Tips Archive » Relationships » Substitutes

• Lesson Plans (8 tips)
• Seating Charts (6 tips)
• Student Cooperation (7 tips)
• Little Extras (8 tips)

Lesson Plans

Electronic Sub Plans

From Mary Garrett, a language arts teacher at Francis Howell North High School in St. Peters, Missouri:

"I find that email is the perfect tool for sending sub plans to school when I am not able to go myself. I just email a friend who can print out the plans and take them with him/her in the morning. (Of course, I call first to make sure the friend is able to do it.) I already have an outline of my schedule and other permanent information on word processing. Whenever I am going to be absent, I just type in the current information. Computers make planning so much easier."

Substitute Locator Notes

From Susan Smith, a chemistry teacher at Petaluma High School in Petaluma, California:

"Recently, the flu felled 18 of our teachers at once, including 3 from our science department. That's three subs with NO sub plans! Now that the chaos has settled, we've compiled a single folder of emergency sub 'locator notes' for the whole department. It notes the locations of such things as roll sheets, seating charts, VCR and TV remotes, cabinet keys, gas and water shut off valves and how to use them, etc. We keep these 'locator notes' for each teacher in our department prep room for easy access."

Computer Template I

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"To avoid writing the same substitute instructions every time I am absent, I designed a computer template with details about each class. I add information pertinent to the date I will be gone and print it for the sub. This saves me hours of time. I also keep a generic one in my lesson plan book for days my son is unexpectedly sick. I use this same template concept with field trips."

Computer Template II

From Lee Berger, an English and journalism teacher at Franklin High School in Franklin, North Carolina:

"My substitute template is not complicated. On the word processor, I simply save my plans and the next time I need a sub, I go back, delete the old information and add new material for that day's lessons. The generic material about the schedule and students is still there from the last time."

Computer Template III

From Paula Worthley, a third grade teacher at Fort Barton School in Tiverton, Rhode Island:

"I carry the substitute template one step further. I save my schedule template as a word file, then if I need to be absent on short notice, or if I am unprepared, I can quickly type in lessons and necessary details from my home and fax the plan to school early in the morning. No more hurrying in to leave plans for the sub. Technology can make our lives easier and our students benefit by having substitutes with the proper plans to ensure a calm, productive day."

Computer Template IV

From Karen Mitchell, a chemistry teacher at Jay High School in Jay, Maine:

"I have my substitute template on my computer at home and either fax or e-mail plans to school when I am unexpectedly absent. It only takes a few minutes to insert the appropriate instructions for each class (even when I have the flu). I also purchased a set of activities that can be used sequentially if I are out for several days. It came complete with instructions for duplication of materials so that the next time it is needed it is ready for the sub."

Impromptu Plays

From Mary Ann Herring, a third grade teacher at the Missouri School for the Deaf in Fulton, Missouri:

"With my substitute plans I include a generic schedule for the week, including times for lunch, recess, P.E., art. reading, library, math and additional duties I have. I have a substitute bag of supplies. I like to include some out-of-desk activities like this one: assemble two bags with four or five props (old hat, stuffed animal, pencil, quarter, sunglasses) in each and copy these directions for the substitute: divide the class into two groups and ask each to create a short play using all the props in the bag. Each student must have a speaking part in the play. Give each group 15 minutes to create their play. At the end of the time, ask each group to present its play to the rest of the class."

Substitute Box

From Bruce Randall, a seventh grade science teacher at Independence Middle School in Bethel Park, Pennsylvania:

"I teach a hands-on program that is not always easy for a substitute, so I have a substitute box in my room. I include promotional copies of science magazines that publishers send out. I make up reading lessons with work sheets. These are items I would like students to read but do not otherwise have room for in an already-overcrowded schedule."

Seating Charts

Pictures on Seating Charts I

From Boyd Pufpaff, a sixth through eighth grade science teacher at Portage Central Middle School in Portage, Michigan:

"Our school receives digital student pics (on CD) when we do our annual school pictures. It takes a little time, but I copy my students' pics as PICT files and insert them in my seating chart made up in a Draw program. Anyone can glance at the chart and identify the student."

Pictures on Seating Charts II

From Linda Florence, a biology teacher at Cibola High School in Yuma, Arizona:

"Our school issues student IDs at the beginning of school. On the first day of school I collect the IDs, make a photocopy of them and return them to the student. I then cut out their picture (which also has their ID number and phone number) and paste it onto my seating chart. This helps me to learn their faces and names much quicker and it gives the sub a photo of the student when I am absent. I have used this idea for 3 years now and it works great. Subs are always grateful for the visual on the students, it helps to cut down on confusion and problems."

Pictures on Index Cards I

From Mary Kay Murawski, a third grade teacher at Bowen Elementary School in Kentwood, Michigan:

"I have index cards with each student's name and a picture. I use these cards to tell on students randomly. They also help substitutes quickly put names with faces."

Pictures on Index Cards II

From Marty McLaren, an eighth grade physical science teacher at Gettysburg Area Middle School in Gettysburg, Pennsylvania:

"Every year before school starts I take a copy of last year's yearbook and photocopy the incoming class photos. I have the students fill out 3x5 cards with the usual information about parent's names, hobbies, etc. Then we tape their copied photo on the card. It gives me an easy way to learn names and faces of a hundred kids more quickly and provides a handy reference for subs."

Substitutes and Student Names

From a math, physics, and principles of technology teacher at Iroquois High School in Louisville, Kentucky:

"The gruesome task of being a substitute isn't made easier by not knowing the names of students. So, I prepare strips of paper to lightly tape beside the list of name in the roll. When each student replies, the sub can make a quick not of the most obvious feature of the student (glasses, red hair, torn jeans). Then if Mr. Red Hair needs attention, a subtle look at the notes makes it easier to come up with a name. Saying the student's name will get some respect real fast!"

Seating Chart Deluxe

From Charlotte Miller, a language arts and reading teacher at Bill Reed Middle School in Loveland, Colorado:

"I draw a graphic of the tables in my classroom, with my desk identified to give orientation to the user. I copy and laminate several copies. I write in the names of the students on the laminated sheets with an overhead pen and leave them on a clipboard for the substitute. I also add helpful notes, such as "speaks no English" and also make sure that kids with same names are identified with first and last names. I also include phonetic spellings of hard to pronounce names. The substitute then has a ready reference for the classes that day. This clipboard also helps when I do a new seating chart. Kids who have been absent know just to check the chart to see where they sit."

Student Cooperation

Guest Teachers

From Jean Babb, a seventh grade English teacher at Stanford Middle School in Palo Alto, California:

"When I am absent, I ask the guest teacher to rate each class on a scale of 1-6, with 6 being an outstanding score. If a class receives a rating of 5 or 6, I provide verbal praise and a treat when I return. My students are aware of the system and what it takes to earn an outstanding score. Most of the time the students do score well. I call substitutes 'guest teachers' and I discuss with the kids how one treats a guest. So far, so good."

Three Good Kids

From Eric Bentley, a fourth grade teacher at Perry Elementary School in Perry, Michigan:

"As we all know, students behave differently with a substitute teacher. To generate a more positive and productive session when I'm gone, I ask the substitute teacher to leave me the names of exactly three students who were 'poster children of good behavior'. When I return, I announce the names to the class, which is always followed by applause. I always preface the announcement by telling the students that these kids weren't the BEST three or the ONLY three, just three that were identified as positive, helpful and mature. I also send a letter home to parents asking them to praise their child for displaying successful behavior during my absence."

Smooth Sub Day

From Judy Schwall, an elementary counselor in Steamboat Springs, Colorado:

"When a shortage of subs happened, I was drafted to sub in fifth grade. At the end of the day in order to participate in ten minutes of reward time, the students had to write on a card one thing they had learned or one thing they had taught someone that day. Also, on the teacher prepared outline of the times and activities of the day, students signed up to be the experts who helped me understand the routine and assisted in calling on class members and actually did instruction. Everyone was alert and eager to contribute any piece of knowledge that they might have. Every spare minute was filled with someone writing knowledge on the board. The bonus was that there were absolutely no behavior problems! It was the best day of teaching since I stopped teaching first grade!"

Daily Helpers

From Pam Bales, a seventh and eighth grade math teacher at Mill Creek Valley Junior High in Paxico, Kansas:

"I keep a spreadsheet with the names of all the students for each of my classes organized in alphabetical order on my computer. I use this list to assign daily helpers for each class period. The list is posted next to my assignment board where the helpers post assignments, notes, the date, etc. We rotate through the list throughout the year so everyone gets a chance to run errands and do general odd jobs for me. I also write my lesson plans on the computer with all kinds of advice for subs including the names of the daily helpers. I print these out each week so that if I'm gone the sub has all the necessary information at his/her fingertips."

Classroom Help

From Charlotte Miller, a language arts and reading teacher at Bill Reed Middle School in Loveland, Colorado:

"One more help to subs is to 'hire' classroom help. I have students fill out a job application once each month or each quarter. They apply to be teacher's aide, messenger, new kid helper, clock watcher (when I am reading a book aloud at the end of the period, this person lets us know when time is gone), librarian, and one very popular job -- overhead washer. I leave these names for the substitute on posted cards. I ask the substitute to ask these kids for help, and they are usually eager to be helpful to the guest teacher since they have ownership in the running of the classroom."

Student Responsibility

From Paul M. Rutherford, Jr., a physics teacher at Shawnee Mission North High School in Shawnee Mission, Kansas:

"When I know I am going to be absent and there is sufficient time, I call a student at home and ask her/hem to assist the substitute in whatever ways are needed. More often than not, I call on students who are not leaders in the class. This often results in higher academic and social behavior from the student. The parents are also quite grateful. I have used this technique for more than ten years and it has not only worked in my physics classes but also when I taught beginning math classes which had their share of students who were usually less than cooperative."

Listening to Students

From Vicki DeBoer, a biology teacher at Olympia High School in Olympia, Washington:

"I have found it works for me to ensure the students that, just as I listen to what the sub has to say, I equally listen to what they have to say. Once they learn that their voice has value, I get less game-playing and more responsible behavior from them. This pays wonderful rewards. The students know that I will listen to their version of the day, that if the sub was 'weird', I will listen, and that if the sub leaves good notes (which they most often do), that I will give the class the good feedback. They also have come to understand that a sub cannot always be the source of informational help that they might wish. This does not make them a bad or stupid person. Consequently, I feel comfortable with having a sub there. Last year I had to be gone for surgery and I encouraged the students to e-mail me if they needed help. As a result, I now encourage students to e-mail me any time they have a concern about a lesson, an assignment, or whatever."

Little Extras

Cards for Subs

From Ellen Newman, a retired teacher from Cheltenham High School in Montgomery County, Pennsylvania:

"When I was teaching, I used index cards with computer labels for substitutes. The pack of cards gave the substitute an up-to-date class list that could be used in various ways.

1. To assign students to groups
2. To take roll
3. To leave notes for me
4. To keep track of who left the room
5. To call on students randomly by name

Since I used the cards for the same purpose, the students were familiar with the system."

Sub Folder

From P. Morse-McNeeley, a secondary special education teacher:

"I keep a substitute folder on my desk. The folder contains copies of the roll, lesson plans, a list of responsible students and blank sheets for the sub to write me a report on the day's happenings. I also include a generic emergency lesson plan and list of nearby teachers that can answer any questions. This takes work at the beginning of each semester but it's very helpful."

Lunch on Me

From Wilma Playford, a first grade teacher at Willis Valley School in Fort Payne, Alabama:

"Whenever I need a substitute, I try to remember to leave $2.00 for him/her to have lunch on me. Substitutes usually don't get paid a lot and this not only helps them out, but I find they are more willing to come at the drop of a hat when needed. I remember that when I was substituting there were many times I didn't have any left over money for a lunch since we were paid once a month."

Snacks for Subs

From Marcia Chambers, a fourth grade teacher at Winskill School in Lancaster, Wisconsin:

"I always leave a couple of quarters for the substitute to have a juice, pop or snack on me. Some days, these subs are called very early in the morning and have long drives ahead of them. This is just one way of saying that I appreciate the effort."

Pictorial Substitute File

From Jean Beaulieu, a fifth grade teacher at Clinton School in Clinton, Montana:

"I leave a labeled picture of each of my students in my substitute file so that the sub can learn their names faster."

Substitute Teacher Introductions

From Mary Miller, a substitute teacher in Altoona, Pennsylvania:

"I stand at the door to meet the pupils. I ask each child, 'And who are you today?' They tell me their name and I let them pass. This helps me to get to know the children and sets the tone for a quiet class. Of course, I always write my name on the blackboard so they know who I am too."

Substitute Folder

From Kimberly Rust, a high school math teacher at Rifle High School in Rifle, Colorado:

"I have a folder in my desk that's always there and ready for a substitute. In the front pocket I have referral slips and corridor passes. In the back pocket I have attendance rosters, seating charts and calculator checkout sheets. The pages in between include a quick reference for the substitute, the bell schedule, rules that aren't on my syllabus, a class syllabus, a typical class format, fire drill procedure, a few pages on preventing contamination and first aid, a map, and a thank-you note. All these pages are numbered and there's a table of contents so they can quickly find whatever they need. I think I've provided everything a sub will need but the lesson plans with this, and subs always seem to be very appreciative."

Substitute Notebook

From Romona Hunt, a primary grades (7, 8 and 9 year olds) teacher at Third District Elementary School in Lewisburg, Kentucky:

"At the beginning of the year, I compile a notebook for those days I have a sub. I include copies of class schedules, attendance forms, discipline policies, and procedures for everything from bathroom to how to borrow a pencil from met. I also include a list of nearby teachers, jobs we have in our class, who rides what bus and so on. I include several emergency lesson plans. I keep this three-ring binder on my desk so it will be handy."

Class Note

From Christopher Myers:

"I like to leave a note for the class when I am absent. On a transparency, I leave the class a letter describing why I am absent, what the plan is for class, and a quick reminder of my expectations. I also include some specifics such as sitting in their assigned seats, my policy on food and gum, and any other things that a class may attempt when I'm not there. This note works really well when a class has a reputation for trickery."