I'd like to order a 5ft 1in Sub, please.

Many people, when hearing that I'm currently working as a substitute teacher, generally have something like the following response:

Oh, you're substituting? Shame! Don't worry, I'm sure you will find a real job soon.

I usually find this quite frustrating, as the person speaking generally isn't a teacher themselves. Substitute teaching has an incredible stigma, from both well-meaning adults and students alike. If grown-ups think that substitute teaching is just temporary work, then that attitude carries down to the students. The real teacher isn't here today, so I can do what I want. Many of my little charges, usually innocently, often ask me if I am a 'real' teacher. Some, who are used to living in a town with a PGCE course, even ask if I'm 'just' a student teacher, or how long I've been teaching.While I did fall into substitute teaching while looking for a full-time teaching post, that doesn't mean that I take this job any less seriously than a class teacher does. Substituting requires a whole different bag of tricks than regular teaching, as every day you are teaching a different set of students, with different needs and expectations. Rather than just 'babysitters', as far too many people see substitute teachers, I feel that I'm thriving when the class teacher leaves content for me to cover with the class. While watching them watch a movie is fine, I always prefer a chance to be teaching them something new.

Here are some strategies that have worked for me, so far, as a substitute teacher.

Teacher Squeaks' Unofficial Guide to Substituting:

Learn the names of the students. What's worked best for me is grabbing a sheet of paper and sketching the layout of the class, writing down where the students sit. It helps if the class has labelled the desk of each child, as many have done. Students will sometimes switch desks, not even maliciously (I want to sit next to my friend!), and I have found some success in explaining myself to the class - if I don't know their names, then I'll be calling them "hey, you" all day, and that's rude. I get instant respect for knowing a student's name, even if I'm just referring to my sketched room plan, and only occasional giggles for getting the 'wrong' name or pronunciation.  As a first-language English speaker, often I come across Xhosa names which I struggle with. My strategy for that is to just ask the student to say their name to me, and write it down. I will then attempt to say it correctly, and they often are kind enough to correct me - or even offer a nickname for me to use. Using these ideas, I usually learn about 25% - 50% students' names for the day, and can refer to the rest of them using the room plan.

My sketches are usually just boxes (desks) with names in them (students).

Use a behaviour plan and explain it to the students. For the older ones, I just explain my expectations for how they are going to act. For the younger ones, I take the time to explain that things will be different today, since I'm not their class teacher, and they are going to have to sometimes explain to me how things work - but I still get to be in charge and how it is 'my' class for the day. A successful strategy is putting the letters B-R-E-A-K on the board and removing a letter if they get too rowdy or disobedient. In the class that I had to use it in, I removed 2 minutes of break-time for every letter I removed. When I removed the first letter, it shocked them so badly that they didn't give me any more trouble. Keeping a class in 2 extra minutes during break is surprisingly easy, but to a 10 year old those 2 minutes feel like hours!  The important thing about any classroom management plan is consistency, and that is even more important for a substitute. Students often feel that, because you're a substitute,  you will let them misbehave. It's much easier to start of strict at the start of the day and then ease off them by home-time, rather than fighting with them all day over noise levels.

Pack for any eventuality. On my first few sub jobs, I even packed an extra pair of shoes- and was glad I did! I keep a squeaky-toy as an attention signal for the younger grades with me, even if I'm teaching the older ones. I pack a tennis ball, stickers, a whistle, plasters (band-aids), snacks, loads of stationary, and all sorts of other oddities. As a sub, you don't have always have the benefit of an entire class full of resources to use, and even if the resources are there you might not know where they are kept! This post on Sub Hub is amazing for picking up tips for how to pack like a sub. In fact, just read everything on Sub Hub, it's a great blog for substitute teachers.

You never know what you're going to need... (From Sub Hub)

Document everything. This will be on a case-by-case basis, but I generally prefer to use some sort of daily report sheet and leave it for the class teacher. Here are some great examples, I created my own one and try to bring a few copies to every sub job. I don't write down every single problem, but if a student is acting way off-base then I will record it, along with how I dealt with the problem (such as referring the student to administration). You may be lucky enough to arrive in a class with their own version of a substitute report, in that case you should probably stick to their format. I always try to have a positive comment about the class and the content that we covered: if it was my class, it would be a comfort that some learning actually happened while I was away.

Bring something to occupy the students. Often, you will be called in at the last minute, sometimes even on the morning that you are expected at the school. If the class teacher was unable to have a lesson plan ready for you, you will have to fill that time in some other way. I bring an age-appropriate reading book (Alanna: The First Adventure was wildly popular with the Grade 5  class) and the ideas for some games that can be adapted for reviewing content. Minds in Bloom has loads of great games, questions and critical thinking activities that can work well. Get well-versed in your brain breaks, all students appreciate them and there are many which can still fit the bill of 'educational' (slap counting is a fun example). The Sub Hub has emergency lesson plans for many grade levels which would be great to throw in your bag in case of emergency. The last thing you want is the other teachers looking in on your classroom and seeing them "doing nothing".

I hope these suggestions help some other fledgling substitute teachers. Subbing isn't always an easy job and it can feel unrewarding sometimes, but remember that all the experience you gain will help you later if you are looking for a full-time post. I enjoy substituting very much, particularly the chance to visit other teacher's classrooms and see how they do things. The majority of students have been pleased that their substitute teacher actually expects them to work, lets them have little breaks and praises those who follow expectations.

A Busy Time

Since returning to Grahamstown, things have been very busy for me. The substitute job I mentioned last post went off without a hitch, and has lead to further jobs in the last few months: Grade 5 (1 day and then 2 further days, Grade 7 (3 days), and Grade 3 (1 day). These substitute teaching jobs, though they are only for a day or two at a time, have really given me some confidence that I am, in fact, qualified to do this. Sometimes I feel that I'm actually quite good! When I'm in the classroom teaching, it's a great feeling. Though I've been working nearly exclusively at one school, this week I had a substitute job at another school for the first time- business is picking up!

Since substitute teaching doesn't keep me busy on a regular basis, I have also been volunteering twice a week at Queenspark School, a local private school that I had my teaching practice at last year. I had a meeting with their Head of Foundation Phase, where we decided that I would be most useful to them working with Language Enrichment and also helping out with Creative Writing. Doing this has given me lots of time with students one-on-one, in small groups and also the unique experience of working with one or a few students while the class teacher continues the lesson to the whole class. I've also been helping a local optometrist with the eye screenings they have been doing at the schools. Honestly, it's been great fun, and already being familiar with many of the schools makes the process go smoothly.

Though I haven't given up on finding a full-time post, I appreciate the time I have to build up my CV with these varied jobs. Currently I have my eyes on a part-time position that has recently opened up, but time will tell if I manage to grab it. A two PGCE friends are teaching at the school I have been spending the most time at, and a third has just joined as a part-time isiXhosa teacher. Another former classmates is working at Sandlot School, it was a delight to see her in action when I came by to do the eye-screenings there recently. Seeing these talented ladies get positions is encouraging, and gives me something to motivate me to keep on searching.

The Year Begins

The year is off to a slow start for me. I am now officially a qualified primary school teacher, hurray! As of yet, I have not yet found a permanent teaching position. What has spurred me to write this post, however, is that I will be substitute teaching next week! After close to two months of anxious waiting, job-seeking and stressing, this opportunity to be part of a school environment is very welcome.

I will be subbing for a Grade 2 teacher for two days next week, at a local school where I interviewed for a post last year. All of the staff that I have been in contact with at the school seem wonderful, and I'm looking forward to the chance to stretch my teaching repertoire and pick up some new skills. As per usual, Pinterest and the various teaching sites I visit have showered me with useful tidbits about substitute teaching. I am nervous, yet also very excited. It won't be easy coming into an established classroom and having to follow another teacher's plans- but, it sounds similar to what my teaching practices were like. In a way, new teachers might be well-suited to substitute teaching.

Employment

My PGCE year has come to an end. All that I'm waiting for, from my department's side of things, is my results. I am confident that I have passed, I put enough work in and I didn't find the exams difficult, just grueling.

The big issue now, for me, is finding a job. I was holding out for a vacancy at one of the schools that I had my teaching practice at, but that seems to have fallen through. All of the vacancies that I have applied for haven't been successful. So, my only hope is sending my CV to schools and hoping that they are interested in taking me on as a volunteer, possibly as a relief teacher. To be honest, I feel that I'm a bit of a failure because I've been unable to find a job, even though I know that I can't be the only PGCE graduate in this position. It's early days yet (it's still 2012!), and I know that I have some time left.

I'm considering the possibility of investigating schools that aren't working in mainstream education, such as the many fantastic Waldorf and Montessori schools that are in Cape Town. I bookmarked some of them a while back, I think their principles are excellent and I admire schools that try to make learning as engaging as possible. While usually you need to have an education qualification specific to their educational philosophies, some schools offer on-the-job training for mainstream teachers like me. It's a long shot, but maybe one of them will be generous enough to take me on and let me show them that I can do this.

Pirates!

There's a brilliant giveaway series going on at Creekside Teacher Tales. What's great about this one is that the theme is: Pirates!

Click on the image to have a look at what's on offer and enter!

I love pirates, but I'm not sure why. Technically, they were/are baddies, and not good role-models for the developing child. But, as I saw in the Queenspark play a few days ago, sometimes it's really fun to get to play a baddie, even if you aren't one in real life. The pirate crew in the play had a complete blast, you could see it on their faces the entire time. Afterwards, I overheard a mum explaining to a teacher that at first, her extremely well-behaved son was devastated that he was picked to be a pirate, since he didn't want to be 'bad'. They had explained to him, though, that acting was all about pretending to be something you aren't. After that, he embraced the idea as a chance to be 'bad' without getting into trouble!

Go and check the giveaway out, and look out for the next one- I will definitely be! Even if I don't win any of the prizes, it's a great way to show you all how amazingly generous and creative the teaching community is.

Holidays

Pinterest is completely flooded with turkeys at the moment - it must be Thanksgiving in the US. From my non-American perspective, it's still easy to see what a huge deal it is for their country and it's considered one of their most important holidays. It's been making me reflect on South African holidays. According to the governmental website, we have the following holidays on our calendar this year:
 

1 January	New Year's Day
2 January	Public holiday
21 March	Human Rights Day
6 April	Good Friday (Friday before Easter Sunday)
9 April	Family Day (Monday after Easter Sunday)
27 April	Freedom Day
1 May	Workers' Day
16 June	Youth Day
9 August	National Women's Day
24 September	Heritage Day
16 December	Day of Reconciliation
17 December	Public holiday
25 December	Christmas Day
26 December	Day of Goodwill

Phew, that seems like a lot!  As South Africa is a relatively new country, we celebrate things like our Constitution (Human Rights Day), our first free elections (Freedom Day), and reconciliation (Day of Reconciliation). We also celebrate the role of various groups against apartheid- such as labour movements (Workers' Day), students (Youth Day) and women (Women's Day). I think these are all great things to celebrate, and it's even better since we get all of these days as public holidays*.

When I was growing up, I had very little appreciation for all of these holidays, apart from the fact that they usually meant a day off school. Our South African holidays mark important, often tragic, events which happened on our way to a democracy. I hope that students in schools today will have the stories explained to them, even if they are violent, to show our new generations how far we have come. I would like to explain to my students what each of these holidays are, and why they can be proud of their country.

In other news, I had my first job interview yesterday. The panel were lovely, and although I was a bundle of nerves I seemed to make a good impression. Sadly, I did not get the position, though the principal of the school told me on the phone that she thinks I will make a great teacher. While I'm a bit sad that I didn't get the post, her words did help to boost my confidence. For now, it's back to sending out CVs and hoping.

*Unless you work at a private school, which I found out while teaching at Queenspark. They pick and choose which holidays they take, since they don't operate on the government calendar.

Clip Chart: International

A teacher-buddy of mine in Taiwan has taken my Clip Chart fervor to his school. They are using a modified version of the Clip Chart, and it's adorable:

Taiwanese Clip Chart

Click here to go to Miscreant's blog to read all about their Clip Chart and how it works. Here's an excerpt:

"All students have their names written on pegs and placed on "Ready to Learn". When they are being good, paying attention and supporting their fellow students we move their pegs up. When they are being disruptive and uncooperative, we move their pegs down. Often I will call up a student and make her/him move her/his own peg down. This reinforces the idea that s/he's done something wrong and (as I teach second language students) it gives me a moment alone with the student to ask her/him if s/he knows why s/he's in trouble - sometimes there are communication problems, rather than students being deliberately naughty."

I love seeing how each teacher uses a Clip Chart, we really are a creative bunch. I love the variety of colours that were used in this one. The blue Uh-Oh is particularly cute. For the Think About It, they have a rule in place that if the student is still on that colour by the end of the lesson, they do not get to go out to break but instead have to stay inside, thinking about what they have done. It's great that those teachers are able to enforce their rules, many South African teachers are not allowed to do things like keep a student in for break-time.