May
22
1st grade substitute for 3 days
ByHello Peers, My name is Shelley Crawford and I am a substitute teacher in Baltimore City, Maryland public school system. I have an assignment next week teaching 1st graders for 3 days. How would your approach be modified to help 1st graders maintain classroom discipline? I look forward to hearing your thoughts on this matter. Have a wonderful day as well!
Sincerely,
Shelley Crawford
Im back to teaching (subbing) after a 15 year break to be a stay at home mom. At first the calls to sub were only once or twice a week. I expected to be called every day to help supplement the cost of raising teens in sports. I asked HR how come Im not getting calls and they had some lame excuse. Next thing I know Im getting calls like crazy. I accepted every job offer. I’ve been to preschool (autistic children) elementary, middle school,high school, honors, not honors, ap, and continaution school. My teaching experience has always been with second language learners since I am fluent in Spanish. I was surprized to find that the respect I was shown 15 years ago in the classsroom by the immigrant students no longer exists, in the same way I experience my sons talking to me with an attitude that would have never been acceptable in my generation. I need the guidelines that I’ve briefly seen from Classroom Discipline 101. I’ve read the reviews and perused the website and I recognize that the author is spot on and knows of what he speaks from experience. My survival instincts and mistakes as a sub over the last 31 working days have led me to take some of the same actions put forth in the book. I plan on purchasing it to study over this three week Christmas break. I am not a quitter, even though I’ve had my cellphone stolen, paper airplanes hit me in the head, students use every swear word imaginable, been insulted in two (and maybe three) languages, and referred more kids on one week than I ever did in 13 years of teaching. I know that if the classroom is quiet,the teacher does as described in the book and it works,then I can teach which is my passion.
I do feel remorseful for some situations where I have tried to control the class with responding back to the older students defiance with a joke, which was really biting sarcasm. It seemed to work but I knew it was wrong even though it caused the disruptive student to be quiet.
I read that sarcasm is the response to feeling powerless. I know that it is possible to discipline without taking the defiance personally. This is an issue I need to work on and that is why I am at this site
I need to get tips and hear from other subs if they experience the same in the inner city where kids seem bitter, angry, and before I can say a word they are standing on the tables, throwing things, whistling and swearing at each other. I am not ready to throw in the towel until I try the methods proposed and see what happens. In the meantime I have to rest during the break because the stress has taken it’s tool. Im just grateful to find a place with some answers to my dilemna of subbing in the war zones of the inner city where I feel compassion for the students yet need to better prepare myself to handle the classroom.
What a brilliant book and I was wondering if anyone has any advice about taking next year’s class of five year olds for a “Move-Up Afternoon” and how any potential detentions can be dealt with as there will be no break and no time after school as they will be returned to their present classes. Is it best to go through the rules thoroughly this time or when they start in September?
I would be very grateful for any advice…
Hi, The interesting thing that I’ve found out is… that all I have to say is…Are you being respectful? To which they reply, no. I then ask (out of curiosity really to see what they would say). What should you be doing? and they have always replied with the correct answer. Even though they are 6 they do actually know how they are supposed to behave.
I’m a primary teacher in New Zealand
Hi, I’m impressed. Just started the seganti technique for the last 2 weeks. I teach Year 2′s. That’s 6 year olds.
The class discipline. Wow! Spectacular. My class isn’t actually that bad but I did have one child who would constantly interrupt with his ideas etc etc. And as you pointed out in your book…..I was one of those teachers who would try to use psychology and everything PC to correct this behaviour. Unfortunately to no avail. Tried two terms this year. It only basically took 2 days after using your technique. On the third day this kid came up to me with his hands behind his back and politely said, “Excuse me, Mrs Dickson” and waited for my reply…unbelievable.
The first couple of days I just had to smile to myself as I watched your quotations unfold.
You will smile at this one…one of my quieter kids who had to come in for detention because she continued to whisper to her neighbour when she thought I wasn’t paying attention came up to me later in the day and stated (with a smug look on her face) “Mrs Dickson, I don’t care that I’m on detention couse I’m going into hospital to get my tonsils out and so I won’t be able to do it.” To which I replied, ( with a smug look on my face) “Oh that’s ok, you can do it when you come back to school.” hahaha
I have told about 5 staff about your technique. I had a student teacher in the class who has been coming in every Friday and knows about the interruptions. She wants to buy your book. She was blown away. The art teacher came in to take art and said she couldn’t believe how much easier it was to take her lesson without you know who interrupting. As you mentioned in you book….one of the rules is to respect staff and so the kids got the run through about what staff meant. She had a lot more energy at the end of the day even though she herself didn’t use your technique she reaped the consequences of it. Thank you.
The principal rang to say a parent had contacted the office about our policy on detention. Of which they replied …we don’t have one. The principal said the word choice – detention might be a bit difficult for parents. I replied…I chose that word on purpose so that students understood the seriousness of their behaviour and lack of respect for the rules in our class. I went on to explain the positive consequences that have happened since using your techniques and how every child in the class now has a lot more uninterrupted learning time. What could she say to that!!! So she replied, “Oh ok. Just letting you know that one of the parents came to the office so you’ve got one up on what’s going on. YES!
One more week before holidays so I will continue using your technique and let you know what happens next.
Sharon, I want to thank you for the tips I read in your comments! I am a first grade teacher with one very damaged little guy, and some extremely immature “squirrly” little guys, in a class that is weighted with boys. They have no self-control and every day is stressful. I greet my students each day and remind them to enter quietly and get on task, but I love your morning message and going to implement it on Monday. I really appreciate the comments and replies that I have read, but yours stood out. Thank you!
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On the very first of 5 days that I was substituting for a high school math class, 4 students were talking disruptively to 1 nearby. I asked the 1 student who was the focus of attention to change her seat. She was offended: “This is my regular seat that my regular teacher assigned me to.” She referred herSELF to the administration to get excused from the class for the remaining 4.5 days. That had the advantage of getting her away from the other 4 students who were talking with her, but it completely removed any ability I might have had to use re-seating as a management tool.
Having a class list will not always help you identify everybody; people will lie about their names. Ideally you need a photo roster, but I get that regularly/reliably at maybe 3 of 13 schools where I substitute-teach.
Nicole,
Sorry it has taken me so long to answer.
Below are my abridged rules. What works best for me is to address each child as I greet him or her in the AM before they enter the classroom. I have what people describe a “kind and gentle” personality. This does not work well for most classes as a sub. I have turned to being quite stern- not so friendly. I don’t like it, but the alternative is having a miserable day.
I had a horrible day last week with the first grade class I sub for. There are 3 very damaged little boys in the class that have severe anger issues(rage at each other). I made the mistake of applying some of the new techniques from my districts professional workshop I had attended the night before. Although I the philosophy is beautiful, it doesn’t work well as a sub with these children.(Glasser’s Nurtured Heart). I love the philosophy and premise, yet I do not have enough of a consistent exposure to these children to build this.
First, I post this on the door and read it to each child and have them look me in the eye and agree to it…
Go into the room, go to your desk, get started on your work, no talking. Then we go over the rules after everyone has arrived
1-Enter the classroom calmly and quietly, ready to learn.
2-Follow directions the first time. The teacher will not give warnings.
3-Never get out of your seat unless you are told that you may. This includes for bathroom use, sharpening pencils, drinks and garbage. ( I have pencils sharpened for them an go over what to do with garbage… WAIT)
4-Raise your hand and wait to be called on to speak.
5- Show respect for yourself and others AT ALL TIMES in the way you talk and interact with them.
6- Be on task AT ALL TIMES. If you finish early, read or sit quietly and wait. School is for learning.
7-My teacher does not argue. If I am told to do something I will do it immediately without complaint.
8-My teacher does not give warnings. This is my warning. A violation of these rules will be met immediately with a loss of recess, meeting with the counselor or principal or suspension from school.
S. Africa- huh? Hope your new year is going well. We need more primary/elementary teachers in this forum- don’t you think?
Hi, Sharon. Can you post an example of you abridged version of the rules? I teach Grade 1 and am interested in the way you have implemented the technique. School holidays are nearly over (South Africa). Although I am looking forward to giving CD101 a good go, I am also wary re my class. Like your class, they are very challenging. Although it is the start of a new academic year, I have 13 repeats and am fully aware of what I face, not to mention the additional 24 that will be joining us for 2010. How are things going in your neck of the woods?
I recently bought and read your book , Craig. (Thank you thank you!!!).
My big question is , are there some tips / rules /methods that are applicable for the primary and elementary students? Something that I didn’t realize when I bought the book was that it was more targeted for the upper grades. I still find it very useful, but little kids do have slightly different needs. I did implement some of your methods the other day and had some great results as described below…
I have been a substitute teacher for 7 years now and one of those years I was a leave replacement teacher for a third grade class. I had an excellent year, my classroom control pretty good… even with a few very challenging students….but subbing is another story for me. I’ve been rethinking continuing as a teacher all together, but know that it is subbing that is the problem. So,,, after reading your book and tips for subs, I tried to implement what I could as I subbed in my VERY VERY challenging second grade class the other day. One of the things that made the biggest difference was that I let no student into the classroom in the morning until they looked me in the eye and agreed that they were there to learn, knew what good classroom behavior was and would go to their desk, stay in their seat, begin their work and not talk. I found that 2 of the worse offenders really bought into it.They almost seemed relieved actually. After they were all assembled, I went over an abridged version of the 10 rules. I emphasized that this was their warning and that there would be no more. This class has a high proportion of pretty mentally disturbed children with major behavior issues. So, if one child is loosing it, it is difficult to stop, deal with him or her and keep the others under wraps. I made the decision to have pencils sharpened for each student and took their chairs down and placed them at their desks before the start of school. I wanted things as calm as possible.
Wow! Mr. Wasavary! I wish I had thought of that! There were so many times I wished for a seating chart! I should have made my own like you did!
It was good of you to give advise on the class room management because many educators need those tips on how to manage the class room.
For future jobs, I would definitely use the routine the teacher has set for these young students to avoid confusion or cause insecurity in their day. The teacher’s lesson plan is the substitutes guideline which usually follows what is being taught according to state standards. This should be followed as closely as possible.
I know teachers sometimes provide more than enough work, especially paperwork (not a plus) for students to complete and this seems to cause frustration because it is not the normal routine that they expect. If possible, I would interject a fun, tested learning game to break any monotonous paperwork.
Also, call the teacher if a three-day gig is what you’re up for. Keep numbers of teachers that you usually sub for to get the ins and outs of her classroom, especially if there are any special needs children that need to go for treatment or therapy.
This is a suggestion for middle school-high school subs. As I call attendance I take the time to make a seating chart, with first names and initials. I make a copy of the class list before class starts if I have to turn one in to the attendance office so I can keep one and now I can identify every student by his full name. This takes away the anonymity the students feel they have with a sub. I also find students will frequently move chairs to be near friends; if I see this I immediately relocate them some distance away. If they try to claim that is where they always sit, I say that today I am the teacher, so I choose the seats. All this is not a silver bullet, but does help keep the classes from becoming too crazy. If I am actually teaching, as opposed to the more common handing out some work and babysitting, it is wonderful as I can call on students by name.
For 3 days (knowing students need a strong routine) would you not follow what the original teacher has put in place? OR is that not working?