailed to it to the teacher. The teacher was happy to receive this formative assessment. Teachers appreciate grades and/or assessments of any kind because it is such a time consuming process.
Remember to wrap up your day with a report:
http://www.teacherspayteachers.com/Product/Writable-Printable-Emergency-Substitute-Packet-for-Classroom-Teachers-1221328
Submitting a report of what happened in the classroom is very important. It may very well distinguish you from other substitute teachers. Once thing that frustrates teachers is returning to their classroom and not knowing where to pick up where the substitute teacher left off. Students will more often than not misrepresent what occurred. If you leave a detailed report of what happened, it clears up any questions or misconceptions that teacher could have about what you did.
I usually like to collect all of the student work in one pile with a detailed report on top. If the teacher uses bins to collect student work, I go through the bin and organize the work in reverse date order. I separate the student work in two categories, complete and incomplete. If I have the students do work on the computer, I include the name of the doc file in the report. Once I have sorted through the student work, and leave the teacher's desk the way I found it (or better).
The Sub Report
I start with a check list of the basics: attendance taken, lesson plans followed, work collected, work completed. Then I write a brief narrative of the day's activities. If I included an activity that is not in the lesson plan, I make a note of it. Any student behavior of concern, or exemplary students are also noted. I have emailed teachers on occasion if I have additional information to send. For example, once promised a class I would give their teacher a Class Rubric Score for small group work. I did this at home and emailed to it to the teacher. The teacher was happy to receive this formative assessment. Teachers appreciate grades and/or assessments of any kind because it is such a time consuming process.
Remember to wrap up your day with a report:
http://www.teacherspayteachers.com/Product/Writable-Printable-Emergency-Substitute-Packet-for-Classroom-Teachers-1221328
Tuesday, May 20, 2014
A Teacher is a Personality
Is there such a thing as a "Teacher Personality?"
My former professor thought so. As an teaching intern, Joseph Heron was my instructor and supervisor. He was close to retirement -- I love working with and learning from seasoned teachers, they have so much to offer. I am glad I had a chance to be under his tutelage before he retired. I miss him, he was wise, thoughtful and possessed a quiet authority. During one of the sessions, he said, "a teacher is a personality." Interestingly, he choice not to elaborate. Instead, he allowed us to discover what that meant for ourselves. I decided to do some research on the qualities of a good teacher.
One educator described a good teacher as being passionate, patient, cooperative, authoritative and create. I would extend this by also including compassionate, curious, observant, and caring. In addition, I think a teacher must possess emotional and social maturity or at least have the latent potential to develop that same. Strong organizational and self regulatory skills should be added to the list. Teachers have above average IQs, according to the professional journal articles I read.
As an instructor, a teacher must be able to hold their students attention. I teacher needs to study and understand their students developmental stage and personality. A teacher needs to have an awareness of their students learning styles and deficiency. I teacher needs to know where their students buttons are, and make the choice not to push them. This can be a temptation that some teachers find hard to resist. It is a form of revenge upon a student who has time and time again derailed the classroom. But, instead of being revengeful, why not find out why the student is seeking to avoid the instruction and address it? A student's cry for help should not be responded to with a revengeful act of humiliation or ostracization.
As I reflect on my personality and the personalities of other teachers that I have observed, I agree with my professor. Substitute teachers are challenged upon entering the classroom. Substitute teachers must be quick studies and highly intuitive, because if it is a one day assignment, one must quickly assess the classroom climate and abilities of the students. I usually start the day with a silky-steely firmness, that I may or may not soften, depending on the behavioral dynamics of the class I am supervising. I am at present on an assignment that may last until the end of the year. This past week, I have been quiet and the students and I observe each other. They are deciding if I am safe or unsafe as an adult and teacher. By day two, most students seem to respect my quiet authority. I do not issue threats and make no remarks about behavior.
More to come...
Social Studies section on TeachersPayTeachers page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen/Category/Social-Studies
My former professor thought so. As an teaching intern, Joseph Heron was my instructor and supervisor. He was close to retirement -- I love working with and learning from seasoned teachers, they have so much to offer. I am glad I had a chance to be under his tutelage before he retired. I miss him, he was wise, thoughtful and possessed a quiet authority. During one of the sessions, he said, "a teacher is a personality." Interestingly, he choice not to elaborate. Instead, he allowed us to discover what that meant for ourselves. I decided to do some research on the qualities of a good teacher.
One educator described a good teacher as being passionate, patient, cooperative, authoritative and create. I would extend this by also including compassionate, curious, observant, and caring. In addition, I think a teacher must possess emotional and social maturity or at least have the latent potential to develop that same. Strong organizational and self regulatory skills should be added to the list. Teachers have above average IQs, according to the professional journal articles I read.
As an instructor, a teacher must be able to hold their students attention. I teacher needs to study and understand their students developmental stage and personality. A teacher needs to have an awareness of their students learning styles and deficiency. I teacher needs to know where their students buttons are, and make the choice not to push them. This can be a temptation that some teachers find hard to resist. It is a form of revenge upon a student who has time and time again derailed the classroom. But, instead of being revengeful, why not find out why the student is seeking to avoid the instruction and address it? A student's cry for help should not be responded to with a revengeful act of humiliation or ostracization.
As I reflect on my personality and the personalities of other teachers that I have observed, I agree with my professor. Substitute teachers are challenged upon entering the classroom. Substitute teachers must be quick studies and highly intuitive, because if it is a one day assignment, one must quickly assess the classroom climate and abilities of the students. I usually start the day with a silky-steely firmness, that I may or may not soften, depending on the behavioral dynamics of the class I am supervising. I am at present on an assignment that may last until the end of the year. This past week, I have been quiet and the students and I observe each other. They are deciding if I am safe or unsafe as an adult and teacher. By day two, most students seem to respect my quiet authority. I do not issue threats and make no remarks about behavior.
More to come...
Social Studies section on TeachersPayTeachers page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen/Category/Social-Studies
Monday, May 19, 2014
Proactive or Reactive?
Proactive or Reactive? Your Choice.
Sometimes I wonder what we are thinking as teachers. I have sat in classes where teachers spend more time redirecting and correcting behavior than teaching the lesson. This is especially true sometimes of teachers dealing with early childhood and special needs students. It is such a time waster and becomes a source of agitation to the teacher, students who are on task and even the offender. When a teacher is constantly focused on negative behavior it hurts more than it helps. The targeted student just becomes more agitated and either rebels or intensives the negative behavior to get more negative attention. I remember attending a seminar, where the facilitator talked about how to avoid this trap.
Proactive Choices in Dealing with Undesired Behavior
The teacher needs to determine why the student is engaged in the behavior. Sometimes it is anxiety because of lack of confidence in their ability to do the task. They seek to escape the task by avoidance. A student may be defiant, or refuse to work, put their head down on the desk, or have an emotional outburst. Extinction is an approach that can be used to deal with undesired behavior. If a student is in the habit of disrupting the class to get a attention. Ignoring the student is one way to maintain control of the lesson. Generally, undesired behavior should be viewed with disinterest and not annoyance. Also, consistently giving negative consequences as a result of the undesirable behavior makes this more effective. It is important to be consistent.
Choosing to remain calm and in control is also a key. Positive reinforcement for desired behavior shows that student what they must do to get the teacher's attention and affirmation versus negative attention. Instead of embarrassing the student a teacher can plan an intervention. Small groups with peer mentoring is very helpful, especially if a code of conduct is explicit and enforced. Conducting a survey is also helpful, it gives a student a chance to communicate their needs discretely. Under no circumstances should a teacher embarrass or humiliate a student, making him or her feel inadequate. Our job as teachers is to find creative ways for everyone to learn. If a teacher fails to plan, a teacher plans to fail.
Link to Teachers Pay Teachers Page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen
Sometimes I wonder what we are thinking as teachers. I have sat in classes where teachers spend more time redirecting and correcting behavior than teaching the lesson. This is especially true sometimes of teachers dealing with early childhood and special needs students. It is such a time waster and becomes a source of agitation to the teacher, students who are on task and even the offender. When a teacher is constantly focused on negative behavior it hurts more than it helps. The targeted student just becomes more agitated and either rebels or intensives the negative behavior to get more negative attention. I remember attending a seminar, where the facilitator talked about how to avoid this trap.
Proactive Choices in Dealing with Undesired Behavior
The teacher needs to determine why the student is engaged in the behavior. Sometimes it is anxiety because of lack of confidence in their ability to do the task. They seek to escape the task by avoidance. A student may be defiant, or refuse to work, put their head down on the desk, or have an emotional outburst. Extinction is an approach that can be used to deal with undesired behavior. If a student is in the habit of disrupting the class to get a attention. Ignoring the student is one way to maintain control of the lesson. Generally, undesired behavior should be viewed with disinterest and not annoyance. Also, consistently giving negative consequences as a result of the undesirable behavior makes this more effective. It is important to be consistent.
Choosing to remain calm and in control is also a key. Positive reinforcement for desired behavior shows that student what they must do to get the teacher's attention and affirmation versus negative attention. Instead of embarrassing the student a teacher can plan an intervention. Small groups with peer mentoring is very helpful, especially if a code of conduct is explicit and enforced. Conducting a survey is also helpful, it gives a student a chance to communicate their needs discretely. Under no circumstances should a teacher embarrass or humiliate a student, making him or her feel inadequate. Our job as teachers is to find creative ways for everyone to learn. If a teacher fails to plan, a teacher plans to fail.
Link to Teachers Pay Teachers Page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen
Sunday, May 18, 2014
More About Professionalism
Record Keeping
I track my assignments worked including the name of the school, name of the teacher, grade and subject. I also make notes about the student population, administration and other teachers. I also consult with teachers and staff who give me an idea of what the student body is like. I make notes about my preferred grades to supervise at a given school. Also, I note if the administration is supportive, the teachers congenial and helpful or vise versa. I have worked at places where teachers were not very nice to subs. But, as I returned to the school and proved myself, the attitudes changed. I have also worked at schools where the principal offered little or no support.
This becomes a critical issue for lengthy assignments. In one instance I found myself constantly chasing down the administration and lead teacher in search of the rudimentary materials needed to set up a room in preparation for the school. year. Needless to say, I resolved not to return to that school. The administration did not follow up on anything and in addition misdirected me concerning critical issues. I resolve that as a substitute teacher, I do not have to deal with such situations, because there are too many other opportunities, so I move on quickly.
I am glad that I have learned this important lesson, because now I am zeroing in on assignments at places where the staff are professional, supportive and administration acts quickly and decisively in dealing with situations. They are readily available and supportive when it comes to answering questions. These are the places were I want to work. Keeping accurate records help me when it is time to decide where and when I want to work. I also update my records on a regular basis. I At the beginning of each school year, I review my notes from the previous year.
Communication
I have mentioned reporting before, it is worth repeating. Leaving a detailed report of what happen can distinguish you from other substitute teachers. A teacher appreciates a detailed description of what occurred, behaviors of concern and a compilation of student work. The teachers need to know if lessons were completed or not. They need to know if a given student was misbehaving and which students were helpful or exemplary. They need to return to a room that is as orderly as it was found if not more so. It is also important to be prepared to report to the administrator if you are working as an extra help teacher. If you are on a long term assignment, communication is key. Being explicit and upfront about what you can and cannot do is important. Reporting to your agency is also critical, as well as following their rules about canceling bookings and availability.
Attendance
You do not want to be put on warning because of no shows and call outs, leaving an assignment open that cannot be filled. It makes the agency look bad, and it can cause you to loose your job with the agency. Temporary workers are expected to be exemplary professionals, even more than permanent full time teachers. Agency workers must constantly prove themselves each time they go to an assignment.
A substitute teacher that works for an agency is not just representing himself or herself, they are representing the agency. So no shows are a no no! I have cancelled job bookings weeks in advance. If you think you will not be able to make it to an assignment, let your agency know as soon as possible.
Link to Free Products on TeachersPayTeachers Page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen/Price-Range/Free
I track my assignments worked including the name of the school, name of the teacher, grade and subject. I also make notes about the student population, administration and other teachers. I also consult with teachers and staff who give me an idea of what the student body is like. I make notes about my preferred grades to supervise at a given school. Also, I note if the administration is supportive, the teachers congenial and helpful or vise versa. I have worked at places where teachers were not very nice to subs. But, as I returned to the school and proved myself, the attitudes changed. I have also worked at schools where the principal offered little or no support.
This becomes a critical issue for lengthy assignments. In one instance I found myself constantly chasing down the administration and lead teacher in search of the rudimentary materials needed to set up a room in preparation for the school. year. Needless to say, I resolved not to return to that school. The administration did not follow up on anything and in addition misdirected me concerning critical issues. I resolve that as a substitute teacher, I do not have to deal with such situations, because there are too many other opportunities, so I move on quickly.
I am glad that I have learned this important lesson, because now I am zeroing in on assignments at places where the staff are professional, supportive and administration acts quickly and decisively in dealing with situations. They are readily available and supportive when it comes to answering questions. These are the places were I want to work. Keeping accurate records help me when it is time to decide where and when I want to work. I also update my records on a regular basis. I At the beginning of each school year, I review my notes from the previous year.
Communication
I have mentioned reporting before, it is worth repeating. Leaving a detailed report of what happen can distinguish you from other substitute teachers. A teacher appreciates a detailed description of what occurred, behaviors of concern and a compilation of student work. The teachers need to know if lessons were completed or not. They need to know if a given student was misbehaving and which students were helpful or exemplary. They need to return to a room that is as orderly as it was found if not more so. It is also important to be prepared to report to the administrator if you are working as an extra help teacher. If you are on a long term assignment, communication is key. Being explicit and upfront about what you can and cannot do is important. Reporting to your agency is also critical, as well as following their rules about canceling bookings and availability.
Attendance
You do not want to be put on warning because of no shows and call outs, leaving an assignment open that cannot be filled. It makes the agency look bad, and it can cause you to loose your job with the agency. Temporary workers are expected to be exemplary professionals, even more than permanent full time teachers. Agency workers must constantly prove themselves each time they go to an assignment.
A substitute teacher that works for an agency is not just representing himself or herself, they are representing the agency. So no shows are a no no! I have cancelled job bookings weeks in advance. If you think you will not be able to make it to an assignment, let your agency know as soon as possible.
Link to Free Products on TeachersPayTeachers Page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen/Price-Range/Free
Friday, May 16, 2014
Powers of Observation
Keeping Your Eyes Open is Essential
It is important for a teacher to have exemplary powers of observation. Substitute teachers more so, because you are entering unfamiliar territory. My rule is not to turn my back on the students for the first part of the day, which is why I have my name card and directions preprinted taped up before the students arrive. So at the beginning of the day, if I need something written on the board, I ask a student to help! As the day wears on and I get to know the students I am still careful. Generally, you should not turn your back on the class for more than a few seconds.
Your peripheral vision is really important and you must also listen and your head should be turning if you have the slightest suspicion something is amiss. You must be prepared to address behavior immediately and anticipate the escalation of a situation so you can squash it. Your want to give the students the impression that you have eyes in the back of your head. This makes them a little more careful about their choices. I have disarmed students many times by talking to one student and in mid sentence, whip my head around, give the offense student a "teacher look" (cold stare) or verbal redirection and then continue with my comment or query with the student I will initially speaking to. Psychological warfare is essential for substitute teacher survival.
Link to TPT page:
http://www.teacherspayteachers.com/Product/Classroom-Rules-and-Procedures-with-PEC-1064236
It is important for a teacher to have exemplary powers of observation. Substitute teachers more so, because you are entering unfamiliar territory. My rule is not to turn my back on the students for the first part of the day, which is why I have my name card and directions preprinted taped up before the students arrive. So at the beginning of the day, if I need something written on the board, I ask a student to help! As the day wears on and I get to know the students I am still careful. Generally, you should not turn your back on the class for more than a few seconds.
Your peripheral vision is really important and you must also listen and your head should be turning if you have the slightest suspicion something is amiss. You must be prepared to address behavior immediately and anticipate the escalation of a situation so you can squash it. Your want to give the students the impression that you have eyes in the back of your head. This makes them a little more careful about their choices. I have disarmed students many times by talking to one student and in mid sentence, whip my head around, give the offense student a "teacher look" (cold stare) or verbal redirection and then continue with my comment or query with the student I will initially speaking to. Psychological warfare is essential for substitute teacher survival.
Link to TPT page:
http://www.teacherspayteachers.com/Product/Classroom-Rules-and-Procedures-with-PEC-1064236
Thursday, May 15, 2014
My Substitute Binder: An Important Part of My Tool Kit
An Important Part of My Tool Kit
I remember entering the class of a super-organized teacher. She'd seen me around and had a negative attitude towards me, probably because I was a "sub." However, the day came when I had to cover her class. I entered the room and open my brief case, took out my name tag and binder. Immediately, her attitude changed. "I see you are prepared," she said and I saw her visibly relax. At the end of the day, when I left the room neat with all the materials collated with a report, her attitude changed. From that point on, she was happy to have me cover her class and treated me with the respect I deserved.
My substitute binder is an important part of my tool kit. It is small and neat and has my name and Google telephone number on it (will explain Google number later). I do not want my toolkit to be to heavy or bulky. If it does not fit in my briefcase, it does not go. Okay, back to the topic at hand. My 10 tab binder is where I put forms, ideas and plans that I think I will need for the day. The 10 tabs are labelled as follows:
I remember entering the class of a super-organized teacher. She'd seen me around and had a negative attitude towards me, probably because I was a "sub." However, the day came when I had to cover her class. I entered the room and open my brief case, took out my name tag and binder. Immediately, her attitude changed. "I see you are prepared," she said and I saw her visibly relax. At the end of the day, when I left the room neat with all the materials collated with a report, her attitude changed. From that point on, she was happy to have me cover her class and treated me with the respect I deserved.
My substitute binder is an important part of my tool kit. It is small and neat and has my name and Google telephone number on it (will explain Google number later). I do not want my toolkit to be to heavy or bulky. If it does not fit in my briefcase, it does not go. Okay, back to the topic at hand. My 10 tab binder is where I put forms, ideas and plans that I think I will need for the day. The 10 tabs are labelled as follows:
- Activities (classroom activity ideas)
- Assessment (Rubrics)
- Behavior (essays, worksheets and data recording of student behavior)
- Chart (seating charts)
- Gen'l (emergency lesson plan ideas, differentiated instruction, articles on thinking question development)
- Math (instruction techniques and ideas)
- Reading (same as above)
- Science (same)
- Social Studies (same)
- Printables
There's More
I also have my 8.5 x 11 name tag to put on the board or on the front of the desk and other cards with instructions and directions. This is because (as I said before) I do not like starting the day by turning my back to students writing on the board. And finally, I have my FAQ from my educational service for which I work for quick reference. I check my binder and update it regularly. I add and take away items as needed as part of preparation for an assignment. For example, I am going to add a self assessment for a class I am supervising over the next few days.
Link to TPT Page:
Wednesday, May 14, 2014
Professionalism
Dress for Success
I have worked at schools were almost every teacher I saw had a pair of blue jeans on. While I can understand why one would want to wear blue jeans, as a substitute teacher I do not have that luxury. I do not think that I would wear blue jeans even if I were permanently assigned to a school. In my graduate training, my school stressed that a teacher must dress professionally in business casual attire. My employer, an educational service, also requires that their teachers dress in business casual attire.
When I went for my interview for my first teaching job, I went in my "interview suit." It is a two piece, black pinstripe suite, which I wear with black medium heels and a white shirt. I also make sure my follow up outfit (business casual) is just as nicely put together. When I go to an assignment at a school that I am reporting to for the first time, I also put my best foot forward. I make sure that my appearance is neat and well put together. I wear comfortable shoes to be sure, but, good quality shoes that do not look worn out. I do not want my students for the day to see a drab looking washed out lady. I endeavor to look fresh and ready to go (even if I do not feel like it).
Be Professional
I follow the guidelines of my employers. If there is a question, I also contact my employer, the agency I work for. I do not ask the school administration anything about their expectations, because I must meet the expectations of my agency. My employer expects me to be ultra professional (which is the usual expectation for all types of temporary workers). If I meet their expectations and follow their guidelines, I will have no problems with the expectation of the school were I am working, because their expectations will be exceeded, which I am sure is the point.
In closing, when preparing for work I:
I have worked at schools were almost every teacher I saw had a pair of blue jeans on. While I can understand why one would want to wear blue jeans, as a substitute teacher I do not have that luxury. I do not think that I would wear blue jeans even if I were permanently assigned to a school. In my graduate training, my school stressed that a teacher must dress professionally in business casual attire. My employer, an educational service, also requires that their teachers dress in business casual attire.
When I went for my interview for my first teaching job, I went in my "interview suit." It is a two piece, black pinstripe suite, which I wear with black medium heels and a white shirt. I also make sure my follow up outfit (business casual) is just as nicely put together. When I go to an assignment at a school that I am reporting to for the first time, I also put my best foot forward. I make sure that my appearance is neat and well put together. I wear comfortable shoes to be sure, but, good quality shoes that do not look worn out. I do not want my students for the day to see a drab looking washed out lady. I endeavor to look fresh and ready to go (even if I do not feel like it).
Be Professional
I follow the guidelines of my employers. If there is a question, I also contact my employer, the agency I work for. I do not ask the school administration anything about their expectations, because I must meet the expectations of my agency. My employer expects me to be ultra professional (which is the usual expectation for all types of temporary workers). If I meet their expectations and follow their guidelines, I will have no problems with the expectation of the school were I am working, because their expectations will be exceeded, which I am sure is the point.
In closing, when preparing for work I:
- Make my travel plans the day before
- Lay out my clothing the day before
- Prepare lunch the night before
- Bring my tool kit (in my valise)
- Use Google map or my GPS for directions
- Make sure I have the name/address of the school, name of the teacher and job number
- Do not use perfume or hand sanitizer at work (some students may have allergies
- Check in at the office when I arrive
- Get telephone number to the office if I am in the room alone
- Straighten up the room (without re-arranging it) and leave a written report
- Check out by going to the office before I leave
- Make a note in my daily log with a rating of school for future reference
Link to Emergency Substitute Packet:
Tuesday, May 13, 2014
Differentiated Instructional Techniques
What is Differentiated Instruction?
Everyone does not learn the same. People generally have a dominant learning style and a secondary learning style usually. As teachers we tend to teach in our preferred learning style. This makes sense because you process information based on your learning style. However, when you have a classroom full of students, if you just use one approach, it will pose a challenge for some of your students. Therefore as instructors, we have to extend our thinking to include all of the learning styles in our lesson planning. VATK learning is a student centered approach I keep when lesson planning or supplementing a classroom teacher's lesson plans.
What is VATK?
Visual, Audio, Tactile and Kinesthetic (VATK). In lesson planning, during the course of the introduction, engagement or closing activities, these sensory modalities should be considered. For example, in a PointPoint Presentation, you view the images (visual), read the text (visual/audio). If you want to include Kinesthetic and Tactile learners, you can include movement (have student act out the words or associate movement with the words), and tactile imagery (soft, hard, smell, taste).
What is Cooperative Learning?
Cooperative learning gives students an opportunity to learn and be social at the same time. It is a win win! It is advisable to have a participation or group work rubric, so that the students are aware of the behavioral expectations. I have had students score each other using the rubric. I have found that students are fairly accurate in their assessment of each other. It also intensifies the focus. Once the rules of engagement are in place, and explicit instructions are given, I circle the room and check students' progress.
Link to participation rubric:
https://www.winthrop.edu/uploadedFiles/cvpa/THEATREDANCE/library/pdfs/Assessment_Databank/theatre/THRA121ParticipationRubric.pdf
Link to TPT Page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen
Everyone does not learn the same. People generally have a dominant learning style and a secondary learning style usually. As teachers we tend to teach in our preferred learning style. This makes sense because you process information based on your learning style. However, when you have a classroom full of students, if you just use one approach, it will pose a challenge for some of your students. Therefore as instructors, we have to extend our thinking to include all of the learning styles in our lesson planning. VATK learning is a student centered approach I keep when lesson planning or supplementing a classroom teacher's lesson plans.
What is VATK?
Visual, Audio, Tactile and Kinesthetic (VATK). In lesson planning, during the course of the introduction, engagement or closing activities, these sensory modalities should be considered. For example, in a PointPoint Presentation, you view the images (visual), read the text (visual/audio). If you want to include Kinesthetic and Tactile learners, you can include movement (have student act out the words or associate movement with the words), and tactile imagery (soft, hard, smell, taste).
What is Cooperative Learning?
Cooperative learning gives students an opportunity to learn and be social at the same time. It is a win win! It is advisable to have a participation or group work rubric, so that the students are aware of the behavioral expectations. I have had students score each other using the rubric. I have found that students are fairly accurate in their assessment of each other. It also intensifies the focus. Once the rules of engagement are in place, and explicit instructions are given, I circle the room and check students' progress.
Link to participation rubric:
https://www.winthrop.edu/uploadedFiles/cvpa/THEATREDANCE/library/pdfs/Assessment_Databank/theatre/THRA121ParticipationRubric.pdf
Link to TPT Page:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen
Sunday, May 11, 2014
The Hidden Curriculum
The Importance of Social Curriculum
In First Grade Social Studies, the hidden curriculum is alluded to through a lesson on Community. It starts broadly and narrows down to the classroom as a community. While that is great, that sense of community must be emphasized every year through high school. There must be a code of behavior and expectations that must be explicitly stated. Posting a few classroom rules is not enough. There needs to be a meaningful discussion and dialogue about classroom community. How should teachers relate to other teachers? How should students relate to teachers? How should teachers relate to students? How should students relate to students?
Cultivating a Safe Environment
If a teacher is emotionally immature, than he or she will not be able to cultivate a safe atmosphere for the students. If bullying, condescension, and insulting behavior is coming from the teacher, than what will the students do to each other? I remember I was in a third grade classroom where students were take part aversive conditioning of their peers. The teacher allowed it because she thought it made for good classroom management. However, I do not think that any student should be in charge of meting out consequences to their fellow students.
I do not think that a punitive approach works. I think positive reinforcement works. I think that choices works. I was in a Special Education classroom and a student continuously acted out in class. One day, he tossed the contents inside his desk on the floor during one of his many tantrums. I approached him and calmly directed him to pick up the items and put them back in his desk. One of my favorite phrases for an off task student is, "whenever you're ready." I usually walk away after that to give the student a chance to calm down and think. I do not like towering over a student (I am 5' 9") because goal is not to intimidate.
Positive Reinforcement Works
In the case of this student, I started to compliment him on the things that he did correctly. He was frustrated because he was well aware of his deficiencies and felt embarrassed. As I encouraged him, he tried harder, and as he tried harder, he improved and as he improved, he received more compliments and praise. By the end of the semester, his tantrums ceased. He became one of the most cooperative and hard working students in the class. I could have attempted to embarrass and shame him into submission. However, that method clearly does not work. I think a teacher should want a student to have dignity and self respect. I think it is a right, like a right to breathe. It is not something to be earned. If that were the case, teachers would be in trouble, because it would mean that students can be disrespectful to us in the outset until we prove ourselves worthy.
Link to Social Curriculum lesson:
http://www.teacherspayteachers.com/Product/Social-Studies-Civics-Social-Curriculum-1064289
In First Grade Social Studies, the hidden curriculum is alluded to through a lesson on Community. It starts broadly and narrows down to the classroom as a community. While that is great, that sense of community must be emphasized every year through high school. There must be a code of behavior and expectations that must be explicitly stated. Posting a few classroom rules is not enough. There needs to be a meaningful discussion and dialogue about classroom community. How should teachers relate to other teachers? How should students relate to teachers? How should teachers relate to students? How should students relate to students?
Cultivating a Safe Environment
If a teacher is emotionally immature, than he or she will not be able to cultivate a safe atmosphere for the students. If bullying, condescension, and insulting behavior is coming from the teacher, than what will the students do to each other? I remember I was in a third grade classroom where students were take part aversive conditioning of their peers. The teacher allowed it because she thought it made for good classroom management. However, I do not think that any student should be in charge of meting out consequences to their fellow students.
I do not think that a punitive approach works. I think positive reinforcement works. I think that choices works. I was in a Special Education classroom and a student continuously acted out in class. One day, he tossed the contents inside his desk on the floor during one of his many tantrums. I approached him and calmly directed him to pick up the items and put them back in his desk. One of my favorite phrases for an off task student is, "whenever you're ready." I usually walk away after that to give the student a chance to calm down and think. I do not like towering over a student (I am 5' 9") because goal is not to intimidate.
Positive Reinforcement Works
In the case of this student, I started to compliment him on the things that he did correctly. He was frustrated because he was well aware of his deficiencies and felt embarrassed. As I encouraged him, he tried harder, and as he tried harder, he improved and as he improved, he received more compliments and praise. By the end of the semester, his tantrums ceased. He became one of the most cooperative and hard working students in the class. I could have attempted to embarrass and shame him into submission. However, that method clearly does not work. I think a teacher should want a student to have dignity and self respect. I think it is a right, like a right to breathe. It is not something to be earned. If that were the case, teachers would be in trouble, because it would mean that students can be disrespectful to us in the outset until we prove ourselves worthy.
Link to Social Curriculum lesson:
http://www.teacherspayteachers.com/Product/Social-Studies-Civics-Social-Curriculum-1064289
Behavioral Expectations
Set Your Face Like Flint
I tend to wear a serious face when I first enter a classroom. I do not think it is an unpleasant expression that I am wearing though. My goal is to stay calm and collected. As the day wears on, depending on the personalities in the room, I may smile before the day is over. I have a job to do, and that is my primary focus. The first few minutes will determine how my day goes. The students are watching me like a hawk, because they want to know how the day is going to go. I am not a bully. I model the behavior that I expect to see in the students, respect for self, respect for others, and respect for the rules.
Behavioral Expectations
I make my behavioral expectations pretty clear immediately. I have my name on a 8.5 x 11 sign. If the teacher has a management system that is clearly defined, I use it. Otherwise, I use my own management system. I have my introductory PowerPoint with my behavior rubric, if there is a project or Smart Board. Otherwise, I have my signs ready with my rewards and consequences. I have my sign out sheet for students that want to leave the room. The sign out sheet is a non-threatening way to create accountability. I let the students know that I will leave leave the sign in sheet along with a detailed report for the teacher when he or she returns.
I made up the signs as part of my substitute tool kit. I do not like turning my back to the students for more than a few seconds. Having the signs ready made with information I want to share with the students immediately means I do not have my back turned to a large group of strangers. It avoids students having the opportunity to engage in mischief behind my back.
Following the Rules
I follow the rules of my educational agency, which stresses being professional, not making physical contact, making comments about student appearance or being alone with a student in a private space. If a student wants to come into the room during lunch period for example, I ask who else is coming. I make it clear that they should bring someone to keep them company, so that I am not alone with them. If there is an indoor dismissal in the classroom and there is one student left, I am walking towards the door as a signal that it is time to go to the office. I cannot go wrong if I follow the rules.
Link to Civics and Social Studies Lessons:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen/Category/Social-Studies
I tend to wear a serious face when I first enter a classroom. I do not think it is an unpleasant expression that I am wearing though. My goal is to stay calm and collected. As the day wears on, depending on the personalities in the room, I may smile before the day is over. I have a job to do, and that is my primary focus. The first few minutes will determine how my day goes. The students are watching me like a hawk, because they want to know how the day is going to go. I am not a bully. I model the behavior that I expect to see in the students, respect for self, respect for others, and respect for the rules.
Behavioral Expectations
I make my behavioral expectations pretty clear immediately. I have my name on a 8.5 x 11 sign. If the teacher has a management system that is clearly defined, I use it. Otherwise, I use my own management system. I have my introductory PowerPoint with my behavior rubric, if there is a project or Smart Board. Otherwise, I have my signs ready with my rewards and consequences. I have my sign out sheet for students that want to leave the room. The sign out sheet is a non-threatening way to create accountability. I let the students know that I will leave leave the sign in sheet along with a detailed report for the teacher when he or she returns.
I made up the signs as part of my substitute tool kit. I do not like turning my back to the students for more than a few seconds. Having the signs ready made with information I want to share with the students immediately means I do not have my back turned to a large group of strangers. It avoids students having the opportunity to engage in mischief behind my back.
Following the Rules
I follow the rules of my educational agency, which stresses being professional, not making physical contact, making comments about student appearance or being alone with a student in a private space. If a student wants to come into the room during lunch period for example, I ask who else is coming. I make it clear that they should bring someone to keep them company, so that I am not alone with them. If there is an indoor dismissal in the classroom and there is one student left, I am walking towards the door as a signal that it is time to go to the office. I cannot go wrong if I follow the rules.
Link to Civics and Social Studies Lessons:
http://www.teacherspayteachers.com/Store/Ms-Powerpoint-Queen/Category/Social-Studies
Friday, May 9, 2014
A Great Teacher Tool - Index Cards!
Index Cards -- A Multipurpose Tool
One day on an impulse, I put about 30 index cards in my kit on the way to an assignment. I thought they would come in handy. Indeed they did, because I needed a "Do Now" that was quick and easy. Although I got to the assignment early as usual, the administrator switched me to a different class that had already started.
I decided to start the day with an open ended question about the day's topic. First, I gave each student an index card and told them to write their name and date on the card. Then, I asked them to write an answer to an open ended question. Finally, I after I reviewed the plans, I was able to give instructions for the next step. As they got their books ready, I collected the cards. It was a way to buy time to figure my next move. Index cards are great for short writing prompts or exit tickets. Other uses for index cards:
One day on an impulse, I put about 30 index cards in my kit on the way to an assignment. I thought they would come in handy. Indeed they did, because I needed a "Do Now" that was quick and easy. Although I got to the assignment early as usual, the administrator switched me to a different class that had already started.
I decided to start the day with an open ended question about the day's topic. First, I gave each student an index card and told them to write their name and date on the card. Then, I asked them to write an answer to an open ended question. Finally, I after I reviewed the plans, I was able to give instructions for the next step. As they got their books ready, I collected the cards. It was a way to buy time to figure my next move. Index cards are great for short writing prompts or exit tickets. Other uses for index cards:
- Name tags for tables
- Use instead of note paper
- Playing games
- Writing prompts
- Information about students
- Quick note for schedule or phone numbers
- Easy checklist or things to do list
- Language Art Activities
- Flash cards
- A way to save paper and time
There are plenty of other ways to use index cards in a classroom:
My digital products page:
Thursday, May 8, 2014
What a Substitute Teacher Needs to Know
I wish I could tell the classroom teachers what I need in order to make it easier to be a guest teacher their classrooms. Generally, principals require a teacher to prepare emergency lessons at the beginning of the school year. In addition to that, however, there are some basic things that I think a substitute teacher needs to know:
- Classroom culture - are the students working towards a reward? Are the classroom rules posted? Are there behavior essays or a clear procedure for a teacher to follow if a student is off task or breaking the rules? Are there signals that the teacher uses regularly? Who are the helpful students?
- What is the daily schedule?
- Are there emergency lessons available?
- What are the emergency procedures?
- Is there an information sheet with office telephone numbers, contact information for specialists, school nurse and grade partner?
- How do you want the teacher to compile the materials and report the day's activity?
- Do you have a Roster with the names of the students? Are their desks labeled? Do you have emergency labels for the substitute teacher?
- Do you have a seating chart?
- Have you provided information for students with special needs like: medication, students pulled out by specialists or counselors, and special education students?
This information would make a substitute's day go much smoother, and is especially important for multi-day assignments.
For read/writable printable Substitute Packet click this link:
http://www.teacherspayteachers.com/Product/ReadWritable-Printable-Emergency-Substitute-Packet-for-Classroom-Teachers-1221328
Wednesday, May 7, 2014
One of My Favorite Instructional Techniques
Chunking it Down / Small Groups
The usual assignment given by an absentee teacher involves reading a textbook or article with worksheets. I notice that some students (even high school students) struggle with reading textbooks. So, to make it easier, I combined two techniques -- chunking it down and small groups. Here is how I do it:
Link to language Arts PowerPoint:
http://www.teacherspayteachers.com/Product/Middle-School-Language-Arts-Grammar-Jeopardy-1209150
The usual assignment given by an absentee teacher involves reading a textbook or article with worksheets. I notice that some students (even high school students) struggle with reading textbooks. So, to make it easier, I combined two techniques -- chunking it down and small groups. Here is how I do it:
- Break the class up in small groups of 3 to 5 students each (depending on class size and length of the chapter or article)
- Have each group elect a facilitator, scribe, and researcher
- Assign each group a section to complete
- Give a time limit for students to complete their section (that means they write the answers or written responses on their worksheets)
- Students also should read the entire chapter or article
- Students will share their findings or answers with the whole group
- Activity must be timed to allow time for sharing and completion of assignment
Link to language Arts PowerPoint:
http://www.teacherspayteachers.com/Product/Middle-School-Language-Arts-Grammar-Jeopardy-1209150
Tuesday, May 6, 2014
Dealing With Challenging Behavior as a Substitute Teacher
Interpersonal Dynamics
Dealing with Challenging Behavior is not easy. It is particularly challenging as a substitute teacher. In my experience as a teacher is general, I notice that each class has its own personality. Some groups of students has a sense of solidarity while other groups are fragmented with cliques and others have adversarial relationships with constant in-fighting.
Teacher Control Thyself
One rule I have concerning control. The first person I seek to control is myself. I do not seek to control students, nor do I seek to engage in a power struggle. I do not have to fight for authority, I am an adult and the teacher, so therefore it is a given that I am the authority figure. I choose not to be shrill, sarcastic, defensive or offensive. I instead, I am calm, composed, and cordial. I appropriate each class in a professional manner and am available to help struggling students. I have grade and age appropriate expectations with the exception of special need students. However, I expect each student to do their best.
Dealing with a State of Anarchy
One day in particular I had a 6th grade class, whose teacher was absent family leave. Usually when a homeroom teacher has been absent for an extended period, the classroom is in a state of anarchy. Whenever this happens, I try to use lots of positive reinforcement and keep the classroom schedule moving along. Lapses in daily schedule give students an opportunity to engage in off-task behaviors. I very rarely have to raise my voice in a classroom. So far, I can count on one hand how many times I have raised my voice as a substitute teacher. I am usually so quiet, that if and when I raise my voice (when I see students about to start a fight usually), the sudden and marked increase of volume startles the students into submission.
These are some of my ways to manage a classroom, even if I am just there for the day.
Dealing with Challenging Behavior is not easy. It is particularly challenging as a substitute teacher. In my experience as a teacher is general, I notice that each class has its own personality. Some groups of students has a sense of solidarity while other groups are fragmented with cliques and others have adversarial relationships with constant in-fighting.
Teacher Control Thyself
One rule I have concerning control. The first person I seek to control is myself. I do not seek to control students, nor do I seek to engage in a power struggle. I do not have to fight for authority, I am an adult and the teacher, so therefore it is a given that I am the authority figure. I choose not to be shrill, sarcastic, defensive or offensive. I instead, I am calm, composed, and cordial. I appropriate each class in a professional manner and am available to help struggling students. I have grade and age appropriate expectations with the exception of special need students. However, I expect each student to do their best.
Dealing with a State of Anarchy
One day in particular I had a 6th grade class, whose teacher was absent family leave. Usually when a homeroom teacher has been absent for an extended period, the classroom is in a state of anarchy. Whenever this happens, I try to use lots of positive reinforcement and keep the classroom schedule moving along. Lapses in daily schedule give students an opportunity to engage in off-task behaviors. I very rarely have to raise my voice in a classroom. So far, I can count on one hand how many times I have raised my voice as a substitute teacher. I am usually so quiet, that if and when I raise my voice (when I see students about to start a fight usually), the sudden and marked increase of volume startles the students into submission.
These are some of my ways to manage a classroom, even if I am just there for the day.
- I seek to be in control of myself
- I have age and grade appropriate expectations
- I make sure my instructions are explicit
- I avoid repeating directions (they can always ask a peer)
- I ask for volunteers for classroom assistants if there are no assignments given
- I circle the room a lot
- I make use of my peripheral vision (so I can talk to one student while watching the others)
- I enforce classroom rules
- I enforce a strict "no bullying" rules
- I gives students an opportunity to apologize to each other
For a pack of printables to create a substitute pack see link below:
Sunday, May 4, 2014
Classroom Management - Circling the Room
Circling the Room
I find that circling the room really helps with classroom management. I check in with the students to see how they are doing. I ask if they need any assistance or clarifying. I have used stickers and compliments for positive reinforcement. It is not easy when you are a guest teacher. Moving around also allows me to see things I do not see when I am sitting behind the desk. I do not linger and make sure I am respecting the student's personal space. I do not make contact with a student under any circumstances.
I find that circling the room really helps with classroom management. I check in with the students to see how they are doing. I ask if they need any assistance or clarifying. I have used stickers and compliments for positive reinforcement. It is not easy when you are a guest teacher. Moving around also allows me to see things I do not see when I am sitting behind the desk. I do not linger and make sure I am respecting the student's personal space. I do not make contact with a student under any circumstances.
Friday, May 2, 2014
Becoming a Reflective Practitioner
The Teacher as a “Reflective
Practitioner”
When one refers to issues of maturity, it can be considered a
gray area, because if someone asks what it means to be emotionally or socially
mature, one may get different responses depending on who you ask. It is generally accepted that human beings
have an innate sense of right and wrong. However, when it comes to social norms
that depends on the culture, ecology and environment to which a person has been
exposed. Educators and students alike bring their social norms into the
classroom. This results in a heterogeneous mix of social behaviors that somehow
must become a safe environment for the teacher and the students.
Tacit Knowledge and Social Norms
Whether
teachers are aware of it or not, they are establishing social norms of behavior
in their classrooms. Regardless of the rules that are posted around the room,
students are taking their major cues based on the teacher’s behavior. In other
words, what they do and say has a greater impact and influence that what is
written down. Children, being the astute observers that they naturally are,
tend to learn by watching. A teacher’s behavior is guided by their own
experience and maturity level. A teacher needs to have self awareness,
reflecting on their own behavior and recognizing their role in this critical
aspect of a child’s scholastic experience.
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