Substitute Teaching/Classroom Management
I have a problem I'm sure your wisdom and experience will help me with. I'm subbing, and having some classroom management problems. Most of the classes I've subbed have been very good, but I'm having trouble with one class in particular.
Before Christmas break, I subbed for a science teacher. The last class of the day was 9th graders, and as they came into the room, I had a feeling I was going to have some trouble with some students. Sure enough, I introduced myself and tried to take roll, but the kids would not be quiet for anything. The majority of the class was pretty good after I finally quieted them down and gave the assignment the teacher left for me, but there were still a few boys who did everything possible to make me feel my management skills are completely lacking!
On Friday, I subbed for this same teacher and expected the same from this class, and I wasn't disappointed. As they were working, I closely monitored those I knew I'd have trouble with, I separated them, threatened to have their papers due at the end of the hour rather than Monday (a tactic the teacher said I could use), but even after I followed through on that threat, I still felt like these kids were walking all over me. My main problem is with 6 boys, and unfortunately, they all sit near each other.
I'm going to be subbing for this same teacher next Wednesday, the 14th and wonder what I could do to keep these kids in line. On the notes I left for the teacher, I explained what happened and let her know I'd be there for her next Wednesday and asked her for any advice she could give me on keeping them in line. What else can I do?
Also, if the assignment a teacher leaves isn't enough work to keep the kids busy for the whole hour, what could I do with the early finishers to keep them from distracting the people still working? Of course they're *supposed* to have a book with them to read, but of course, they've either finished it, left it at home/in locker, don't have one...
Thanks in advance for all your help! I truly appreciate the help these lists give me!!
RESPONSE: I subbed for years before getting my degree, so I know what you are going through.
In addition to the other good advice given on this list: I would have a couple of writing assignments ready. Do not tell the kids that this is YOUR assgn. Just simply put it up there as if the classroom teacher left it.
In a science class, look through their book--there are always questions at the end of every chapter. Or you could have an article about a controversial subject (animal testing, seal killing, etc) and have them respond to the article. Enforce the no talking rule.
Third, don't be so darn nice. If one speaks out, do not listen, but give the old, I'm calling on Pat because he/she has hand raised. If one interrupts, look them firmly in the eye and tell them exactly why they may not interrupt you. I often tell a student that until they stop being rude and can sit in their seat and act politely, they will not get any attention from me.
Last, get a book on attention seeking behavior. Probably the school library has one. Identify which personalities you are working with. I have used Canter's book with success: Assertive Discipline: Positive Behavior Management for Today's Classroom by Lee Canter, Marlene Canter (Paperback, June 2001). Good Luck.
RESPONSE: Perhaps I'm totally out-of-order here, but I don't see this as YOUR problem. The regular classroom teacher can deal with these youngsters based upon your experience, and, as I read messages similar to this, my initial question is, where are the administrators? Who's running the school? In my book, subs are there as guests, helping the faulty and administration continue the important job of education. The problem needs to be resolved on a different level.
Yes, I would bring along some writing assignments to keep the noisy ones busy while others are working. When I taught seventh graders, way back when, I brought books of verbal puzzles to change the pace and to produce something interesting for the last few minutes of a class period.
I've always had good luck with poetry. Use a transparency, bring in favorite poems, have the kids read the poem and then ask for interpretations. It gets noisy and sometimes heated, but after the first few times, students like the activity. This is only one of many that can help you keep your own sanity.
There are many different strategies you can do to keep the troublemakers busy, but the initial responsibility lies elsewhere. You can always refuse to teach that particular class. I'd hope that would be an eye-opener for everyone. Good luck.
RESPONSE: This is some advice I've gleaned from the example of the most excellent substitute I've had. Always leave extensive notes. Point out positives as well as problems. In fact, it's much better if you do have a majority of positive comments. Be specific. Some of my favorites from past notes: "Kudos to Toni for welcoming Bridget to their group" Positive, but also lets me know that Bridget had a hard time finding a group in a short self-selected group activity they were doing -- a typical problem. Or "Good job, John, for remembering to put four-on-the-floor" lets me know John was tipping back in his chair but responded without problem to her correction. She would include some good responses from small group activities or class discussions, often with the name of the student who spoke. She would compliment whole classes on on-task behavior, on helpfulness in giving her guidance on an unfamiliar routine, on cheerfully cleaning up, etc.
She would also note any problems, identifying students involved. If she wasn't positive who the instigators were, she would identify the group or area of the room. Once, students were doing some research on the Holocaust on the internet in a lab where it was hard to see all the computer screens, and she suspected something was up with a small group of boys but couldn't catch anything. So during prep she visited the site and found a posted message that obviously had been sent from our school. She left me enough to go on so I could finish the investigation which resulted in confessions and the boys sending apologies to the site manager.
Suggest that the teacher share some of the notes with the class. I always read her notes to the appropriate class (leaving out anything that would be better handled privately)--even reading the naughty stuff. The kids were there in the class; they know those incidents went on. The good kids appreciate that a sub notices and handles the problems, and that some positive acts are noted and complimented. Because she wrote definite notes only about the behaviors and culprits she was sure of, kids recognized her fairness, the highest praise for a sub. Reading these notes made the return visits much smoother. Kids began to ask "what did she say about us?" as they came into the room the next day. Of course, having the teacher read the notes will only work if he/she will act on the negative behaviors.
I also echo the concern about the administrator's role in this. I also wonder why the classroom teacher isn't giving you more guidance about these students since these are not one-time aberrations--he/she should be setting up some advance consequences directly with these students and letting you know what the deal is. These consequences should be meaningful and for the severe infractions, immediate. Telling them their assignment will be due that day instead of the next isn't very effective if kids don't care about their grade. There should be some kind of final consequence that removes them from the room and to a specific person: if they ______, then they will be sent to ____.
I really like the idea of adding one more assignment to the teacher's agenda, insuring that there won't be any down-time. If the kids have been very good, you would announce in the last few minutes that it was an optional assignment and since the kids have been so wonderful, they can have the time to play a word game/puzzle/whatever you have prepared. You have to know the group to determine if this would work, but I have been absolutely astounded how much my 8th graders each year enjoy playing 7-Up. I stumbled on this one year when we were in an unannounced room restriction while drug-sniffing dogs were in the building and we were with our advisory groups so there was no classwork to do. The kids suggested it and played continuously for over half an hour! Since then, we play it it a couple of times a year when there is a chunk of unexpected time to fill.
You may want to talk to this teacher directly before Wednesday so he/she can make expectations clear to those students on Tuesday, and so you have the opportunity to be prepared before you walk into the building. I've always appreciated being able to establish consistent expectations by having a constant substitute. If this teacher doesn't appreciate that, he/she doesn't deserve your services. Good luck!
RESPONSE: Suggestions: Just have the passes written for the troublemakers and as soon as you see fit (name said 3 times or whatever), ask them to leave. If you sub again in that class in the near future, don't even wait. Have the pass ready when you walk in the door. Don't let them even come in to get started. This is your class and you have 20 some kids who want to do what is to be done--not act as an audience for the routines. Tell them that until you can be guaranteed that they can and will act appropriately, you will not allow them to distract the learning of the others. Write down what they say and do, however, for future reference.
As a reading teacher, I would recommend you do something with reading as an enrichment for those who get done. Get an article (recommended already) that is of interest to them, or a number of articles, have them actively read it and then write questions relating to the article. Literal and inferential. Or do a comic strip expressing what the article says. You can find appropriate length articles in TIME or NEWSWEEK or wherever.
Have a bunch of kids' books with science topics. Ask them to read and rate the book for a couple of criteria as beneficial for children, confusing, what's the moral, animal fable or something else, etc. Do a literary analysis complete with suggestions.
Word searches for important vocab words in the previous or next chapter--there are programs somewhere to make these. Make a Boggle chart and have them write as many 3 letter or more words that they can find. Or take one of the vocab words from the lesson you did and have them find as many words as they can using the letters from the word. Have a contest. The one with the longest correct list gets a sticker/pencil/whatever. Just some thoughts.
January 2004
