The Substitute Rant & the Answer

All teachers dread being out sick, but sometimes, there's nothing we can do about it. I'm not sure which is worse, making sub plans to keep up with your curriculum, or returning to find out they weren't implemented by the substitute. I'm out right now for a week due to type A flu. In the past, I have spent hours creating plans for my students to follow. Now, I simply post a Voice Thread on Schoology and teach the lesson myself. I don't care how I look or sound because they know I'm sick. It is the best way I have learned to keep up with my curriculum maps. Allow me to tell a few vignettes that led me to leave sub plans like this.

When I taught in NY, my husband had to have a back surgery. I missed a couple of days, but I left meticulous, step by step plans for the substitute to follow in order to keep my students on track. The district in which I worked required only a high school diploma to substitute teach. When I returned, I found that the substitute told the 12th grade students to bring something else to work on because they were just going to have a study hall those two days. I returned and was furious. I doubt the sub even read my instructions.

Last year, I was out a few days for bereavement. Again, I left explicit plans that would keep my 8th graders on target. When I returned, my students had only completed one day's work. When I asked how on Earth they were so far behind, they said the substitute used to teach them when they were little, so they caught up with her by telling stories. I am the first person to say that building strong relationships with our students is the most important task we have, but a sub who is there for a day or two doesn't need to do that. They need to follow instructions left by the classroom teacher.

I have finally learned how to deal with being absent (without being absent). It keeps my students on pace, keeps them engaged, and leaves the substitute to simply observe the class and make sure they are on task and behaved. I am blessed to work in a 1:1 school (I have one Chromebook for each student in my class). Unless I leave midday because of a sudden onset fever or an emergency, I always make a VoiceThread, Screencast, or YouTube video for my students to follow. This allows me to be in the classroom with them without being there.

I have a group page for my students on Schoology where I post the daily agenda, any notes, and any slides/ pictures/ reading from that day. This ensures that students who are absent are able to catch up and not get behind when they return to school. When I am absent, I post a VoiceThread or video of myself teaching the lesson to them. They simply come into the classroom, get a Chromebook, open up Schoology, put in their headphones, and begin the lesson. I have found this to be a far better way to make sub plans. I simply write a plan for the sub that says:

All classes: Take attendance and have them complete their Schoology lesson.

It's so much easier for everyone, and it guarantees my students stay on task and complete their lessons before I return. I also try to be available throughout the day by email if questions arise. They do not bother me unless they can't figure something out after asking each other. I prefer to run it this way. My students prefer it as well. 

Philosophy of Teaching

I've decided my first blog post will be my philosophy of teaching. I wrote this in 2010, and my philosophy hasn't changed at all. I believe this is the best way you can get to know me and decide if this is the type of blog you want to follow.

1. I believe the "shine" of a new teacher should never wear off.

Many times a young teacher enters her first classroom with the hopes and dreams of what life will be like as a teacher. She imagines the teacher getting the students involved in a wonderful discussion where different points are debated in a friendly way; maybe the drama club is acting out a newer contemporary rendition of Romeo and Juliet that the class wrote together or something as simple as having a wonderful relationship with each student in the class. The only problem with this scenario is that all of this is happening in the teacher's mind. Once these imaginary students are replaced with real students, things change.

What if this imagined friendly discussion becomes a heated debate, and students become out of hand? What if the class hates Shakespeare and not one student is interested in rewriting a play? What if the teacher doesn't "click" with a single student in the classroom? The answer is simple. Change the approach. It is not acceptable to give up on the dream of teaching and changing lives, just as it is unacceptable to give up on the lives you could be changing. That is why teachers should vow to keep optimism alive in the classroom, just as it was when they walked into their first classroom.

2019: I change what I'm doing every year. I teach the same texts our scope and sequence requires, but I add in current text sets yearly. I try not to use any of the materials I used the previous year because I want to keep learning current and engaging. I cannot tell you how often I have scrapped a lesson I spent hours preparing because it wasn't engaging the students. I don't mind starting from scratch to ensure student engagement.

2. I believe that a teacher's actions should speak louder than his words.

A man is yelling at a student in the cafeteria; he is embarrassing himself and the student. The student calmly replies to the screaming staff member, "I can't hear you; your actions are too loud." When a student sees a teacher doing more than what they are saying, it is easier for that student to do also. One cannot teach a child something he is not willing to do himself.

 2019: There have been times I lost my cool with disrespectful students. I've learned that's never the best approach. I try to take them aside privately to address situations because it allows the defensive walls to come down so I can see what's really going on. Often, students who lash out at teachers have something else entirely going on in their lives that has nothing to do with school. They need to know you care about them more than their grade. Once positive relationships are built with students, the disrespect disappears.

3. I believe I can empower my students to be successful.

Many students do not have the necessary support at home to be successful in school. Too often, students are not given time at home to do schoolwork, as they have their own responsibilities at home to support their families. Many students will drop out of school because of the pressures of helping support their families.  Other students have wonderful, loving families who support them at home, but need to have a teacher on their side at school as well. All these students need to know someone cares, and I may be the only person to tell a student I care about them. That is not fair, but unfortunately, neither is life. I believe that as a teacher and mentor in students' lives, I have the responsibility to care for and protect my students' best interests. I believe I am a student advocate. 

       

2019: I 100% still believe and follow the above statement. I stopped assigning homework a while back because my students weren't doing it. Many do not have help at home, so I teach the lesson and have classwork instead of homework to ensure they understand the concepts while working in the room with help available.

4. I believe every student is unique and learns differently.

As educators, we help students meet their fullest potential by providing an environment that is safe and invites a sharing of ideas. My classroom is a safe place for all students to share thoughts, ideas, and beliefs without fear of judgment. Because each student learns differently, they must all be evaluated differently. Authentic assessment is so important when assessing a student's knowledge of a subject.

2019: Bullying is my biggest pet peeve in the middle school. I have created an environment that allows students to be themselves and not fear making mistakes. At the beginning of each year we spend a week learning about growth mindset and setting goals. Throughout the year, if someone makes a mistake and gets embarrassed, more often than not another student will say, "Struggling means learning." How amazing is that? 

5. I believe every day is fresh with no mistakes and should be approached in a positive way.

We all have bad days. Students need to understand that what is in the past is in the past. They need to learn from their mistakes in order to grow, but they cannot start everyday thinking their teachers hate them for an outburst at the beginning of the year. Teachers need to understand that our students are going through some intense changes physically and mentally.  I do not allow anger or disappointment to last in my classroom past the class period in which it happened. I want them to learn from their mistakes; I also want them to know that I will not dwell on those mistakes, and I don't expect them to either.

2019: I have had to take a student aside (as recently as 2 weeks ago) to chew them out for something. The most recent incident was during our study of Flowers For Algernon. Four of my boys thought it was funny to slap their chest with a limp arm or talk as though they were intellectually disabled. I immediately removed them from the classroom and gave them a separate assignment. They had to write a credo. In it, they assessed themselves and wrote about what kind of man they each wanted to become and how best to reach that goal. All four completed the assignment, apologized to the class, and two have become advocates for some other students in our school. Once they returned to the classroom and apologized for their mistakes, we were ready to move on and start fresh.

6. I believe that I will be a successful teacher; I will make a difference.

Students need to know they are cared for and loved. They need to know that someone out there has their back and is on their side. They need to know someone is in their corner rooting for them to be successful. My students never question whether or not I believe in them. By building relationships, getting to know them, and connecting with my students, I will guide them to success. 

2019: Every day when the bell rings I say to each class, "Have a great night (or weekend). I love you." At the beginning of the year, I had some extremely strange looks. Now, they yell back, "love you too, Mama K!" or "Love you, Mrs. Koster, enjoy the weekend!" Creating a loving environment makes the students want to be in your class. They want to work hard for you which in turn helps them succeed, and isn't that our goal? 

I still stand in the gap for my students. As long as I am teaching, none will fall through the cracks. I won't let them disappear into the background. I will do everything in my power to help them find their passion, chase their dreams, and seize every opportunity they can. I am no fool; I know I cannot connect with every single student, but that doesn't stop me from trying.