Making a Difference

I was the long-term sub in a world history class at a local high school for seven weeks until the BOE decided to bring a qualified teacher into the classroom. I was given a one day notice the new teacher would be taking over on the following Monday. I am now back to relying on the sub system to call me for sub assignments. A recent sub assignment was for a teacher in the classroom across the hall from my "former" classroom. My "former" students had varying reactions when they saw me in the hall that day. Some said they were mad at me for leaving them, didn't want to talk to me and kept walking. Others stopped to give me hugs and told me they missed me. Some students mentioned they missed my worksheets. A few students complained they hadn't learned anything since I left, other students complained their grades were dropping with the new teacher, but they all wanted me to come back. I was surprised how many students said they missed me, and I was even more surprised when the trouble making students gave me hugs. If you read my previous post you would know my time in the world history class was not all sunshine and rainbows. It took a few weeks for the students and I to develop a working routine and to develop a good teacher-student relationship.

You never know the impact you have on students until they show/tell you. The students' reactions were a pleasant surprise and a confidant booster for my self-esteem. I feel as though I made a difference in their lives. To me that's what teaching is about, making a difference.

~Jonnie

Never Say Never

It's been a long time since Kelli and I have posted on this blog. Kelli has a good excuse, she's recently got married and she's working on her Master's. I'm still trying to figure out what career I want to pursue when I grow up. Which I may have stumbled upon it thanks to a long term sub position I had for one month.

I was the long term sub in a special education classroom. During the experience I told myself and others I would never want to work in the special education arena because I did not believe I was capable of working with children in the special education program, or dealing with the paperwork, the liability, and the parents. Ha-ha-ha on me, because when that long term position ended I was shifted to a long term position in a regular education classroom.

Almost every day I say I will quit, or I want to quit. I have learned I do not work well with regular education students. Or maybe it's just the students I have because if you knew what I have experienced in the past month with these students, you may be more sympathetic to my case. After two to three weeks with these regular ed students I signed my butt up for the special education GACE (Georgia Assessment for Certified Educators).

I never thought I would want to work in special education, but I have learned through experience most, not all, children in the special education program have respect for adults, sit quietly in their seats, are almost always on task, and never make me want to go home and drink a whole bottle of wine.

~Jonnie

Step Back and Back to School

I haven't written here over the summer for a couple of reasons. For one, it's been a very busy, but very, very fun summer. My husband and I got married in the middle of July while I was taking graduate classes, so most of my time was consumed by wedding planning, moving, showers, papers, and reading.

But I have to say, in spite of it all, it has been a great, great summer. I have started to think of it as an escape into my real life, and it has been great. I planned a wedding, and more importantly, planned the beginning of my life married to my best friend. I helped teach some great kids at our church's Vacation Bible School. Even my classes weren't that much of a burden because they were fun: A Harry Potter literature class and a sociolinguistics class!  They may not appeal to everybody, but this nerd had a great time. Then the Olympics started and who doesn't love the Olympics?  It gave me a chance to get back to the good things in my life where subbing all school year constantly reminds me of the struggle I've had trying to start a career as a teacher. I thank God this summer let me escape that for a little bit.

Most of the school districts around here started school again yesterday, but this year I looked at it much differently. Since I graduated from college and became a certified teacher, the start of each new school year was another year I hadn't gotten a full-time job. It's not that schools don't hire teachers in the middle of the year--many of the interviews I've had have been in the middle of a school year, for positions to start immediately-- but it reminded me each year that I wouldn't be rushing in to pre-planning and doing what I had gone to school to do. That's the other reason I haven't written. Toward the end of last school year, I decided to take a step back from the job hunt, complete my Master's and maybe think of other ways in which I could use my abilities. My summer of escapism was an extension of that decision. I'm not giving up--in fact, I would gladly still take a job if I was offered one--but, just like a student, already trying as hard as possible, can't "try harder" to learn something, I can't just "try harder" to push down the wall that's stopping me. Instead, I'm going to back up and get a new perspective on the whole thing.  It's been getting me too discouraged and too cynical, and I need to get out of that for a while. I took a break from writing this blog as part of my step back.

The reminder that subbing presents comes in addition to having too many let-downs from interviews like the one Jonnie describes in her last post. I have been to many interviews for many different positions, some of which I have referred to in pervious posts. I have been nervous, relaxed, enthusiastic, even apathetic. I have tried to apply all the interviewing tips I've ever gotten, even switching them up experimentally. Only once have I been offered the job, and then it was a job that I couldn't possibly take because of the location. It would have been temporary anyway. Granted, I think some of this has to do with the fact that most of my interviews have been for positions teaching Spanish, which was my minor, not my major. If any of my potential employers thought this has made me less qualified than other candidates, I understand. Otherwise, I've come to the conclusion that if there's anything I can do in the actual interview to change their minds, I don't know what it is. Hence the step back.

I'm still going to substitute teach this year, partly for the money and partly for the sake of not separating myself completely from the school systems. I will be in a different district this year, though, so I will have more stories to tell in addition to the ones from the past I have yet to share. My change in district might even make for some interesting comparisons I can write about later. I will also be taking an Educational Research class this fall which I'm sure will bring me back from the escape of my summer, but this is the first class in education that I will take while I'm all right with the fact that I am not teaching right now. I will be able to look at the field with a slightly different perspective. I don't know what will come of that new perspective, but I'm okay with whatever it is.

So, if, by chance, you're reading this and you're in the same boat with Jonnie and me, I don't want to encourage you to give up. Don't do that. Chances are, you're the type of person the education system needs but doesn't want right now. I know we all need the money, but if there's any other way you can get it or live without it, don't be afraid to give that a shot while you're waiting. You can easily lose yourself in trying to figure out how to please potential employers, but that's no good to anybody.

When I look at my experience having taken a step back, it looks a little more trivial now. That is comforting in itself, but what is more comforting is that I know things will happen when God wants them to.That's so commonly heard among Christians that it almost sounds cliche, but, you know, that might be because it's one of things we have to remind ourselves of the most.

Thank you for reading,
Kelli.
Jeremiah 29:11

The Way I See It #17

I wasn't sure if I wanted to share this on the blog, but obviously I have decided I do want to share it. Here it goes...

I had a job interview this past spring for a teaching position as a Family and Consumer Sciences teacher at a local high school. I was thrilled when I saw the job listed on teachgeorgia.com, I immediately filled out the application and delivered it in person to the Board of Education. A few weeks after turning in my carefully filled out and reviewed application, I received a phone call from the principal asking me if I was interested in an interview. Of course I said yes and the next day I anxiously drove to the high school. I arrived almost 20 minutes early. Despite my confidence in getting this job I was a nervous wreck during the interview. Side note, I have been through several interviews in my life. Also, I've received interview tips from my university mentor, husband and former co-worker. Not only have I been the interviewee, but I have also been the interviewer. I always give short, simple answers. During this interview I kept giving short answers and the interviewers kept asking me if I had anything more to add. Asking me if I had anything else to add to my answer did not help my wavering confidence. However, I was praised by one interviewer for graduating with honors and earning a minor in Child and Family Development. I am pleased to say I did show my personality in the interview because I was able to make them laugh with my witty humor and smile (showing personality in interviews is something I struggled with in the past). When the interview was over I was ready to get home and relax.

My husband, sister-in-law, former manager, and friends were confident I would be offered the job. I was confident I would be offered the job because I believed I was the best qualified-I was praised for my minor in the interview, who else would better qualified than me? Three days after the interview I sent the principal an email saying thank you for the interview and the opportunity to learn more about the school. Two weeks passed I had not heard anything so I called the principal to ask if a decision had been made. The principal did not remember me. My heart started racing because that was the first clue I was about to receive disappointing news. After reminding the principal  who I was and which job I was interested in I was told with apologies the interviewers had selected someone else. Somehow I held my composure to say thank you for the interview and good-bye. As soon as I pressed the end call button I burst into tears.

I felt so crushed not to be offered my dream job, the job I went to college for, the job that required me to pass a $200 teacher certification test. I felt as though if I can't even get hired for a job I'm qualified for, how will I ever get hired? Thankfully, I am surrounded my amazing supportive people who helped restore confidence in myself. I was not offered the job because I was not good enough, I was not offered the job because they simply did not like me. Simple as that. It hurts to think these people did not like me, but it is true. I was and am qualified for that teaching position, it came down to liking me and they did not. Everything happens for a reason, and I was not meant to have that job. The job for me is still out there, and when the time is right, it will be mine.

My new addiction is Pinterest, and I found this quote that goes along with the lesson I learned from this experience.

~Jonnie

Happy Summer

We're past the halfway point in July, and once August arrives my phone will be buzzing with calls from the sub hotline again. This school year will be different because I changed my substitute profile from everything to just high school. When my phone buzzes I know there is a sub assignment available at one of the high schools. Middle school is not for me, which is why my degree is in secondary education. Though secondary covers middle grades up to high school, I prefer the high school students. To each his own. 

I hope everyone has had  a wonderful, safe and fun summer. Enjoy the last few weeks of relaxation. 

-Jonnie

Moments Like This

Sometimes teachers or staff at schools treat me like I'm a stupid person. Sometimes students treat me with no respect. This post is about the times students have reminded me why I went to college to become a teacher.

Two students at a middle school once told me I was the first teacher they knew who fully understood children. There are students I've subbed in their class only once who yell out, "Hi Mrs. J!" as they walk down the hall to their class. Some students will stop me in the hall to chat. Once I walked into a classroom and a student ran up and hugged me.

Yesterday I was sent to cover a class during my "planning" period. The class was assigned to work on a study guide and most worked together to complete it. I was talking to the students closest to the teacher's desk. The students wanted to know what I thought of the area since I moved here. I told the students I believe there is a lot of racial tension in the area. One of the students gave me a high-five when I said this and told me she was happy she was not the only one who thought the same thing. I told the students it really surprised me the first time I sent a student out of the room for being disruptive and off-task, the student exclaimed, "It's because I'm black!" (I did talk to the student when he returned to class to explain why I sent him out of the room. I've subbed for his teachers several times since the incident and his behavior was excellent every time). I also told the students about the time a student called me a racist when I asked for him to hand me his Bop-it toy and ear buds. I explained to the students who were listening I knew the student was only seeking attention and was trying to get a reaction from me. My only reaction was to tell the student to sit down and do his work. After my two short stories the students shared with me times when a teacher has written them up.

One student explained he was at his locker and there were other students at their lockers as well. While he was getting his stuff out of his locker a teacher came up to him and told him it was not locker time and he needed to put his stuff back into his locker. The student tried to explain to the teacher he needed his notebook and book for class. The teacher took the student's explanation as back-talking and wrote a referral.

After listening to the student's story I told him in situations like that one it is better to keep your mouth shut. I know you were only trying to tell your side of the story, but when a teacher or adult is giving you instructions to do something, it's best to follow the instructions and keep quiet. If you try to explain your side of the story it will only be interpreted at being disrespectful and back-talking. It's ok if the person doesn't know your side of the story, you know your story, let them keep their side of the story. I know it's frustrating, but it's better than receiving a referral and spending days in ISS. Sometimes adults don't understand children and their actions, thoughts, and motives. Sometimes you just have to deal with misunderstandings.

The student just stared at me and said, "You're amazing." The girl who gave me a high-five said, "You should be principal."

In those moments when students feel like an adult took the time to listen to them, took the time to understand them, those are the moments I love. I may only work as a substitute teacher, but I can make a difference in a child's life.

~Jonnie

The Evils of the Call Button Part 1

One of Jonnie’s posts  shows the good side of the call button. When you’re only going to be in a classroom for a day, the call button can be a life saver, but, in long-term situations, the call button is a black hole of trouble from which there is no return.I learned that through a series of very bad experiences.

I went into my second long-term sub position knowing it was temporary but indefinite. The high school English teacher had had a medical emergency at the very beginning of the year and was recovering from surgery. Most of the students had never met her. I was the only teacher they could associate that class with but, at the same time, not the real teacher. I knew it. They knew it. Their parents knew it. I did the best I could do, but I admit, it was a disaster.

I did try though, and part of trying was reading all the rules and procedures I could. I had learned that lesson from my first long-term job.  One of the procedures I found was the school-wide policy on teachers responding to cell phone usage in class. I was impressed that there was a school-wide plan  posted on the wall for everyone to see. Hallelujah!

The instructions were easy:

1.       When a teacher sees a student using an electronic device such as a phone, MP3 Player , or electronic tablet of any kind, he/she will collect the device from the student.

2.       The teacher will then label the device with the student’s name and place it in a secure place.

3.       The teacher will then call the front office using the call button and an available adminstrator will come to the class and collect the device.

The first time a student’s device is collected, he/she may reclaim it at the front office upon dismissal. For all subsequent offenses, his/her parent/guardian will need to claim it at the front office and further disciplinary actions will be taken.

Sounds good.

So, shortly after I found this, I caught a student blatantly using his iPhone during class in the last class of the day. I walked over and demanded he give me the phone. He gave it to me but he protested loudly, attracting the whole class’s attention.

I hit the call button.

I heard the clerk in the front office answer.

“Yes, how may I help you?”

“I’m in Mrs. Schulemann’s class and  I need an administrator to collect a phone.”

There was a suspicious pause on the other end of the intercom. I tried to save face.

Please tell me she knows what I’m talking about. The employees of a school don’t always know  or follow the published policies, but those policies are usually my only chance at appearing as knowledgeable as the other teachers.

“Um, ok. I’ll let them know.”

“Ok, thank you.”

The boy I took the phone from still looked shocked, but the other students started arguing. Some laughed and said teachers never did that anymore. Others swore vehemently that it happened to them all the time.

Oh Lord, help me.

Surely enough, a few minutes later, there was a beep from the intercom. This time I recognized the assistant principal’s voice.

“Ms. Gregory?”

“Yes?”

“ You can give the phone back to the student. I’ll come talk to you about it right after the bell rings.”

NO! Come get the stupid phone! Don’t you realize what you’re doing?

“Ok. Thank you.”

I gave the phone back to chants of “Yeah! That’s right!” from the rest of the class. Face lost.

The bell rang shortly after that, dismissing the students for the end of the day. I sat there  ten minutes waiting for the assistant principal to come talk to me about the phone incident, but she never came. She wasn’t in her office when I checked there either.

I figured it was a case of an over-zealous substitute trying to follow antiquated rules that the rest of the school had long ago forgotten but had never officially taken off the books. It happens.

However, the next morning in the hall I passed a non-teaching faculty member, (I call her that because I don’t know what the heck her job is) and she asked me how things were going with the class. I gave her as generic an answer as I could; it’s a hard situation but I’m hanging in there, blah blah, blah.

(Side note: My fiance and I went to the same elementary school, and this woman worked there at the time. Neither of us liked her then either. She doesn’t remember us.)

Then she asked, “ And you had a cell phone or something at the end of the day yesterday?” as if she was confused and concerned.

“Yeah, I did. I took it up and called the office for them to come get it.”

Her voice grew very cheery, but she suddenly became very interested in the wall. “Yep! That’s what you do!”

Could’ve fooled me! Heehee!

Later on in this little adventure I passed an administrator coming out of a classroom carrying a plastic baggy with a labelled cell phone in it.

Now on my Christmas list

You see, the problem with the call button is that when you use it, you transfer classroom leadership from yourself to the school administrators. This can sometimes work, but you take a lot of risk doing it. In this case, I ran the risk of being directly contradicted in front of students who already had little motivation to follow me. 

~Kelli 

P.S. I believe smart phones and other similar technology could be used productively in class for several reasons, but I was following school policy and another teacher's lesson plans. 

Substitute WIN!

The other day I was subbing in a middle school ISS (In-School Suspension). For most of the day, it was quiet. I occasionally had to wake up one of the inmates
students, but it was pretty uneventful until the very end of the day.

 The teacher had left me a list of bus numbers with the seating chart so that I could make sure they all left at the right time. All of them had bus numbers; none were designated to walk home or get picked up.

 It's also important to note that because the ISS teacher can't send students out of the room on errands, she has a phone for calling other offices. There were about 20 minutes left in the day when the phone rang. It was one of the administrators.

 "Hi, this is Rhonda. Did she leave you a list of bus numbers?"

 "Yeah, it's right here."

"Oh good. They will tell you all kinds of things. You wouldn't believe how much they try to sucker you into letting them out of that room early. Oh, they will try and try and try. It's exhausting."

"I bet," I'm ready to get out of here too. "I'll make sure they leave on the right bus load."

"Ok. I was just checking on you.

"Ok. Thank you."

"Let me know if you need anything."

No sooner had I hung up than the boy seated directly to my right turned around and whined, "I'm a waaallkkeerrr."

"It says you ride bus 26 on second load."

"I'm a waaaallllkkkkeerrr."

"Do you have a pass?"

"Yes, but they don't need to see it."

"I need to see it."

By then he had gotten the attention of the other four boys (I only had boys that day) and they were all giggling at him. He dumped out his incredibly messy bookbag, dug through all his belongings, and produced no walking pass.

"Seriously though, I waaallllkkkk hooommmmee. You can call anybody and ask. I waaaaallllkkkk hooommmmeee."

"She wrote down that you ride the bus. If you walked home, it would be in the computer and she would have put it in her instructions."

"I used to have a paaaasssss."

"When did you get it?"

"Half-way through the year.'

"Just after Christmas?"

"Yeah."

I flipped through the previous seating charts. Normally, I wouldn't argue with a student like this, but as a sub who isn't really sure, I try to prove it before I make a final decision. The last time this young man had been in ISS, he had ridden the bus. That had been at the beginning of April. I told him, "The last time you were in here, she said you rode the bus."

"Yeah, I got my pass after that."

"When was the last time you were in here?" I already knew.

"About a month ago."

"So you got your pass right after Christmas about a month ago?" He babbled something inaudible and the other boys could no longer hold back their laughter. "Sit down and leave on second load."

He sat down and whined for another ten minutes before bus call started. When they called for walkers to leave he stood up and informed me he was leaving to walk home.

"Go ahead. I'll leave her a note that you left with the walkers and if you're a really a walker, it'll be fine. If you're not, you'll get written up for being AWOL."

He got two steps out the door, stopped, turned around and went back to his seat.


I thought so.

~Kelli

Appreciating Teachers- The Bad Apple Doesn't Spoil the Barrel

If you didn't know, this is National Teacher Appreciation Week. I have to say, I'm glad this week exists, and it's always nice to be reminded that not everyone hates you just because you're a teacher. I was lucky enough to go through a long-term subbing assignment during this week last year and some of my students and their parents did show their appreciation very graciously.

 It is a nice change. Maybe it's just me, but it seems like students and parents alike often walk into a situation on the defense or offense against the teacher rather than on the same team as the teacher. I have wondered for a while what makes them feel this way. I think it comes in part from certain teachers and in part from the media.

I saw this story on the Today show this morning and thought it was relevant enough to include here.

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What a great teacher. I want to go back to middle school just so I can be in his class. Maybe I would've liked math more back then and saved myself a lot of heartache in high school. And having, worked with middle school students, he deserves much more than a four-minute segment on a morning show for doing it without pay. 

But how many people will remember his story a year from now?

I have to say, it took me a while  to find this video on the Today website. I kept checking their website and didn't see it, so I thought it was just me being unfamiliar with their navigation and Googled the topic. Interestingly enough, I typed in "Today show teacher"--granted, a very generic search term-- for my first search and what did I find? 

This was the first hit on Google. 

Visit msnbc.com for breaking news, world news, and news about the economy

This is from months ago, and I bet many more people remember this or a story like this one because it is so enraging and because there are so many similar ones in the media these days. It's horrible that these kinds of teachers even exist, and it's even more so that there's more than one of them to put in the news. But it begs the question: how many more Bruce Kravitz (spelling?) are there in the world? We don't know. The news only talks about them during Teacher Appreciation Week,

Now, I know sensationalism sells-- that can't be helped--but is it too much to hope that people would realize sensationalism doesn't tell the whole story? It's a shame that people like those "teachers" in the second video were even given jobs, but it's an even bigger shame that they are made to represent teachers in general, in the eyes of the media and of the public. 

Because we're not all evil/stupid/ bent on making your child's life miserable, 

Kelli 

Oooh...I guess....

I wanted to start this blog in part to vent about misconceptions people have about subbing. This is a relatively minor one, but it is one I get a lot.

A lot of times I get calls from weary substitute coordinators and/or teachers asking me if I’d be “willing” to sub in an unconventional class. I don’t understand their worries, because I either a) don’t mind the change of pace or b) happen to know their class is the easiest to manage. This is a list of classes that are easiest to sub for, in no particular order.

1)      Video Broadcast Production/ High School Journalism- These kids are on autopilot and rarely notice I’m even there.

2)      Architecture and Engineering- As long as I am not put in charge of running the power tools, it’s all cool. It’s amazing how easy it is to work with a class that wants to be there and isn’t forced to sit quietly and listen to me.

3)      The Media Center- Why do you even need a sub in there? It’s boring as heck, but really easy.

4)      Resource/ Special Ed Classes- As is probably the case with education in general, the kids in these classes get an unfairly bad rap. The stereotypes and judgments have gotten a little better, but they still hold on. You do get some troublesome classes, but having fewer students makes troublesome so much easier to deal with. In my experience, though, resource classes  have been some of the easiest going and agreeable. Yes, there are students who give me trouble, and I’m sure they’re hard to teach but no more so than kids in other classes.

5)      Band- Most band classes I have seen in middle and high school have two conductors which means having a sub fill in for one is just a technicality, and if they don’t have another conductor to run the class, there’s always a video.

6)      ISS (In-School Suspension)- I hesitate to put this one on the list, but in the school I have subbed in most, it is the only class in which I get a real break. When I am subbing in other classes, I receive notes saying I am required to go help in ISS on my breaks. Funnily enough, when I sub in ISS, only one of the multiple subs in the building comes to help me on his breaks.  Huh…

So, yes I’d be willing to sub for you in any of these positions, but I will still pretend to be worried about it if you call.

;)

Kelli

The Ones I'll Never Forget

I have wanted to write this post for a while now, but I wasn’t sure what to say. Teaching is one of the hardest jobs in the world, and there have been plenty of times when I have wondered if I was even cut out for this line of work. That thought discourages me because I have put a lot of work and time and money (thanks to my parents and the HOPE scholarship) into getting my degree and preparing myself to teach. Sometimes I feel like if I gave up, it would all be a waste.

But then, God does take us through everything for a reason. I don’t know what it would be, but I like to think that if I have done any good for at least one student, at least it wasn’t all a waste. And, if the experiences have taught me anything, then it would be even less of a waste.

They taught me to be patient, to look for other paths in life, to try to change what I can (including myself), and to accept what I cannot change.

This last one has always been the hardest for me, even before I started pursuing teaching. Between my volunteering, student teaching, tutoring and subbing experiences, I have met a few students I remember particularly well.  For a while now, I have kept an informal list of them in my head, but now 

I realize that what they all have in common is that were forced to accept that last lesson much earlier than I was. Maybe I remember them so well because their lives were so alien to me.

I originally wanted to tell each of their stories anonymously so that all of you could understand what I meant by that, but they aren’t my stories to tell. As a teacher, or a semi-teacher, I was only an uninvited spectator to these stories. They’re only kids, and while right now they have to accept what they cannot change, eventually they will be in a position to decide whether to change what they can. If 

I was to tell you what little of their lives I observed, I would be reading a book before it has been written. They’ll tell their stories through their choices.

And so will I.  Right now, I have decided to tone down my search for a full-time teaching job. I am not giving up. In fact, I had a job interview yesterday, but I have narrowed my efforts and am playing with the idea of other career paths on the side. If the opportunity for a teaching job comes up, I will take it, but I am accepting that I can’t change the job market or the working conditions for substitute teachers and choosing to change my approach to the situation.

Thank you for being a spectator to my story,

Kelli 

"She's a psychic!"

For my major, FACS, I took a lot of Child and Family Development courses. I took so many I gained a minor in CHFD. If I had planned accordingly, I could possibly have double majored. You need to know this because it will help with my story. I studied birth order and how it plays a role in a person's personality and behavior.

One day I was subbing in a freshmen math class. The students were instructed to remain in their assigned seats and work quietly on their packet. There was a student who could not stop talking. He kept the focus of the class, and my attention on him. With my back to him as I was taking a sip of water from my water bottle, I asked him if he was the youngest child in his family. When I turned around his mouth was wide open and the other students were watching him for his response.

"How did you know?"

"I studied birth order in college. I have a minor in Child and Family Development. Your personality and behavior in class were my clues."

Suddenly, other students in the classroom wanted me to guess their birth order. I'm not perfect at profiling, because it takes practice and experience. I was accurate for most, but not all.

I think it was a week later when one of those students was in my fourth block class. He turned to the student next to him and said, "Dude, this lady, she's a psychic! She can tell you your age, your birth order, your personality traits." The student went a little overboard.

"You're telling the story wrong! I'm not a psychic. I studied birth order and personality traits in college."

A student sitting on the other side of this student retelling the events of that math class asked me to guess his birth order. I knew the student fairly well and I glanced him over before I decided.

"You're a middle child."

"Dang it. You're right."

At least I can say I'm taking what I learned in college and applying it to life. Also, I'm entertaining students while they try to solve exponents.

~Jonnie

Do You Mind?

This was testing week, and as teachers can tell you, during testing week, the rules change.

I should start out by saying this story isn’t so much about subbing as it is about teaching. This past week was testing week around here, and during testing week, something has to give. The team of sixth grade teachers I worked with this week took their students outside to the school’s basketball courts after lunch.

As a substitute, when there is a plan for the group of teachers I’m working with, I stick with it, and really, sitting outside watching kids run around and release all the energy they build up during testing is one of the easier parts of the job. Teachers trained for secondary school

We were outside for about an hour, and as we coming back in, the intercom buzzer went off.

“Excuse me, Mrs. McNair, can I have Colin Cartwright for check-out?” said the voice over the intercom. The secretaries rarely know there is a substitute; she thought I was actually Mrs. McNair.

“Ok. He’s on his way,” I answered. It didn’t really matter whether I was actually Mrs. McNair or not: this response usually ended the conversation anyway.  The students knew this too because afterwards, the din of noise that had subsided in response to the buzzer started back. The lady behind the voice had other ideas, though.

“Um, do you mind telling me where you were?” I heard over the kids. “We couldn’t find you!”

I heard her perfectly, but because it caught me off guard, all I could say was, “Excuse me?!”

“Oh, nevermind,” was all I heard. I just looked down and shrugged. The kids apparently bought my act and decided to tell me what she said, exactly how she said it.

Judging from their tone in mimicking her, I was correct in my interpretation of her tone.

I can understand the frustration of having to communicate like that and not being able to find who you’re trying to communicate with. What I don’t understand is the tone behind these kinds of requests. It isn’t the first time I have heard a snippy accusation from the otherwise polite secretaries in the main office.  

So, are teachers supposed to spend all day in their window-less classroom with 30+ adolescents who have been forced to sit still for hours? Are they supposed to file a flight-plan for the day in case they need to be found? And, if this woman’s tone of voice was meant to appease an impatient and irritated parent, should it have been automatically accusatory?

I ask because I don’t know. I’m always glad to see parents involved in their children’s education, but sometimes parents come into a situation with hostility, fighting the teacher instead of working with the teacher. I saw a news story recently in which a local news channel asked parents whether they would believe their child or their child’s teacher first.

Most of the parents responding said they’d always believe their child over the teacher. Now, there are bad apples in every bunch, and the bad apples in teaching should not be trusted. But, always?  

How am I ever supposed to do this job?

Tell me what you think,

Kelli

God bless America, My home sweet home

I was subbing in a seventh grade social studies class. The students were to label all 8 continents of the world and oceans on a blank map of the world. A student walked up to all frustrated because she didn't know any of the continents. I thought it would be easy to start with the continent she lives in, North America. I pointed to North America, told her this is the continent she lives on and it has part of our country's name.

"America?"

"There's a word missing in front. The continent is what direction of this continent (pointing to South America)?"

"North."

"Ok. Now write North America."

"I don't know how to spell America."

Silence.

"You're an American, and you don't know how to spell America?"

The student didn't reply. She patiently stood there waiting for me to spell America for her. After all the continents were labeled, she needed help with the oceans.

"What is the capitol of Georgia?"

"I don't know." (Do I need to remind you, the reader, I live in Georgia?)

"The capitol is Atlanta. What ocean touches the coast of Georgia?"

"I don't know."

"The Atlantic Ocean. Remember the capitol of Georgia is ATLANTa, and the ocean touching the coast of Georgia is the ATLANTic."

"How do you spell Atlantic?"

Finally the student had her map filled out with correct spellings and everything was labeled correctly. Later in the same week I was subbing in a sixth grade class at a different middle school. After first bus load was called, then parent pick-up and walkers, there was only one student remaining in the classroom. He was picking up trash off the floor and straightening desks. He told me he recently moved from Florida and was new to the school. I asked him, "Do you know how to spell America?"

"No, I really couldn't spell America for you."

"Are you taught how to spell America in class?"

"Not really. The teachers have notes on the board and we write down the words but we don't know how to spell the words."

"Ok. Thanks, I was curious."

I won't say every student can't spell America, I only met two. However, why can't two Americans spell America? This is the country they live in, and they don't know how to spell it. I don't know anything about the new curriculum for elementary and middle grades, because I studied secondary education, but I want to know are students not being taught the capitols of the states and how to spell countries? If yes, when?

On a side note, education starts at home. Parents needs to teach their children basic knowledge so when the child goes to school the teacher will be able to expand on their knowledge.

~Jonnie

The Ant and the Plague of Locusts

Today I subbed in a seventh grade Language Arts classroom. The teacher intentionally left simple lesson plans because of standardized testing, so each class read two versions of the old fable, “The Ant and the Grasshopper.”

If, by some chance, you’ve never heard the story, here’s a brief synopsis:

The grasshopper plays all summer, and the ant works hard putting away food. When winter comes along, the grasshopper has no food, but the ant has a lot of food. The grasshopper asks the ant for food, but the ant tells the grasshopper he would’ve had food if he’d worked all summer and refuses to share.

Now, we all know, or at least I hope we all know, that the wayward grasshopper learns he should work to put away for bad times instead of wasting ALL of his time playing.

I learned today that today’s seventh graders don’t see it that way. Their reactions at the end of the story:

“Oh my gosh! The ant is so selfish and greedy!”

Huh?

I didn’t even know what to say to that. The moral of the story “In good times, prepare for when the bad times come,” was written plainly under the main text of the story. Being the conscientious substitute teacher that I try to be, I asked them how they expected to “play” if they didn’t work.

Their response:

“If you get really good at playing, you can get paid for it!”

Uh-huh.

I told them once you get paid to play a sport, it becomes your job and you have to work hard to be good enough to get paid. Then I asked them what the world would be like if everyone was like the grasshopper.

Their response:

“Oh my gosh, that would be so cool!”

I asked them what was more important in life; play or work?

Their response:

“Play, because in order for a kid to be happy they have to play and have fun.”

I told them we were talking about a happy life, not a happy childhood. That’s when they stopped listening. When I collected the discussion questions, the sentiments were definitely in the grasshopper’s favor; the ant was “rude,” “mean,” and “maybe right still really selfish.”

Well, I guess in ten years none of them will be trying to take my job. 

I worry about them, though. Why have they only just read this story in seventh grade? And why do they think the grasshopper deserves anything? What are we teaching them? Play all you want because someone will feed you? 

It’s not all of them, though. No, I wanted to hug the young man who wrote, “I think the ant was right to teach the grasshopper a lesson. If the world was full of people like the grasshopper, there would be no future.”

But for all our sake, I hope he’s wrong.

Kelli

A Lesson in Gravity-ROFL

Today I subbed in an eighth grade math class. They were doing review work in their workbooks. Nothing too exciting.

At this particular school there is a study hall type of class surrounding lunch, and the class I subbed for just happened to be the last class in the entire school to eat lunch. So, during the study hall class, there was a lot of waiting to do.

About half-way through I hear a really loud THUD from the back of the room. I turn around to look and there is a young man lying face down on the floor, everyone around him laughing and making that obnoxious "OOOOH!" sound.

When he looked up I asked him what had happened. He quietly explained that he had tried to do a push-up and clap his hands behind his back at the same time.

...............
...............
...............

Our future, folks,
Kelli

P.S. To his credit, he seemed like a halfway decent kid. I worry about his science grades though.

A Lesson in Pay Scale

I once spent four days-not consecutive-with the same seventh grade students. The students became accustomed to me and I grew fond of most of them. When I was subbing for their social studies teacher, a student asked me if I got paid to be a substitute teacher. I said yes. The next questions was how much. I thought this was an excellent opportunity to demonstrate to the students how education plays a role in a person's salary. I told the class I get paid X amount for one day. They were blown away. They started talking about how much candy they could buy with my one day salary. I went on to explain I get paid based on my education and teacher certificate. I told the class if I only had a high school diploma I would only be paid X amount per day. I'm not sure how many heard my explanation of the substitute pay scale based on education. I think most were dreaming about how much candy they could buy from the Dollar Tree.

Seize every teachable moment, you never know who it will affect and how it will shape their life.

~Jonnie

Name Badge

In the county I sub in the students are required to wear a picture ID at all times. This allows me to quickly glance at the ID, read the student's name and call him/her by name if their behavior is not appropriate. Once, when I called a student by name he stopped his bad behavior and sat there trying to figure out how I knew his name. At least he stopped his bad behavior.

I have a name badge for one of the high schools. It has my first initial, full last name, my picture, the word substitute and under substitute, certified teacher is written. I do not know why the county did not make a substitute badge for all the subs at the four hour long training session. It takes less than three minutes to take a picture and print the badge. I have seen the gentleman at the high school do it twice. The county issued badge would have the county name, the person's picture, name, the word substitute and if they are certified that would be printed on the badge as well. I personally think a county badge would be better for everyone because when I'm at a school and I'm forced to wear a bright neon colored sticker with the word, "substitute" on it, I feel I lose my credentials as an authority figure. When I'm at those schools I always introduce myself to the students as a certified teacher who will be their sub for the day. Once the students know I am familiar with the operations of a classroom they know I am not playing around when it comes to classroom management and enforcing school rules.

To every county who employs substitute teachers, think twice about the substitute sticker or badge. If the person worked hard enough to earn their teacher certification, please credit that person and stamp the words, "certified teacher" on his/her name badge. It will make a difference in the classroom. Thank you.

~Jonnie

Lost in Sub Land

In Why Sub? I explained that I started subbing because everyone said it would get my foot in the door for a teaching job, and in Just a Sub Part 3  I explained that being a certified teacher-substitute buys you the privilege of being put into difficult situations.

Sometimes I wonder if these difficult situations are sabotaging my chances of getting a full-time job.

In each of these situations, I was given the responsibilities of a teacher. I was supposed to be the teacher in the students’ eyes, but I had none of the resources or knowledge of the school available to teachers. The kids know this and they take advantage of it to the fullest extent.

The first time, when I long-term subbed as a Health teacher (yeah I don’t know how that happened), I started a new grading period with a new group of kids who did not know the other teacher. I had a teacher’s laptop with full grading and punishing capabilities, and I could’ve gone on with the kids never knowing that Health wasn’t my area of expertise or that my job was temporary.

Buuut.....thanks to No Child Left Behind, the school had to send home a letter letting all the parents and their kids know that I was, in fact, not a Health teacher. And did they give me a warning beforehand? Heck no, I found out from the kids. To top it all off, the school was kind enough to buy me a nametag with “Substitute” written across it.

The other long term subbing jobs just started out badly and got worse.

But I digress. I get put into these difficult situations that no one else wanted to tackle and try to hold it together as best I can with what little I have (usually just copy paper, the white board and the call button). Then, when the kids realize what little I have and start pushing my limits, I have little support and things get out of hand.

So what does that brand me? A bad classroom manager? Okay. I guess so. And who wants to hire somebody who can’t manage a classroom? It should be so easy, right? I mean, every other teacher does it perfectly.

But hey, I’m a really good sub right? And why get rid of a really good sub by giving her a full time job?

I have to wonder what I could do if I could actually be a teacher. Not a student teacher, not a substitute teacher. A teacher.

Maybe it would be no better. I don’t know, but I would like to try.

Love and thanks,

Kelli 

Three Days in the Sixth Grade: 9 Days, Headaches and "You have to be kidding me!"

Friday. I finally made it to Friday. The Friday before a much needed week long break from classwork and homework for the students and a break from the students for everyone else.

In the morning all the teachers stand in the hall to monitor the students as they arrive to school and ask teachers for passes to eat breakfast. The teacher located across from me was asked by a student how long spring break would last. She explained to the student they had two weekends and Monday-Friday off from school. A student who was standing near by piped in and said, "So, we get two weeks off from school" The teacher turns to the student and politely says, "No, that's not accurate. Two weekends plus Monday through Friday equals nine days. Two weeks would equal fourteen days." Either you, the reader, are laughing, or you are saying to yourself, "Really? This kid thought two weekends plus five days equaled two weeks!?"

Moving on to fifth period because I do not want to relive the rest of the day in story-form. The students with good behavior were rewarded with a fun day. The team I was subbing on never rewards the students with a fun day. The students know the other teams in the same hall have fun day, but they are never rewarded with fun day. The students don't understand fun day is a reward, a privilege. It not given to you because you are sitting in the classroom taking up space. You, the student, must complete assignments, turn in work on time, follow school and class rules, show respect to adults, and etc. I say all that because the few students, or really closer to twenty students, who do not exhibit good behavior on a regular basis were placed in the smallest classroom to do work while the students with a good behavior history were split into the two larger classrooms to enjoy a PG rated movie.

I was in the smaller classroom with the "bad students." The co-teacher was in the room with me and she was unfortunately suffering from a migraine. One student asked to go to nurse because he played basketball the night before and injured his head. The co-teacher looked at him and said, "You wait until this period to complain about a head injury that occurred almost 24 hours ago?" She filled out a nurse pass for him to get some ice for the bump on his head. As soon as he left the room, other students were complaining about headaches and body injuries and asked if they could go to the nurse. One student would not stop complaining about a headache. The co-teacher told the student she had a headache too and if she could sit there and not complain then the girl could do the same. The student's response was, "My headache is worse those yours. It hurts more." The co-teacher just looked at the girl and said, "Excuse me? How do you know your headache is worse than mine?" That was the end of that conversation.

That all took place in fourth period. Once it was time for fifth period the co-teacher had to leave for the other class she helps in. I was shuffled to one of the bigger rooms to monitor the students as they watched a movie while the teacher in that room monitored the "bad students." Before I went to the movie room, I selected a few of the students who were quiet and working during fourth period to join the other students in the movie room. Approximately ten minutes into fifth period, I noticed a girl sitting in a desk next to the wall acting suspicious. Her head was tilted down, her eyes were focused on her lap and both hands were under the desk. Red flag. I didn't see a cell phone but I knew what she was doing. I paused the movie and took all the students to the bathroom for their scheduled bathroom break.  After the bathroom break, once all the students were settled in their seats again I pressed "play" to continue the movie. I look over and the same girl had her head down, eyes focused on her lap and hands under the desk. This time I saw the glowing light of a cell phone. I exclaimed with arms in the air, "Are you kidding me?" As I walked towards her desk, "I can't believe this! Give me the phone! Come with me!" The girl without any objections handed the phone to me, got out of her seat and followed me into the hall. There was an administrator in the small classroom yelling at the students so I was able to call the teacher over and handed her the phone. I was not holding on to a phone that was not mine, and risk the chance of either the student taking it back, or another student stealing it.

Cell phone policy: If a cell phone is out in plain sight, the teacher must confiscate it whether the student was using it or not. The student must wait 5 school days before the cell phone is returned. 

This student's phone was confiscated on the Friday before spring break. She had to wait until Friday after spring break to her cell phone back. I hope that text in class was worth it.

Oh, by the way, she was one of the lucky students I had selected to leave the small room to join the other students in the movie room.

Thank you for reading Three Days in the Sixth Grade. I hope you enjoyed reading the posts.

~Jonnie

If a Picture's Worth a Thousand Words, What Can I Get for a Video?

An conglomeration and slight exaggeration of some of my more frustrating moments in substitute teaching. The best I could do with it anyway.

All in good fun,

Kelli 

Dear Mr./Ms. Almost Everyteacher,

I realize that you likely had the misfortune of beginning your teaching career without ever having been a substitute, and I’m terribly sorry you were denied the opportunity to learn what information is most helpful for me.  Of course, no one knows better than I do that you need the occasional day off, so I have put together some guidelines for how you can best help me run your class smoothly while you’ re away.

First of all, please do NOT leave me instructions to “write down the names of any students who cause trouble” so that you can deal with them tomorrow. First of all, you dealing with them tomorrow will not improve their behavior today. They will usually either continue their behavior as if I don’t exist or switch to asking me “Did you write my name dooowwwn?” and “Will you please take my name oooofffff?,” and the disruption continues.  

Of course, that’s assuming I can figure out their names at all. If I have to ask, they take the opportunity to lie and each of the other students will simultaneously do one of  three things:

1)      yell out the troublesome student’s real name,

2)      yell out  even more ridiculous lies, or

3)       laugh.

Either way, the disruption continues.

That leads me to my next point.  Please make sure you have a seating chart for each class that is at least up-to-date, legible and enforced throughout the year. You wouldn’t believe how much leverage “magically” knowing a student’s name can give you in a difficult situation.  It’s especially helpful if such a seating chart includes students’ pictures and the phonetic spellings of difficult-to-pronounce names.

Information about lunch and restroom breaks should also be clear and up-to-date, especially if you teach any grade in which I actually have to accompany your students to the cafeteria or to the restroom. I need to know when to leave the classroom, how students are expected to behave, where to sit in the cafeteria, which restrooms to visit, the route I should take in the hall, and when to return to the classroom. If any of these have changed since the last time you wrote it down, please make sure to change it accordingly.  If I try to do something the students know you no longer do, or never actually did, I lose any authority I had.

The same goes for the rules while you’re away. Please don’t expect me to make students live up to different expectations than you have for them every day. In other words, if you don’t make them sit/work/walk/eat in absolute silence, I’m not going to either. I apologize in advance.

Also, I’m a college graduate, and I can usually handle academic work in any subject up to eighth grade or so, higher grades for subjects other than math or science, but if you don’t feel comfortable with me reading your answer key, I understand. It’s good to get in the habit of making alternative plans in case you need to call me at 6:30 in the morning. It'll save you the discomfort of giving up control for the day and me from picking bird seed out of your carpet or monitoring the use of 30,000-dollar engineering equipment.

However, although I’m fine with alternative lesson plans, if you give your students any reason to think I am somehow less capable because of my job title, everyone will suffer, you included.  I will leave many more negative notes and students will get less out of the lesson, both problems you will have to deal with when you return. To avoid such problems, please replace comments like, “I don’t think the sub will be able to do this” with “The sub shouldn’t have to do this” and comments like “The sub is stupid” with silence.

Finally, Mr./Ms. Almost Everyteacher, I’m sorry  if I’ve mixed you up with Mr./Ms. Every  Otherteacher; you look so much alike. 

Sincerely,

Kelli

Three Days in the Sixth Grade: "Oh, connections."

I have now reached day two in my three day adventure in the sixth grade story. The team I was subbing on has a co-teacher. She helps with third and fourth period. During a break between classes all of four us were standing in the hallway having a conversation. The co-teacher turns to me and asked what subject am I certified in. I tell I am certified in Family and Consumer Sciences. Her response, "Oh, connections."

Oh, connections?


For those who do not know what Family and Consumer Science is all about let me tell you. First, it is a subject taught in schools by a certified teacher who earned a 4-year college degree. Second, it is a class focused on teaching students about life lessons such as proper nutrition, correct cooking techniques, healthy relationships, growth and development of children, financial responsibility and career readiness. Third, the club, FCCLA (Family, Career, Community Leaders of America) teaches young people how to be socially responsible, career focused, and be a volunteer/leader in the community.

FACS might be listed on a school page as a "connections" class, but its value is no less nor greater than that of a math, science, language arts or social studies class. All classes are important for a child's education.

~Jonnie

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Just a Sub Part 3

This occurred during the fourth of those four experiences I mentioned in Just a Sub Part 2. It takes place in a middle school where I had never worked before.

It began with a misunderstanding, I assume. I was asked over the phone if I’d be interested in a long term sub position filling in for the Spanish teacher. I was certified in Spanish, so I figured it would be something different and some experience under my belt.  I agreed to come in that Thursday to “observe” and “see if it might work out.”

 I figured the Spanish teacher was about to go on maternity leave or have some kind of major planned surgery and would show me around a little to begin with.  It was a luxury I had never had before.

Or it would’ve been.  When I got there Thursday, the substitute coordinator and assistant principal both sat me down, separately, and gingerly explained, “Our Spanish teacher has been out on medical leave for four  [or five, in one version] months, and  there have been strings of different substitutes since then. We just haven’t been able to find anyone certified in Spanish.”

Wait.

 1 ) Now I remember where I’ve heard this school’s name before. I applied for a job as a Spanish teacher here at the beginning of the year!

2) If the teacher’s been gone that long, who will I be observing?

Oooh shoot, not again….

“So do you think this is something you'd be interested in?”

“Definitely.“ 

I have plenty of stories about this one and plenty of lessons learned, and they will be told later.

They did send another substitute  to the classroom with me to show me where the books for each class were. No one was really able to tell me how far the kids had gotten; I was given notes from a few different substitutes that all said different things. I decided to start the beginning classes off with basic introductions because it didn’t look like they had really had any instruction in anything else. For the advanced class, I would give them a pre-test of sorts to guage what they knew.

So that’s where I started. To avoid disciplines problems that resulted from the lack of routine, I set up materials before each class and established the routine of doing warm-up activities each day. I assigned work and took it up. It worked great for a little while.

But what you have to understand is that with these types of situations, you never know how long they will last. You’re repeatedly asked to stay “one more week,” and because of this, you’re not given a computer. It’s just not worth it.

This means that, except for the teacher next door, you are cut off from the rest of the school unless you can find them in the hall between classes. You can’t record discipline infractions like other teachers, communicate with parents or other faculty via email or record grades. Eventually the kids realize this and any authority you might’ve had is compromised; they realize you’re just a sub.

And the worst part is that everyone forgets you don't have that power. When you find someone in the halls to ask for help, they ask you to email the question later, until you remind them you can’t do that.  Then they forget again.

But when the parents complain, they pay attention.

The Friday before what would turn out to be my last week there, the administrator who had met me upon my arrival came to the classroom. After the kids left, she asked, in a hushed, stern voice, “Do we have any grades for this class? Parents have been calling in asking for grades. There are no grades online, and the grading period's about to end. They’re threatening to call the superintendent.”

And how exactly am I supposed to fix that?

“I have been taking up work and keeping it to be graded. I haven’t known from week-to-week whether I was staying, so I didn’t know if I should grade anything. I can grade the work if you need me to, but I don’t have any way of recording grades: no grade book or computer to put grades online. I’m just a sub. It’s hard place to be in.”

(Emphasis added)

Substitutes like us live in a gray area. It’s a dark gray that’s easy to get lost in. Going into this experience, I knew a little more how to navigate it than I did going into the first one, but from this experience I learned even more. If there’s a next time, it will be better.

For the kids’ sakes, I worked through lunch and stayed after work to grade the assignments I had taken up. Having no other way to record them, and with my computer access still pending, I took sheets of paper from my notebook and copied the rosters of all six classes by hand. I recorded the grades there and handed by back the work. The day before I left, they set up the old desktop in the back of the room so that I could put grades online.

And yeah, I left. The original teacher didn’t come back. They hired someone else, a native Spanish speaker.  I interviewed for the job and they kept telling me how impressed they were with me, until the parents started threatening to call the superintendent.

If there’s a next time, grading will be on my list of things to bring up.

Thanks y’all,

Kelli

Three Days in the Sixth Grade: Osmosis and Rrrrrrrrr

On Monday I told the story about pushing the black button for an administrator to help me with third period. Now I will tell you about fourth period on the same day to show there is still a chance for good moments to occur in your day as a sub.

The students were instructed to read a story from the their Literature book. This one girl became bored with the story and laid the open book on top of her face. I walked over to her and said with a smile, "You can't perform osmosis that way. You'll have to read the book."

Her and the students near her gave me blank stares. She asked, "What is osmosis?"

"Osmosis, the ability to absorb a substance. Your cells perform osmosis. It's a scientific term."

More blank stares.

"You'll learn about it in science class when you get older. Rent the movie Osmosis Jones." 

Shortly after my academia joke fell flat, a student walked up to me to share a saying about awkwardness. How appropriate. I politely listened, but honestly I did not fully understand what she was saying. At the end of the short awkward statement she tells me can't say the "R" sound and even though she's never been to Boston, she sounds like a Boston native. I told her I have difficulty pronouncing the "R" sound and I went through eight years of speech therapy when I was younger. Her mouth dropped open and she said, "Wow, I've never met anyone with the similar speech issue as me." She gave me a high-five, though I have a feeling she would have given me a hug if a desk wasn't between us. She was all smiles when she turned around and walked back to her seat. 

An example of a rewarding moment as a sub. Though, many people view me as "just a sub" I made a connection with a child who will never forget that moment. When you have a speech impediment and you meet someone else who has one, you will never forget that person. I met with the former Dean of Georgia Southern to discuss a topic of interest to both of us . During the meeting I learned he grew up with a stutter. In class, he would silently pray the teacher wouldn't call on him to read aloud, or he would read ahead so he would be prepared in case he was called on. I made a connection with the Dean that day and I will never forget him, a man who overcame his stutter to become the Dean of Students at an university.

Three Days in the Sixth Grade to be continued.

~Jonnie

Substitute's Pet

I just thought I'd add a little warm-spirited, cheesy- but- true, anecdote to off-set the last one.

Last school year, a sixth grade boy we’ll call  Joseph drew me a picture of a dragon. I didn’t expect that; it was one of the first times a student ever gave me anything nicely. I kept the picture in a notebook where I keep my substitute teaching materials.

A couple of weeks ago, I had Joseph in class again one Friday. He is now a seventh grader and a self-professed teacher’s pet. I told him I kept his drawing of the dragon. He was surprised I kept it.  I was surprised he remembered drawing it.

The very next Friday, I was back in Joseph’s homeroom class. At the end of the day when he came back for bus call he was holding a paper airplane in the shape of a red cardinal, color and all.

Sorry about the bad picture quality.

He said he made it in his free time in one of his other classes and it took him fourteen pieces of scrap paper. It really did fly until the second time he threw it and it got a little bent.

Joseph had no way of knowing this, but my aunt who passed away this past October loved those birds.  They always make me think of her.

He may be a teacher’s pet, but I’d take a room full of Jospeh’s any day.

Just a little fluffiness, Kelli

Just a Sub Part 2

All names have been changed.

I mentioned in “Why Sub?” that all new substitutes in my county are required to be certified teachers, and I should clarify that substitutes who have been working since before that rule was created were “granfathered in” and still work as substitutes.

That being said, being certified does mean you are qualified to sub long-term when the need arises, and of course, this really just gives you the privilege of being put into incredibly difficult situations.

This has happened to me four times now, each one with varying degrees of insanity. Among these, the easiest was filling a vacancy for a high school English teacher who had suddenly resigned and moved out of state; they were a great group of kids, and it was my favorite subject.  And hey, it was a job opening that I was qualified for!

But nothing’s that easy. No, it just can’t be.

To begin with, I walked in, and they explained the situation. The teacher had left. They didn’t know what the plans were yet. So on and so on....I was excited. I was ready to get started.

I asked the head of the department what I should do. Her Instructions? “They need to read The Iliad.”

Okay then. It was slightly short notice, but it was nothing I couldn’t handle. I was determined to prove that, and I think I did.

 I created a mini-unit based on the excerpts from The Iliad in the textbook and taught it, assigned work and took it up. The majority of the kids seemed engaged, except for three girls in one class who were still bitter about their teacher leaving. They started to ask if I was staying permanently. They always do in those long-term sub situations. I never have an answer until the last minute.

In the meantime, I was sure to let the administrators know I was interested in the job. I spoke to the assistant principal who had taken it upon himself to help me, asked the head of the department what the plans were because I was interested and gave my resume to the principal.

I got the same answer each time: “We don’t know what we’re going to do, but we’ll let you know.”

Riiiiigghhhht. The day before my last day, they let me know. They let me know they had hired someone who had interviewed with them for a job earlier. Translation: They knew all along who they wanted to take the job.

I wish I could say I was surprised, but it wasn’t the first time and wouldn’t be the last. You roll with the punches.

What really stung was how that administrator chose to tell the kids. He came to each class the last day I was there and gave a little speech:

“As you all know, Mrs. Carter has left us. She had family obligations in Alabama, and as much as we hate to see her go, we definitely wish her the best.

Now, we have been blessed to have a sub here who has done a wonderful job, but the other administrators and I feel we owe it to you to find a teacher…’

Where do those kids get it from, huh? Just a Sub Part 1

Thanks again, Kelli