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Lesson Plans


substitute art teachers

[ Thread ][ Subject ][ Author ][ Date ]
Nancy Sojka (turtles)
Wed, 16 Oct 1996 19:28:07 -0600


I have a favorite substitute. She is flexible and confident that she knows
me and my program well enough to make judgements about what I would do if I
were there. There are a couple of things that happen to make her
successful.
1) She has visited often enough when I am there to know me and the routine
and many of the students. I know this is not possible in many situations.
2) I try not to throw any curves. I write lenghthy notes about what I
expect of the sstudents and of her. I don't ask her to do something that I
know would be difficult for me to do if I were there (like change the
routine of high school students who listen to background music while they
are working.) She has a copy of the same list of expectations that I give
to students at the beginning of the year. We identify students that she
knows she can trust to help her out.
3) I expect that if she should come to a "teachable moment" she and my
students may not accomplish everything that I have laid out for the day.

I have an unfavorite substitute. She tries to get the students to do things
in ways that they see as unfamiliar. She seems nervous, unsure and
disapproving of these nervous, unsure, and approval-seeking teen-agers.
There are a few students who will help her out, but they, too, complain
when I return.

I think you are right about the trust issue. It takes time and genuine give
and take. The regular full-time teacher can help you out by preparing
students that he or she will be gone, letting students know what is
expected of them. If the absence is unexpected you will need to do the
trust-building activities. There are some good ones that you have probably
already discovered.

Good Luck, Nancy