going to start substitute teaching... VERY apprehensive... your thoughts?

Question

I am in a teaching program in college and am going to start subbing in an urban environment to supplement my income. However, I am having anxiety over the situation because to be frank, subs are stereotypically not treated respectfully by students, and there are scheduling inconsistencies (i.e... new schools each assignment, new classes each assignment, etc- I tend to like things a bit more consistent). I once heard a professor say that she would rather scrub toilets than substitute teach, and I don't want to get a bad taste in my mouth for the profession because of subbing experiences. Am I overreacting? Should I hold off on subbing and wait to get into a more consistent classroom environment? What are your thoughts/experiences?

I want to add that I believe I am a good fit for the profession, I've worked in business and have found that I want to educate. I question whether I am a good fit for subbing, given my desire for some consistency and the attitude taken towards subs by students.

Answer 1

I am subbing right now after teaching for 12 years. I was afraid too but now that I am doing it, it has been fun. I just come in with confidence and let the kids know what I expect in a friendly way. Sometimes I teach and others I plug in movies depending on what the teacher left for me to do. I would rather teach but I do what they ask. I bring a few supplies with me just in case. Paper, pens, book I could read aloud to the kids. I also had some cards made online at Vista print. I always leave a note for the teacher letting them know how the day went and thanking them for calling me.
So, my advice is to forget the streo types and go for it ! It will give you extra experience and maybe help down the road when applying for a job.

Answer 2

I was nervous to begin subbing too. I think everyone is, because it really isn't like teaching in your own classroom, and we all remember how subs were treated when we were in school! And going between several schools is difficult, since the expectations can be very different. Go into it knowing that there will be some days that are bad, but most of them are fine. If you can, try to become known for doing a good job at a couple of schools you like. Over time, teachers there will begin to request you specifically, and you can get more jobs at those schools. This means that you become familiar with the school's policies, and with the students themselves. It really makes a big difference if you can nip discipline issues in the bud by surprising a student that you know their name! Also, set the tone that you will not tolerate funny business. You don't have to be an evil Viola Swamp, but just business-like. You can even joke with the kids some, this will let them warm up to you, and it makes them more eager to behave. Even though it may seem like you should wait until you're more experienced, subbing lets you improve your classroom management skills without having to worry much about planning lessons, grading papers, and all the other things the regular teacher has to do. Those tasks will be plenty when you start your regular job, so it will be a relief to already have some good classroom management strategies under your belt. And a big bonus of subbing: if you really get a class of bozos, you're done at the end of the day! You don't have to go back!
Sure, with substituting there isn't as much positive reinforcement as with regular teaching. You often don't get to actually teach a lesson, and you don't get to watch the students improve over time. This is why no one really makes subbing a career. But, because there is no work to do after hours, it is ideal if you're busy with college work or with children of your own!
You can do it. It will give you great practice and maybe confidence, too. And one thing you will experience: how students behave is often dependent upon how the class is usually run by the regular teacher. If the class is a circus when she's there, they will try that with you. If they are usually kept on a tight leash, you can tell because the attempts at misbehavior are more tentative. This means that you don't have to feel too bad if a day goes awful...it's not your fault!

Answer 3

My first piece of advice to act calm and collected, those kids will pick up on that uneasy feeling you have and your respect will fly out the window! I would suggest to have something put together, nothing big, long or detailed, just in case the teacher does not leave enough ork to fill up the time. Think of basic games that can be played with random facts not matter the subject. The more you seem like you have it together, the more respect you will receive from the students and it will make the day/time go smoother!

I think you should go ahead and sub, you need the experience anyway and might as well get as much as you can. Experience is what will season you, and there may be some rough days until you learn the tricks of the trade.

Good luck!

Answer 4

I am currently a teacher and have been for three years but prior to my teaching experience I was a sub. I did this during college as a means to make some extra money. I think the key is that you treat the students as fairly as possible. I worked in high school mostly and rarely had any problems. I was only 21 at the time. I didn't DEMAND respect from the students, I just treated them like adults. I told them the rules at the begininng of class and never let up on them. I never screamed, yelled or argued with the students. If they decided to act up, I wrote them up and sent them out. If you think that you can't handle it, or you are apprehensive, consider doing something else. Teaching/subbing isn't for everyone. Do waht makes you happy! :)

Answer 5

Even if you are scared, NEVER let the students or any other adults in the school know. You will not last one day in any K-12 classroom! #2 When you agree to sub in the school, the principal has the right to put you anywhere in the building. For example, you may walk in a school to sub for special education. You may get pulled to teach a PE class. #3 The same methods do not work in all schools! Try different methods for different classrooms. Make sure you arrive at school 15 minutes before the children arrive, not 15 minutes before school start. Be prepared to cover someone else's class during your "free time." Be prepared for anything.

Answer 6

Don't worry. It'll be fine. The advantages of it over a regular teaching job: it's flexible-you choose the days you want to work, the hours are more like a 9 to 5 job-you don't have to go home and grade papers, etc., and as long as you establish your limits in the beginning of class (without sounding like a detention officer) your class will be no problem. SUbbing gives you a lot of good experience. The downside is of course, you don't receive benefits and you have to be available to that early morning phone call.

Otherwise, it's all good! Good luck with whatever you choose!

Answer 7

You should probably sub first.....build a name for yourself....get a good reputation.
One of the mistakes that many subs make is that they walk into the class thinking they are "All that and then some".......
I can see it now, "escuse me class...could you please quiet down now....excuse me.....class....CLASS!!!" Ugh...makes me want to vomit. My motto is DDWOSD....dont do what other subs do. Remember when you were in school? Yah? Ok, dont be like that.
I have found the best way to approach subbing is BE COOL.....not like trying to be their friends, but YOU PLAYING IT COOL!
DOnt be a bulldog....and dont make the mistake of nailing someone in the first 30 seconds of class....youre done if you do that. Let them settle in.
I swear this works.....
First, you have to act like you belong there.
Next, remain cool.
I find the liberal use of the word, "Folks" (when I am talking to them) usually get's their attention.
You gotta take roll, so be chill and be honest..."Ok, right now I am going to butcher, mutilate and destroy many of your names....for that I appologize in advance.....answer with a 'yo' "
Then tell them who you are....AND ALWAYS TELL THEM that you are not really a sub....tell them you are a real licensed teacher with a masters degree.....not some babysitter. You know all about kids and school, etc.....NOT A SUB! Lie through your teeth if you have to.....lie about all the classes youve taught and all the tricks youve seen kids try to pull....your goal is to make them think you are the REAL DEAL. Now, Of course, all subs are licenesed teachers (at least where I come from), but they dont know that. This simple little thing just might keep you from having a bad day.

Instead of, "Hey you guys, STOP THAT!" try, "guys in the back....let's pull it together....."

BE COOL!

Emphasize that you have been given a lesson plan and that you are going to stick to it.

BE COOL!
Never let them see you sweat!

Compliment the class when they are doing what they are supposed to be doing, but dont do it all nerdy like. "You guys are being so good...thank you" is doom. Try walking around the room and make individual comments.....just randomly point at their work and say things like, "very nice...." and "good....keep going".....

Subbing is all about finess and showmanship.....
Its a time to find out who you are in the classroom...a time for you to develope your classroom personality...if you didnt figure it out during student teaching......make the most of it...and have fun trying.....remember, you dont ever have to go back if the class was a disaster.....

Ive NEVER had a bad subbing experience........

Answer 8

i love subbing, ive only been doing this since sept, but voluntered ALOT at my kids schools. ive subbed for all ages and even the dm units. have an open mind and have fun. its a great thing to do

Answer 9

Do not think of subbing or even scrubbing as being the same.

Be well prepared. Prepare some materials that you can use in each subject area. If possible make enough copies for all students. Bring a few pens and pencils too. This is in case the teacher did not leave you materials or a lesson plan which she is supposed to do.


Be firm with your students and do consider them to be your students. Do not get disappointed subbing is very often difficult for even experienced teachers.

You will find below some discipline techniques and suggestions.

Discipline is unfortunately a problem in our society which to an extent is related to absentee parents, one parent households and lax training.

1.Begin each class period with a positive attitude and high expectations. If you expect your students to misbehave or you approach them negatively, you will get misbehavior. This is an often overlooked aspect of classroom management.

2.Come to class prepared with lessons for the day. In fact, overplan with your lessons. Make sure to have all your materials and methods ready to go. Reducing downtime will help maintain discipline in your classroom.

3.Work on making transitions between parts of lessons smooth. In other words, as you move from whole group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment already written on the board. Many disruptions occur during transitional times during lessons.

4..Watch your students as they come into class. Look for signs of possible problems before class even begins. For example, if you notice a heated discussion or problem before class starts, try to deal with the problem then. Allow the students a few moments to talk with you or with each other before you start your lesson to try and work things out. Separate them if necessary and try to gain agreement that during your class period at least they will drop whatever issue they have.

5.Have a posted discipline plan that you follow consistently for effective classroom management. Depending on the severity of the offense, this should allow students a warning or two before punishment begins. Your plan should be easy to follow and also should cause a minimum of disruption in your class. For example, your discipline plan might be - First Offense: Verbal Warning, Second Offense: Detention with teacher, Third Offense: Referral.

6.Meet disruptions that arise in your class with in kind measures. In other words, don't elevate disruptions above their current level. Your discipline plan should provide for this, however, sometimes your own personal issues can get in the way. For example, if two students are talking in the back of the room and your first step in the plan is to give your students a verbal warning, don't stop your instruction to begin yelling at the students. Instead, have a set policy that simply saying a student's name is enough of a clue for them to get back on task. Another technique is to ask one of them a question.

7.Try to use humor to diffuse situations before things get out of hand. Note: Know your students. The following example would be used with students you know would not elevate the situation to another level. For example, if you tell your students to open their books to page 51 and three students are busy talking, do not immediately yell at them. Instead, smile, say their names, and ask them kindly if they could please wait until later to finish their conversation because you would really like to hear how it ends and you have to get this class finished. This will probably get a few laughs but also get your point across.

8.If a student becomes verbally confrontational with you, remain calm and remove them from the situation as quickly as possible. Do not get into yelling matches with your students. There will always be a winner and a loser which sets up a power struggle that could continue throughout the year. Further, do not bring the rest of the class into the situation by involving them in the discipline or the writing of the referral.

9.If a student becomes physical, remember the safety of the other students is paramount. Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should have a plan for dealing with violence that you discussed with students early in the year. You should use the call button for assistance. You could also have a student designated to get help from another teacher. Send the other students from the room if it appears they could get hurt. If the fight is between two students, follow your school's rules concerning teacher involvement as many want teachers to stay out of fights until help arrives

10Keep an anecdotal record of major issues that arise in your class. This might be necessary if you are asked for a history of classroom disruptions or other documentation.
Let it go at the end of the day. Classroom management and disruption issues should be left in class so that you can have some down time to recharge before coming back to another day of teaching.

Tips:
1.Recognize the warning signs of disruption. Obviously this comes with practice of classroom management. However, some signs are fairly obvious.

2.Sarcasm should be used sparingly if at all. If you do use it, make sure you know the student who you are using it with well. Many students do not have the capacity to know that sarcasm is not meant to be taken literally. Further, other students could find your sarcasm as inflammatory which would defeat your purpose of greater classroom management.

3.Consistency and fairness are essential for effective classroom management. If you ignore disruptions one day and come down hard on them the next, you will not be seen as consistent. You will lose respect and disruptions will probably increase. Further, if you are not fair in your punishments, making sure to treat all students fairly then students will quickly realize this and lose respect for you. You should also start each day fresh, not holding disruptions against students and instead expecting them to behave.

4.It's easier to get easier. Start the year very strict so that students see that you are willing to do what it takes to have your classroom under control. They will understand that you expect learning to occur in your room. You can always let up as the year goes on.

5.Rules must be easy to understand and manageable. Make sure that you don't have such a large number of rules that your students can't consistently follow them.

From: http://712educators.about.com/od/discipl...