While school started two weeks ago for teachers and students in this area, substituting began this week for me. Surprisingly, the one day for which I was scheduled on Tuesday became two and one-half days by Friday. The comical part is that during this short time I was a band teacher, a fifth grade teacher, and a middle and high school art teacher. I’m not sure what I’ll be next week.
Variety is definitely the spice of substitute teaching, in more ways than one. Of the 90+ different kids with whom I came into contact in two school districts, only one class of about 18 were difficult. Well, let’s be honest, they were more than difficult. At least 14 of the people in that room were unmotivated and thoroughly disinterested. And we’re just talking about an art class; imagine their level of disdain in a core subject! Power plays, shirking, skulking, and noisy obnoxiousness abounded freely. I kept a lid on things, but just barely, and I won’t even bother describing the slipshod work that was handed in. Apparently, this is their demeanor with full time teachers as well as substitutes, but I felt bad that I wasn't able to get more out of them anyway. By February, I predict that they will achieve the dreaded class from hell status, which, sadly, will ring as a badge of honor in their minds.
Invariably, as I mentally rewind such days I cannot help but try to dissect each replay in an effort to understand what was really happening under the surface. Obviously, low self-esteem and powerlessness were the bases of much of the negative behavior, but how can that be better impacted in an effort to instill intrinsic motivation? Of course, the worst realization of my reflection is that, as a substitute teacher, I can actually do next to nothing to make a difference. This relieves me of the stress, but also any possibility of intervention. I might be completely ineffectual if I was a full time teacher, but at least I could try.
For now, I will content myself with the continuation of my mental exercise as to what I would try next within the context of a full time position. Obviously, first would come assigned seating and a large, loud cowbell for commanding instant attention throughout the room, supported by instant penalty and removal of a student for failure to comply with any instruction; stiff, but necessary follow-through. Next would come explicit instruction and concept practice as a large group to minimize or control interpeer dialog. Perhaps periodically inviting individuals up to the document camera to share their progress with the class would also inspire, at the very least, some motivation to follow directions and produce something positive, and at the most would offer a means of praise and pride at their accomplishments. An aide in the room would also make a welcome difference.
I will keep these ideas in mind if I am asked to sub these kids again. In the meantime, I will offer prayers of stoutheartedness for their teachers.
Variety is definitely the spice of substitute teaching, in more ways than one. Of the 90+ different kids with whom I came into contact in two school districts, only one class of about 18 were difficult. Well, let’s be honest, they were more than difficult. At least 14 of the people in that room were unmotivated and thoroughly disinterested. And we’re just talking about an art class; imagine their level of disdain in a core subject! Power plays, shirking, skulking, and noisy obnoxiousness abounded freely. I kept a lid on things, but just barely, and I won’t even bother describing the slipshod work that was handed in. Apparently, this is their demeanor with full time teachers as well as substitutes, but I felt bad that I wasn't able to get more out of them anyway. By February, I predict that they will achieve the dreaded class from hell status, which, sadly, will ring as a badge of honor in their minds.
Invariably, as I mentally rewind such days I cannot help but try to dissect each replay in an effort to understand what was really happening under the surface. Obviously, low self-esteem and powerlessness were the bases of much of the negative behavior, but how can that be better impacted in an effort to instill intrinsic motivation? Of course, the worst realization of my reflection is that, as a substitute teacher, I can actually do next to nothing to make a difference. This relieves me of the stress, but also any possibility of intervention. I might be completely ineffectual if I was a full time teacher, but at least I could try.
For now, I will content myself with the continuation of my mental exercise as to what I would try next within the context of a full time position. Obviously, first would come assigned seating and a large, loud cowbell for commanding instant attention throughout the room, supported by instant penalty and removal of a student for failure to comply with any instruction; stiff, but necessary follow-through. Next would come explicit instruction and concept practice as a large group to minimize or control interpeer dialog. Perhaps periodically inviting individuals up to the document camera to share their progress with the class would also inspire, at the very least, some motivation to follow directions and produce something positive, and at the most would offer a means of praise and pride at their accomplishments. An aide in the room would also make a welcome difference.
I will keep these ideas in mind if I am asked to sub these kids again. In the meantime, I will offer prayers of stoutheartedness for their teachers.
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