The first, survey the landscape, simply says to get a list of possible schools and principals, as well as to get to know them, and the layout of the potential schools. I am only substituting at one school, the one where my children attend, because of lack of childcare before and after school. Seeing as my children have been there for a year, I have already acquainted myself with the principal. I also introduced myself and chatted with the nurse about the action plan in place for if or when a student has an allergy attack, seizure, or diabetic attack. The only thing I do in any of these cases is call the nurse.
One interesting point about a potential substitute presenting his or herself to the principal is to not wear blue jeans. While this article was published in 2008, I am sure the culture will make a difference here as well. In the South, where I am from, teachers, or professionals in general, do not wear blue jeans to work. Here, in my new location, I was told to dress professionally, of course, but I noticed a lot of teachers, including the principal, wearing jeans. When I made inquiries to the principal, she stated that a lot has changed, and jeans are fine, otherwise, the top and shoes should definitely be professional.
The second strategy is to set the stage for success. Preparing for the day when arriving to the classroom is important. Writing the schedule on the board, going over the papers and schedule for yourself, and becoming confident by smiling, and greeting the students at the door will set the stage for behavioral expectations.
Third, set high behavioral standards, begins with the substitute, being presented as a professional. After the students have been settled, the substitute should engage them in a dialogue of what the expectations of the day are regarding behavior and assignments as well as consequences. The article also mentions a reward system which include academic rewards, which are five extra minutes of math games, walking tours around campus to locate different types of leaves, or story time, which I am glad was included.
Managing with confidence is the fourth strategy, giving clear and specific directions, stating one at a time, allowing students to implement the directions, then move to the next one. Praise along the way goes far, finding a couple of students here and there for examples. If a student does not comply, simply as a couple of questions, such as, What did you do? What should you have done? What will you do next time? Reflecting on behavior will connect it to the classroom rules and potential consequences.
Last, prepare for the unexpected. Typically, the teacher should leave plans, but it is not always the case. Always have emergency plans so no instructional time is lost. Sponge activities are described as short assignments designed to produce learning when the teacher is occupied, transition activities, literature, and graphic organizers are listed to use as emergency tools.
I am glad to have found this article. The first three substituting jobs have been abnormal, meaning they have not been a full day with one class. My first assignment was for half a day in a third grade class, then I substituted for the art teacher, and last, the art teacher. My favorite points in this article are the suggested activities, like sponge and transitional, and to use academic rewards, instead of candy or trinkets. I will definitely be searching for ideas within those areas.