2. 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.
4. 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.
5. Purpose of Routines
“Routines are the tools for saving time and
ensuring smooth functioning, structure, and
security.”
-- The Substitute Te ache r’s G uide to
Succe ss
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
6. Guiding Principles for
Substitutes
Page 52 of The Substitute Te ache r’s Guide to
Succe ss
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 ssio naldre ss
co nve ys to stude nts that yo u
are the autho rity in the
7. 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
Maste ring the Art o f
Substitute Te aching
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 sig nate a he lpe r
stude nt fo r the
day/class/ho ur. Ro tate
8. 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 po int with e ve ry jo b
assig nm e nt to le arn atte ndance
pro ce dure s be fo re stude nts arrive .
9. 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
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: Spe nd tim e cre ating yo ur o wn se t
o f classro o m e xpe ctatio ns and bring
the m with yo u to e ach jo b assig nm e nt.
10. 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 cre ate e xpe ctatio ns
that yo u be lie ve in and will
e nfo rce co nsiste ntly.
11. 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
12. 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 First Days o f Scho o lby Harry Wong
Tip: Re fle ctio n o n what yo u want
to acco m plish in yo ur wo rk is the
ke y to cre ating succe ssful
13. 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?
14. 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?
15. 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?
16. 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?
17. 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?
18. 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, oryellow
19. 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.”
20. NEW Professional Library
Please consider checking out books from our
new professional library for substitute
teachers.
21. Resources
Collins, S. (1999). Maste ring the Art o f Substitute
Te aching . Eugene, OR: Garlic Press.
Herbst, J. (2001). The Substitute Te ache r’s O rg aniz e r.
Huntington Beach, CA: Creative Teaching Press, Inc.
Kronowitz, E. (2011). The Substitute Te ache r’s Guide to
Succe ss. Boston: Pearson.
Utah State University. Substitute Te ache r Handbo o k:
Pro ve n Pro fe ssio nalManag e m e nt Skills & Te aching
Strate g ie s. Logan, UT: Substitute Teaching Institute.
Wong, H. (1998). The First Days o f Scho o l.
Mountainview, CA: Harry Wong Publications, Inc.
22. 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!
24. 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, 2010
TIME: 4:15 – 6:15 p.m.
LOCATION: Stewart Auditorium in Van
Hoose Education Center
REGISTRATION: Opens November 16,
2010 – Call 485-3745 to register.
