essential routines for substitute teachers
TRANSCRIPT
ESSENTIAL ROUTINES FOR SUBSTITUTE TEACHERS
Angela Moore, Resource TeacherHuman Resources
JCPS SuperSub Workshop November 9, 2010
Before we begin…
Make sure you signed in at the registration table.
Take a piece of colored paper from the center of your table and create a table tent with your first name on it. To create your table tent, fold the paper into thirds. Then, simply
write your first name in the center of the paper using the markers at your table. Stand the paper up in front of you so that others can see your name. See sample at front of room if you have questions.
Workshop Agenda
Opening Activity Purpose of Routines Guiding Principles for Substitute Teachers Introductions Classroom Expectations (Rules) Classroom Procedures Closing Activity
Opening Activity
Consider how you introduce yourself to your assigned class when you are substitute teaching. Do you have a routine?
Pretend those first few moments of class are a movie. Write the script for how you would introduce yourself to the class. Use the script form at your table.
Purpose of Routines
“Routines are the tools for saving time and ensuring smooth functioning, structure, and security.”
-- The Subs titute Te a che r’s G uid e to Suc c e s s
The foundation to successful classroom routines, procedures, and expectations is mutual respect between teacher and students. Procedures become ROUTINES after they are taught, rehearsed, and retaught.
Routines and procedures are a part of life. Weddings, traffic lights, airplanes “The reason we have procedures in life is so that people can
function in society knowing the acceptable and efficient ways other people do things.” -- The Firs t Da y s o f Scho o l
Guiding Principles for Substitutes Page 52 of The Subs titute Te a che r’ s G uid e to
Suc c e s s Table Activity
Discover the message behind the principle. Locate the envelope at your table labeled “Guiding Principles” and complete the card for each principle.
Appoint one person to share your principle’s message to the whole group.
Tip : Pro fe s s io na l dre s s c o nve y s to s tud e nts tha t y o u a re the a utho rity in the c la s s ro o m .
Introducing Yourself Create a routine for
introducing yourself to the class.
Students want to know:1. What happened to the
regular teacher?2. Who are you?3. What do you expect of
them?4. What are you like?5. Will anything different
happen today? Excerpt from Page 14 of
Ma s te ring the Art o f Subs titute Te a ching
Table Activity: Read scripts aloud to the
table from the opening activity.
Create a group script that contains what you want to share and what you want students to know.
Revise your own personal script to reflect what you have learned.
Tip : De s ig na te a he lp e r s tud e nt fo r the da y /c la s s /ho ur. Ro ta te he lp e rs a s a re wa rd s y s te m .
Opening the Lesson & Housekeeping Engage students in
learning immediately. Initiate the lesson using the teacher’s planned opening activity. If there is no opening activity for the lesson, have students create a name tent card while you take attendance.
Make taking attendance a routine. Each class period or school day should begin the same way.1. Introduce yourself.2. Engage students in
an opening activity.3. Take attendance
while students are engaged in opening activity.
Tip : Make it a p o int with e ve ry jo b a s s ig nm e nt to le a rn a tte nda nc e p ro c e dure s be fo re s tud e nts a rrive .
Classroom Expectations (Rules) After completing the
opening activity for the lesson, take a moment to review the classroom rules posted by the classroom teacher. If no rules are posted, share your own rules you have prepared in advance.
Table Task: Discuss the rules you
have seen posted in classrooms and the rules you use as a substitute. Which rule is the most important? Appoint a spokesperson to share that rule with the whole group.
Tip : Sp e nd tim e c re a ting y o ur o wn s e t o f c la s s ro o m e x p e c ta tio ns a nd bring the m with y o u to e a ch jo b a s s ig nm e nt.
Classroom Expectations (continued) Guidelines for classroom expectations
Be direct and provide specific standards. Example: Raise your hand for permission to speak. Non-example: Be cooperative.
Limited to five or less. Create a sample list of classroom expectations
with your table. Choose elementary, middle, or high school. Write your expectations on the paper provided and then post on chart paper labeled “Classroom Expectations.”Tip : O nly c re a te e x p e c ta tio ns
tha t y o u be lie ve in a nd will e nfo rc e c o ns is te ntly .
Classroom Procedures
You need to consider creating your own in case there is not one in place:
Procedure for Dismissal at the End of the Period or Day
Procedure for Quieting a Class Procedure for the Start of the Period or Day Procedure for Students Seeking Help Procedure for the Movement of Students and
Papers
Teaching Your Procedures
Three-Step Approach 1. Explain. State, explain, model, and
demonstrate the procedure.2. Rehearse. Rehearse and practice the
procedure under your supervision.3. Reinforce. Reteach, rehearse, practice, and
reinforce the classroom procedure until it becomes a student habit or routine.
From The Firs t Da y s o f Scho o l by Harry Wong
Tip : Re fle c tio n o n wha t y o u wa nt to a c c o m p lis h in y o ur wo rk is the ke y to c re a ting s uc c e s s ful p ro c e dure s .
Procedure for Dismissal at the End of the Period or Day
Discuss these questions:1. When the dismissal bell rings, are the students
already standing at the door waiting to leave, or do they just get up and leave, even if you are in the middle of a sentence?
2. How do you want the class to behave at dismissal?
3. How do you want the classroom to look after dismissal?
What is your procedure?
Procedure for Quieting a Class
Discuss these questions:1. When you want the class to be quiet and listen
to you, what do you want to do?2. When you want the class to be quiet and listen
to you, what do you want the students to do? What is your procedure?
Procedure for the Start of the Period or Day
Discuss these questions:1. At the beginning of class, what do you want to
do?2. At the beginning of class, what do you want
the students to do? (When they enter, do they know what to do, where to sit, and what materials to have ready?)
What is your procedure?
Procedure for Students Seeking Help Discuss these questions:1. When students need your help, what do you
want to be able to do?2. When students need your help, what do you
want the student needing help to do? (Raise hands, call your name, stop work, complain that there is no response, etc.)
3. When students need your help, what do you want the other students to do?
What is your procedure?
Procedure for the Movement of Students and Papers
Discuss these questions:1. Do your students take forever to pass their papers in and
even longer to change from group to group or task to task?
2. And when they turn their papers in, do they throw them into a pile on your desk or punch each other in the back as the papers are passed forward?
3. When materials or students move, what do you want to do?
4. When materials or students move, what do you want students to do?
What will your procedure be?
Group Task Teach your new procedure to the class. Your assigned procedure is located in the folder marked
“Procedures Group Activity.” Appoint a group member to be the reader of your group’s materials.
Plan a two-minute presentation to “teach” the procedure to the class.
REMEMBER the Three-Step Approach: 1. Explain.
2. Rehearse. 3. Reinforce.
Five groups: Your group is determined by the color of your name tent. Red, green, blue, pink, or yellow
Closing Activity Locate the Procedures Grab Bag (brown
envelope) on your table. “Grab” one procedure from your table’s bag and
discuss whether or not this is a critical procedure for substitute teachers to incorporate into their day. Continue with the rest of the procedures in your bag, sorting them into two piles (critical and non-critical procedures).
Explore the top three procedures on the card titled “Next Steps: Procedures to Create.”
NEW Professional Library
Please consider checking out books from our new professional library for substitute teachers.
Resources
Collins, S. (1999). Ma s te ring the Art o f Subs titute Te a ching . Eugene, OR: Garlic Press.
Herbst, J. (2001). The Subs titute Te a che r’s O rg a niz e r. Huntington Beach, CA: Creative Teaching Press, Inc.
Kronowitz, E. (2011). The Subs titute Te a che r’s G uid e to Suc c e s s . Boston: Pearson.
Utah State University. Subs titute Te a che r Handbo o k: Pro ve n Pro fe s s io na l Mana g e m e nt Skills & Te a ching Stra te g ie s . Logan, UT: Substitute Teaching Institute.
Wong, H. (1998). The Firs t Da ys o f Scho o l. Mountainview, CA: Harry Wong Publications, Inc.
Workshop Evaluation
Please locate the brown envelope labeled “SuperSub Workshop Evaluations” on your table and complete the workshop evaluation. Place your completed evaluation in the envelope. You may exit when you have finished. Thank you!
QUESTIONS
Next Month’s SuperSub Workshop The topic is Strategies to Address Intensive
Behaviors for the substitute teacher. The workshop will be presented by Jenny Sorrels, Specialist in Student Relations and Safety.
DATE: Tuesday, December 7, 2010TIME: 4:15 – 6:15 p.m.LOCATION: Stewart Auditorium in Van
Hoose Education CenterREGISTRATION: Opens November 16,
2010 – Call 485-3745 to register.
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