Starting the School Year with a Substitute

No one can plan for medical emergencies or when babies are born.  Several times I have been a substitute for the first week or two of school.  This particular time, a history teacher’s wife was having their first baby.  You can’t miss that.  You’ll regret it for the rest of your life if you do. 

Substitutes at the beginning of the school year need to trudge through the deluge of returning paperwork before they can even get to the lesson plans. 

In September, especially at the high school level, there is usually a discussion about 9-11.  What I didn’t realize was that these sophomore students were only pre-schoolers at the time.  They did not understand what was going on.  Therefore, it was necessary to tweak the teacher’s lesson plan a little. 

Instead of having the students write the required essay about where they were and how they felt about 9-11, I attempted to lay out the facts through famous photographs and the personal details of my day so that students could begin to understand what actually happened.  I had the students brainstorm why they think the particular targets were chosen by Al-Qaeda; i.e., the financial system [twin towers in New York], our national defense [the Pentagon], and, of course, the leader of the United States [the White House].  After our discussions, then I had the students write their opinions about the topics discussed. 

I liked having the same subject matter for the whole day.  It gave me the chance to get better with each class period.    

For this history class, I had the opportunity to look at the 100-question citizenship test for the United States and the students and I got a chance to work together to see how much we knew.  I was surprised at how much I didn’t know.  Together we learned more about our government, the political party platforms, and what it means to be a citizen in the United States. 

This is why I enjoy substitute teaching.  It keeps me on my feet and learning. 

The Pleasure of Reading to Children

My greatest pleasure, when substituting for the younger grades, is reading to the class.  I was lucky enough to enjoy this privilege when my own children were in grade school.  My children would choose their favorite stories for me to read to the class, usually Dr. Seuss or Bill Peet books.  Other times, they wanted me to read one of my works-in-progress, a new children’s adventure short story.  For those, I’d bring in visuals, magazine photos of bats or caves, or family camping photos of locations we’d visited.  Sometimes my son or daughter would draw pictures to go along with my children’s stories.

            Whenever we have extra time in class or if the teacher says that the substitute can either read a story to the class or allow free play time, I choose to read to the students.  And I don’t just read.  I sing, as in the poetry of the words of the story.  In the youngest stories there is usually a cadence, a flow that a reader can capture for the children.  Dr Seuss and Bill Peet (and many other authors) excel at having a rhythm to their story words.

            Then there are the possibilities in the stories.  What happens next?  Always give the children a chance to think about what could happen next and what it would mean to the protagonist [main character] of the story.  This works on students’ critical thinking skills.   

            Reading a good story to students can relieve tension in the classroom, both the teacher’s and the students’.  After a session of structured teaching, reading can allow teachers and students the chance to relax and ready themselves for the next subject. 

If you’re ever lost for something to do when substituting, or if the students are becoming rambunctious while you struggle with lesson plans, pluck a book from the classroom bookshelves and bring the students to the carpet.  Reading gives both children and adults a chance to imagine the possibilities.                  

The Gift of Thanks

The joy of substituting, every once in a while, you reach someone and help them to understand concepts in review when the teacher leaves work. 

High school geometry.  Multi-step word problems.  My two nemeses.  However, once I stopped pacing the teachers’ lounge grumbling about word problems and no answer key I looked at the pile of worksheets.  Remodeling a home.  Hm, my husband and I have done this several times.  First problem, a fence around the home.  Perimeter.  I can visualize this.  A floor plan of the home with the dimensions.  A need for new floor tile.  Area.  I can do this. 

Once I figure it out, I can help others.  Diagrams.  Figures.  I didn’t want to just give the students the answers.  I wanted to help them see how we get each answer and why we do the steps we do.  Visuals.  Understanding that the fence is not right up against the home but so many feet away from the home, either side, front and back.  And, of course, the floor space in particular rooms, hallways, or entranceways was not rectangular or square.  It had narrow spots, fireplaces, appliances. 

I wanted the students to show all the work so that the teacher could see how we got our answers and thereby the students could see the thinking that goes behind the answers.   

After class, while I was still knee deep in organizing and labeling worksheets, the lovely Bangladesh girl from class came up to my desk. 

“Um,” she said softly, “I want to…thank you…for helping me in geometry class.”  A smile of understanding lit her face.  It glowed. 

I smiled back.  “You’re welcome.”  Helping others understand.  Isn’t that what teaching is all about?