posted
Today I called the assistant principal down to solve a problem involving about 7 students, which was more than I could handle.
The problem is almost funny to describe. They were all making references to the name "bob," which they have created as a way to insult this one girl.
I became aware of the problem because someone came to me and told me she was crying. I wouldn't have noticed otherwise, because the class was so out of control that all I heard was a roar. I was trying to help kids that actually looked like they were interested in learning.
The assistant principal came into the room, asked for the guilty parties to step forward (without specifying the crime) and got to the bottom of it in about a minute. For the rest of the period the class was quiet, and I actually taught some.
The next class I had was equally out of control. I decided not to waste my voice. I tried every trick I knew, and made up a few. Nothing worked. The kids were pushing my buttons and it was exhausting just to keep my cool. Some kids actually paid attention, but there was no good reason for most of them to be there. They would be better off to play hookey.
The next class was the same. I gave up. A teacher from across the hall came in and yelled at my class. I didn't say a word. He didn't even look at me, just walked out. Afterwards I tried to apoligize and he told me it wasn't my fault and that he knew those kids were all (a very obnoxious way of saying they didn't deserve to live). I didn't feel any better.
I knew going into this that substitutes get no respect. I though I could handle it. Today it just struck me how normal this is. I put up with this @#%* every day, and I can't take it anymore. I'm ready to quit and go back to industry.
Posts: 3735 | Registered: Mar 2002
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posted
I'm not sure what you need to hear. Maybe that good substitutes are incredibly rare and special people. I remember one from my high school. I don't even know if normal students felt about her the way I did. She had a gift for relating to the trouble students. Looking back, I wonder if the normal students appreciated that or found it annoying, or didn't really notice. I don't think I was such a trouble student, but I was close friends with a few.
The thing is, kids need substitutes whenever a teacher is out. They can't teach themselves everytime a teacher is gone.
So tell me about the tricks. I didn't know substitutes had them.
Posts: 2010 | Registered: Apr 2003
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posted
I heard from my teacher friends that being a sub is very different from being a full time teacher. So if your long term goal is to become a full time teacher, I hope you don't get discouraged by days like these.
I'm thinking of becoming a substitute teacher while I wait for responses on my college professor applications. I figure being a sub would give me some good classroom experience. I thought this forum is fairly helpful:
posted
Unfortunately, being a sub for high school and below isn't even vaguely close to being a college professor.
I still feel guilty about how a poor student teacher was treated when she tried to handle my world history class. And I wasn't even the one being difficult.
posted
My mother is a fullt-ime sub teacher. She only teaches a couple schools nearby, and it was hard for the first while. But then the kids got to know her, and got to know that she means business. (It also helps that she used to teach full-time and knows a few tricks herself). Now she has trouble with particular kids occasionally, but the majority give her an easy time.
When I sub, I always feel like it's the first day of work that never ends. The kids don't know me and I don't know them, or their routines, and the person who could teach me best is not there (hence why I am). But it's gotten better as I get to know the schools.
posted
Only if you're a sub educational assistant. It's much the same deal, but smaller-scale. I'm glorified crowd-control, really, even if it's just a crowd of one. Sometimes one is all I need in a day.
Basically, if the kid(s) are moderately happy, quiet, and didn't hurt themselves during the day, it's a good day. I don't expect much, since there's just not time to establish enough of a rapport with them. No one expects much, just that everyone survives the day. If I can get some work out of the kid(s), it's a bonus.
And then I go home and thank God that I don't have to do any marking. And remind myself during the day that even if it was crappy, I'm going somewhere else tomorrow.
(I'm a novice too - only been at it a month now!)
Posts: 2849 | Registered: Feb 2002
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posted
Glenn, if you're the kind of guy that goes for hugs, have some on me. Supply teaching is a tough job - you get all the nasty behaviour stuff without the support that full time teachers get. From the other stuff that I've read from you, it sounds like you do a fantastic job and you really care about the students even if you don't see them more than a few times.
What subject do you teach? Just interested to know...
I've been finding in my placement that behaviour is linked to teaching and learning - in that if I can manage to hook the kids at the start and give them something that's fun and that they can do, then all but the very worst ones will behave better. So I'm working on developing my repertoire of fun starts to lessons. Not sure how much that would work as a sub, but hey...
Posts: 1550 | Registered: Jun 1999
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posted
Another tactic is to pit the students against one another. Try to bring down their self-esteem through reflections on their personal appearance or how nobody understands them.
When they've all had a good cry, you can build them back up again with stories about how society's safetynets are mostly gone and they might as well move to the third world, 'cuz that's where all the jobs will be in the future.
Suggest to them that prison is a viable alternative lifestyle. In fact, if they're really good, promise to tell them the story of how you spent your time in prison and offer to show off some of your tattoos.
Ask them to steal for you.
Show them really cool things to do with magnesium shavings and a bunsen burner.
Recite the social security numbers to them and ask for a sample of their signatures...for later.
Posts: 22497 | Registered: Sep 2000
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posted
Eaquae Legit, I don't think I'm even qualified for crowd control. If I learn any good tips in the next few months I'll make sure to post them here, we novices have to stick together! (Although I doubt my tips will be as helpful as Bob's though ).
[ March 23, 2005, 07:41 PM: Message edited by: Beren One Hand ]
Posts: 4116 | Registered: Apr 2002
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posted
Glenn, you have my sympathy. Teaching can be hellish; substituting almost always IS hell.
(I wonder if there's something in the air today. My most difficult class was even more obnoxious than usual today. I stopped trying to teach, and told them to take notes (from the book) on the sections I had planned to teach -- which will be emphasized on the test. )
Have you ever check out the Love & Logic Institute (Jim Fay)? While the majority of their stuff is geared toward parents, one tape (and probably book?) is aimed at teachers, and was very helpful to me.
jeniwren will know which one, or when I get home later I'll look for a link.
posted
I think it might help you to bear in mind that when students are disruptive and obnoxious in class it's not anything personal against you. Remember that most of these princes and princesses have been allowed so much freedom from their parents and have had their every whim catered to, it's difficult to realise that they need to shut up and learn something that may actually benefit them. One of the main problems most of the teachers have in my school is that when the class starts getting out of hand they let it continue until most of the students are so uncontrollable that nobody can learn or teach. it might be beneficial to take a stronger stance against the troublemakers before they get out of hand. because once they sense that they can get away with stuff they'll just push it too the limit. as a substitute it's better to be strict and actually force some iota of knowledge into a kids head then be easygoing and let them talk to each other and disrupt your lesson.
so to sum up: some kids, mainly the ones disrupting the class, are abnoxious little pukes who only care about socialising, and will wind up pushing a broom, but it's still important that you actually present your lesson for those paying attention who will learn from it and remember that their disrespect is nothing personal against you
Posts: 26 | Registered: Mar 2005
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Children are little demons who don't listen, don't care, don't pay attention unless they want to.
Teachers should all be sainted.
Substitute teachers should be sainted twice.
Thanks.
Bob
quote: Show them really cool things to do with magnesium shavings and a bunsen burner.
That's one of my tricks. Especially when I'm subbing for a social studies class. Remember, I used to be a professional pyromaniac.
quote: Walk in and announce that the class will end 1/2 period (1/2 hour?) early if everyone sits still and listens/participates for the first half.
If the class is still unruly, break out the supersoakers and just have a fun time.
I'd get sued. But thanks. (interesting tid-bit. I once bought supersoakers and put them on the company expense report. It was a perfectly legitimate expense.)
And thanks to everyone.
I just reminded myself of Eduardo Sauron's post, and remembered that (I think) I was so horrified that I couldn't even bring myself to respond. My problems seem so trivial.
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posted
Heh. In elementary school, we had numbered and lettered drills for harassing subs. Someone would just start a note going that said "A3" or whatever, and we'd all synchronize. I feel very very evil now.
We did, however, have 2 or 3 subs whom we loved to pieces and would never have hurt.
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quote: Unfortunately, being a sub for high school and below isn't even vaguely close to being a college professor.
The way some of the students here treat their profs is far nastier than the way we treated our subs at my high school. Which is incredibly depressing, let me tell you.
Posts: 4655 | Registered: Jan 2002
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posted
Glenn, what I didn't have time to do properly before (I was on my way out the door) is thank you. Good substitute teachers are my personal angels.
To the people who make it possible for me (and other teachers) to attend things like Physics Day (which I went to yesterday, thanks to one of my favorite subs), thank you. There were over 100 physics teachers from the L.A. area yesterday at that program -- that's a whole lot of substitute teachers.
To all the substitutes who allow teachers to take the occasional day off, knowing that the day won't be wasted, thank you. To the substitutes who pinch hit at the last minute when we're sick, THANK YOU!
I went looking for the L&L stuff. This page has a lot of recommendations, many of which you've likely read. Among others, it mentions Fay's Teaching With Love and Logic: Taking Control of the Classroom which I've heard highly recommended. I actually was thinking of the tape of his I've listened to (many times!) called Calming the Chaos.
It's actually targeted primarily at dealing with kids with ADD and similar issues. However, in my experience, most of the techniques he describes (some of which I knew of before, but he tends to have his own little twist) work on students in general.
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Today is a snow day, and tomorrow starts spring/Easter break. So I've got a reprieve. Maybe it won't seem so bad after a week off.
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posted
My 11th grade math teacher used to use a squirt gun on students who fell asleep. Not a super soaker, though.
Glenn, are you substituting until you can get a permanent position? If so, then try to think of this as hazing you have to get through. It sucks but it's temporary, and you've seen the evidence that it's at least a little better when you're no longer a substitute.
And keep lists in case you get any of the monsters in a permanent class.
posted
I don't know why kids are so cruel to subs -- and I even know that I was myself at that age. I've heard my kids tell stories of how badly sub classes have gone (and have reprimanded them for their part in antagonisizing said teacher). But still it seems to be a norm in high schools to torment substitute teachers.
I was a substitute school bus driver for awhile, and had the exact same types of problems -- well, except for that one Amish kindergarten route. They were so quiet you forgot they were there....
quote: My 11th grade math teacher used to use a squirt gun on students who fell asleep. Not a super soaker, though.
our high school History teacher used to pitch chalkboard erasers at us if we fell asleep -- hard!
I don't suppose that would be allowed now. Back then, it was funny to everyone except the kid getting erasered. And very few dared try to catch a nap in his class...
posted
My grade 11 chem teacher shaved lines into the sides of students heads when they were napping. 3 and a half in a row one day. . . Posts: 8355 | Registered: Apr 2003
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I had a 10th grade history teacher who would do the same thing with squirt guns to sleeping students.
The class was split, 1/2 hour class, lunch, 1/2 hour class. She would also get the entire class to get up quietly and leave, and the sleepy kid would either wake up all alone or miss lunch entirely.
One of her favorite expressions was "You're damned if you do, and you're damned if you don't." Very true in politics, I've found.
Posts: 6316 | Registered: Jun 2003
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quote: Glenn, are you substituting until you can get a permanent position?
Yeah. I have an elementary certification, but I've decided I'm more interested in teaching math. Hopefully I'll finish that certification this spring. I'm also working on certification to teach technology ed.
The "hazing" angle has kept me going this far, but it's getting thin. The school I was in yesterday is the worst of the schools I sub in. I don't know if it's just demographics, or what.
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quote: our high school History teacher used to pitch chalkboard erasers at us if we fell asleep -- hard!
On of the teachers I sub for still does that. She's retiring next year. I know I couldn't get away with it. The other day I got dressed down for taking gum from one kid. It was more complicated than that, of course...
Posts: 3735 | Registered: Mar 2002
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posted
Glenn, Have you considered private schools? Most private schools do not require certification. I am certified in PA, and MD, but teach in NJ without a certificate. Private schools tend to have smaller class sizes (they apologized my first year when they gave me 17 in one class). My school also does a great job supporting continuing education for teachers and my understanding that this is typical. The downside--we don't get paid quite as much as public school teachers, and there is no tenure.
Some practical tips for substituting in public schools (which I have done): bring 3 x 5 cards and have students fold them to make a name card which they will place on the desk in front of them. Have them write their name on both sides so you can see them from behind too. Being able to use a kid's name gives you a great deal of power. I always had them write something interesting about themselves on the inside. I would collect them at the end of class. When I was asked back to teach the same class again, I used the cards to prime myself on the kids names and interests. Don't be afraid to call home. Most parents will be shocked to hear from a sub. The secretaries will be surprised too. Call for every kid you had any problem with. Make a couple of calls for kids you didn't have problems with. If this takes you until 7pm, I'd still do it. If kids know you will be reporting to their parents, most will be on better behavior. Subs get treated the way they do because there are generally no consequences for misbehavior. You need to ensure that there are. I'd be curious to hear about the gum incident. I'm afraid that your administration is undermining you. If they won't back you up, I'd find work in a neighboring district. Everybody needs subs.
Good luck. -David
Posts: 57 | Registered: Jun 2003
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quote:The "hazing" angle has kept me going this far, but it's getting thin. The school I was in yesterday is the worst of the schools I sub in. I don't know if it's just demographics, or what.
Can you give an entire class detention (or most of them - if you can weed out the good ones, even better).
I'd lend you my video camera if you want evidence.
Word would get around quick, but I wouldn't want them to know what car I drove.
BTW, I have great respect for you. I absolutely couldn't do it.
posted
My version of calling the kid's parents has been to write very long and detailed notes to the regular teacher. I tell the kids I am doing this. Sometimes it works. I might try calling them. I'm not sure I'm allowed. I'll ask.
Keeping track of the names just doesn't seem possible. I sub in a total of 5 middle schools. The chances of teaching the same class twice just isn't high enough to make it worthwhile. Some teachers leave a seating chart, and that helps, but often the kids switch seats, or the chart is out of date.
There's one teacher who requests me, and she has good classes. She's also got a good set of seating charts, and a good classroom management system that I inherit while I'm there. But I can't sub for her everyday. Sometimes I can tell I'm inheriting the bad classes as a result of poor classroom management on the part of the teacher, but these recent ones were just classes with an overwhelming number of kids that need real help.
[ March 24, 2005, 06:00 PM: Message edited by: Glenn Arnold ]
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I can't give anyone detention, I can only give them refferals to the Assistant Principal's office. Sometimes I see them next period walking down the hall, sometimes I get called to send work down to the In-School-Restriction room. I guess it sometimes depends on how well I write the referral, because the punishment doesn't seem to fit the crime, fairly often. They don't call me to ask what happened, they just look at the referral slip, which is a multiple choice with a small area to write what happened.
But that really is the problem. They are definitely acting as a group. Sometimes there are good kids, but they just clam up. So it might as well be the whole class.
I had one class where every single one of them looked at me with a confused look and told me that they had already done the lesson I was supposed to teach. If a single one had looked like they were just "going along with it," I wouldn't have bought it, but it was every kid! Left me trying to figure out how to do a lesson with nothing to work with. Before the next class I called home to the teacher. Boy, was she pissed! The lesson plan she left me was the right one, they just all worked together to pull one over on me. She told me later she "reamed them a new one" when she came in the next day. Of course, it didn't do me any good.
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posted
One thing I remember subs in high school doing that seemed to work well, was delegating some of the tasks, like taking roll, to a volunteer. By getting the kids involved in it they feel more responsible for their actions. You might also ask someone to summarize class room rules, or a typical day to you before you begin class. I have a lot of respect for the time teachers devote to their classes. It's one of the few professions where the work doesn't end at the end of the day. As a substitute I think it's difficult to expect kids to learn when their teacher isn't there. As difficult as it is to say, it's just not very easy for a substitute to pick up and give a lesson on anything, unless the teacher does even more work than usual in preparing it for the substitute. I had a teacher in high school who used to say that having a sub come in was more work for her than if she came in herself. Anyway good luck with your next class. I hope you find a way to help control these kids.
Posts: 349 | Registered: May 2003
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posted
I have had students do the roll, but it's not kosher. The roll is done on computer, and the list is divided into regular students and inclusion students. Anyone taking roll could tell who were the inclusion students, which is supposed to be confidential. Of course, they all know who they are anyway, but it's still not cool.
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posted
Glenn, I feel for you. I've taught in districts where I've been undermined, but what you describe is unreal. It's clear that the school is not giving you the power to be successful. If you aren't even _allowed_ to call parents, give detention, or are given the kids' names, they are creating a situation for subs to be abused. Surely there are other school districts or private schools within driving distance of you. A note on calling parents vs. leaving a note for the teacher: When you have to go through a second person, you send the message that you have no power on your own to deal with the kid. As a result, you will get little respect. I'm not saying that calling parents will always work. Sometimes the parents are as bad as the kids. Good luck.
Posts: 57 | Registered: Jun 2003
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posted
Okay well, here are my tips for substitute teaching. I've been a "real" teacher, and I've been a substitute. As a former teacher, I can tell you that most of them don't expect a lot of learning will get done the day there is a substitute. It's just the cold, hard facts. I did, however, take what precautions I could to make the day easier on my substitute.
Things to ask of your teacher before you take the job, if you can: (I realize that sometimes you're called that morning and can't ask anything.) 1. Give an assignment that must be completed in class and turned in that doesn't take active in-front teaching from the substitute. 2. Please: No movies. (That would be horrific for you to try to control the class in a dark, room.) 3. To tell their students that they expect good behavior. If the subsitute reports the student for bad behavior, he or she WILL be written up immediately following the teacher's return. 4. Most importantly: There will be NO make-up for the assignment given in class. They may NOT take it home with them and turn it in the next morning. If the substitute doesn't give your assignment to me with the rest, you'll get a big fat 0. 5. Designate a trusted student or two to help you identify students for roll call and other matters. 6. If at ALL possible, have a seating chart. If they're not in the proper seat, they're counted absent.
Okay, the above is the perfect world where you have been able to talk to the teacher before hand. Here are my rules as the substitute teacher, whether or not I had a chance to talk to the teacher beforehand.
1. Only 1 person out of the room at a time. NEVER violate this rule unless you see about a quart of blood spilling out of their heads. (Yes, it's THAT important.) Make sure they are very aware of this rule.
2. All students must be sitting in their seats at all times. Use the 1-Up Rule (copyrighted by ME). That means that only 1 student may be up at a time for a legitimate reason. One time I had a group of four boys play with this rule in my regular classroom. One would sit down, then another would stand up, and around and around like that. I acted annoyed, but this "game" was much preferable to their usual behavior.
3. Give out the assignment, and have them sign a piece of paper when they turn it in to you. This is very important. Sometimes they might try to slip their paper in with the rest in the morning, or they'll claim that you lost it. Have them sign AS they turn it in and watch them do it so they don't sign more than one name. Explain to the students that this protects them from "someone" (indicate yourself) losing their paper. Have them sign in the same pen.
4. Tell them that you don't care if they talk, just as long as they follow the above rules (all sitting and 1-up at a time), and as long as they don't get too loud. Explain they must not distract those working. Tell them that today will test their personal responsibility, because you don't care if they work on the assignment or if they talk, but there will be consequences, as the assignment is due at the end of class. Some of them will work, some of them won't.
5. Pay attention to names when they sign in and when they talk to each other. You may need them later to identify troublemakers.
Other tips... maybe even bring in a couple decks of cards if they're not against the rules. Understand what you're really there for--basically a babysitter. You need to keep the kids who don't care quiet enough to help the kids who do. Then for the rest of the class, make yourself available to the kids who have questions.
Keep a log of everything, with names if possible, to give to the teacher. A sign-in sheet for attendance in addition to your attendance, a sign-in sheet for homework, etc.
Keep it simple for the students. Write your rules on the board. 1. Stay seated. 2. One person out of the room at a time.
I hope these tips help you. I shared them with my cousin who was hating substituting, and she had great success with them.
quote: (I realize that sometimes you're called that morning and can't ask anything.)
I'm called by an automated system. I can also go online and look at a list of jobs, which allows me to choose which job I want to take. That's a pretty good advantage. There are definitely certain types of jobs I won't take. But there's no opportunity to make previous contact with the teacher.
As far as taking jobs at other districts or private schools, I sub in two districts. I applied at one other district, and in the interview process I was asked "under what circumstances would you make physical contact with a student?" Ong story about my answers, but the gist of it is that when I said that I might restrain a child if he was threatening physical injury to another student, I was told that under no circumstances should I ever restrain a student. They didn't offer me the job, and frankly I don't want it, if their official policy is that I can't protect a student.
I agree that the teacher should "prep" their class for a substitute, but I rarely have any interaction with the teacher before I come in that morning. I can tell sometimes, if the teacher has prepped the class. But then, those teachers also leave good seating charts, and better sub plans.
The classes that I can't control are out of control before the kids even get in the class. There's very little opportunity to get any message to the entire class, because they simply don't stop talking, they don't listen, they don't sit in their seats (the wrong seats if at all). I keep saying I'm going to get a whistle, but I haven't gone that far yet.
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quote: Once, I was reading a book in class, and he snatched it and threw it away. I was outraged.
How insulting !
I never participated in the whole "change the clock" and "make fun of the substitute until they cry" thing. My fellow students who would made me feel terrible, but I never really knew what to do or how to help. I always knew that a good substitute teacher should be proclaimed a genius, though.
My only advice would be don't look apprehensive. If you look like you expect trouble, students will give you trouble. Some of my most effective substitutes have been people who gave of the aura of an army general rather than a friendly person. It sounds terrible and doesn't make you approachable or liked but it keeps the class down.
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I substituted for a couple of years before I became a full-time teacher, and there are significant differences in the jobs. Each has its own ups and downs, and there are people who prefer each to the other.
If you sub at the same school long enough, you will eventually get to know a lot of the kids and feel less like a stranger. It will be harder to try to take advantage of you, then.
It takes time to build rapport with kids, and as a substitute, you generally don't have that luxury. I think, therefore, that successful substitutes are generally the meaner ones. I am definitely meaner when I substitute (we still get called on to substitute during our planning periods, since there are frequently more jobs than subs to fill them.) Have your own set of rules, and don't care if a teacher usually permits something you don't want to permit. Don't ever bluff. If you warn of an action, carry through with it. Bark orders like a general, and if you say "please" or "thank you," make it clear from the tone that this is merely perfunctory, not like you actually expect anything other than instant obedience. Believe that each student is lying unless they can prove otherwise. Raise your voice to be heard, and be stern, but don't actually display anger. Don't shout (or bang on tables or walls or cry). When you issue a consequence, be as matter of fact about it as possible. Send the vibe that they can't make you angry because you really don't give a damn what they do. They can do their work and behave, or you can write referrals, but it doesn't actually hurt you or matter to you one way or the other. Of course, this isn't quite true, but this is the attitude you must give. Act like you are in control, and you have conbfidence that you will be backed up.
If you have classes without seating charts, and you have a little bit of time, make you own seating charts. They can be alphabetical order. Actually, though this takes time, this might really be the most useful thing to you. Alternate genders, as much as you can. Heck, make new seating charts even IF the class has one: you need to scramble the dynamics that are already going on in there. It takes me under five minutes to draw 35 squares on the board and fill them with last names of students. That's all you need to do. Then, when something happens, you know who is who. But more importantly, things are less likely to happen. Think about it: the trouble-makers will always want to sit together. (Groups of trouble-makers are almost always the same gender, too.) Therefore, under no circumstances should the students get to decide where to sit! Get them into their right seats as soon as they walk in the door, before they have time to pretend to be somebody else. Check that assignments have the matching name on them.
The pedagogy types will tell you that sarcasm is bad. I don't think so. With high school students, a healthy dose of sarcasm will often help quiet complaints.
-o-
Some of these things are tough to do, because you probably were propelled toward teaching by a belief that you love young people, and so you naturally want to be their friend. Again, though, you don't have the time to build this. If you reach the point where the kids all know you after a couple of years of subbing, you can begin to relax. Until that point, thought, you need to remind yourself to be mean, because it probably does not come naturally to you. You will be mean for about ten minutes and find yourself slowly slipping back into more easily-duped patterns. You have to work at maintaining that edge. You should make a mental checklist that you run through between sets of classes, of how you will not be taken advantage of, how you will not be goaded into anger, and how you will not let things escalate out of control, but shoot them down early instead. This is good practice for when you become a full-time teacher, because you may have several wonderful classes, but you will probably have at least one or two bad ones, and you will find yourself forgetting to handle them differently, but they need it. You have to reset your brain to handle those tough groups correctly.
I think I've said it before, but it may be the single most important word of advice for classroom control, so I'll emphasize it: Do not ever argue with a child. Equals argue. You are not an equal; you are the boss. You promise consequences, and you act. You do not convince. You do not explain. You do not defend. If you argue with a child, you have already lost.
You don't need thirty little friends, so you don't need to convince them of what a nice guy you are. It's okay if they hate you. They won't, anyway, in the long run--at least, not most of them. The good kids appreciate it when an authority figure takes command of the disruptive kids.
(This is decent advice for a beginning full-time teacher also. You can go from more strict to less strict any time you want, but it is very, very difficult to go from lax to strict. You need to project authority first. When you've been teaching for several years at the same school, or when you have wrinkles, gray hair, and a gravelly voice, then you don't need to project authority because it's already established.)
Anyway, this is what I've come to believe after over ten years in the business. Hope it helps.
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posted
Oh, and, we teachers never expect competence from a substitute. Likewise, as a substitute, never expect competence from a teacher. This way, all your surprises will be pleasant ones.
In other words, don't expect seating charts or well-thought-out behavior management plans. You need to be your own authority.
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