A behavior specialist asked to observe a teacher whose students were on task 100% of the time. The observer asked, "You have the most difficult students in the school, but you don't have any problem behaviors. What is your secret?"
She replied, "Easy! I don't sit down. I don't even have a desk."
This teacher found that the secret to her success is to continually walk around the classroom looking for appropriate, on-task behavior to recognize and appreciate.
During the school day, continually walk around the classroom and be in close proximity to the students. You'll be amazed at how effective this simple strategy is at keeping students on task!
What other ideas do you have for keeping students on task? Share your ideas as a comment below.
Hi, thank you for the advice. I'm in my second week of subbing and have not sat down yet, except for lunch breaks when I'm working on understanding lesson plans for the rest of the day.
Although I know that walking around the room (slowly, so as to encourage a calm atmosphere) is a start, I would love to hear more in-depth expertise about classroom management. Thanks!
I have circulated in every class for three years since I started subbing, and it is the only way to teach. Maintaining proximity to more disruptive students more often helps. However, in some classes many students off-task, in spite of clear expectations, rewards, and consequences. Moving around gets one group of students on task, but then the kids behind you may stop working, so round and round you go.
I was a behavioral specialist for 13 years. I am now, a substitute teacher, due to the changing economy. I have to agree, one of the things that works best for me is, MOVING around. No sitting. If someone is being disruptive,stand NEXT to them, put your hand on their shoulder, if you feel it is SAFE, and wait until they settle down, before you move away. Letting kids KNOW you are in charge, but not a dictator, helps. I try to judge my age groups. I teach any age, grade, etc. I also work with a 90 year old lady. My feeling is, there are BASIC behaviors, regardless of the age. It seems to hold true. RESPECT, don't get rattled, and you will be good!! More important than getting EVERYTHING done, is control of the classroom. Not being a control FREAK, but just having the sense you are the one in charge...the kids will follow your lead.
Put me down as one who is a big believer in learning names. Some months ago I was teaching at a high school when I realized some of the stundents had left early. Since I didn't remember their names and had already sent the attendance to the office, I couldn't identify the cuprits. Ever since then I have made a seating chart for each class, even if that means I have to make five or six charts in a day. The chart stays on my clipboard so I can call students by name. My students often find this baffling; they can't believe a sub has learned their names so quickly. After all, if you know who they are, then they can't misbehave in anonimity.
I have read mails e-mails about learning names, and it is very important. I take attendance and call each student by first and last name and insist on silence when I do that. Look at the student as you call the roll. Some days it is the only recognition some of them get. It helps to go over the names before classes begin. The extra time it takes is worth it.
A TEACHER WHO LEAVES AN UP TO DATE SEATING CHART IS A GEM. SHE IS LIKELY TO HAVE OTHER THINGS IN PLACE, TOO. But you can't count on that.
Substitute teaching is simple but exhausting. Have a bunch of simple rules and remember to use them at the right time. Some of mine are:
1) Be always smiling and friendly like a nurse in the doctor's office: ' I am sorry you fell off the chair; are you hurt? Let me ask the next-door class-teacher, if you need to go to the nurse.'.
2) Stand next to the most disruptive student(physical proximity works) and say something positive: " Use your best hand-writing' ; ' Do you really get hurt in wrestling or is it make-believe?'".
3) Have goals for yourself: 'I'll not write-up any student today -- I can take-care of them myself'-- and sometimes you do not achieve your goals.
4) Think 2 or 3 steps ahead.
1. I primarily sub. in middle school & h.s.; but these work anywhere I am. Look around for a nearby frriendly staff member. Introduce myself & listen for school climate clues. There may be a special assembly or event that's going to change my day. I pick up much more needed info than gossip & learn who I can count on quickly.
2. I post an agenda for the period/day with my name, bell work, activities, a ? mark, & the statement "Teachers dismiss students; bells don't." . Students can be redirected from questions, off-task behavior, & sitting around with a nod or pointing at the board as I give positive feedback to those on task. The ? mark is for an activity if the class finishes the lesson plans left with time left. More than 10 min. might be a team game reviewing lesson facts or skills needed. Less might be 20 questions about curriculum. The goal is that class never ends before the bell.
3. Regarding being near classroom problems, I give students personal space & do not touch them. In my urban district touching a student can cause far more disruption. I tell students to move to an alternate place & continue roaming/teaching. Disruptions usually fizzle without fuel. It comes with the knowledge I've grown into that I am in charge; I don't have to take charge. I also try to isolate the cause of the disruption:
Boredom-change up things.
Testing rules-lower, calm tone; attention toward those on task. Remove after warning.
Unsure/wants continuity-refer to posted rules in passing.
Unsure of material-provide support. If I am scheduled to give a test, I provide general review questions for bell work. My first substituting job was high school algebra-a test over material covered 2-3 weeks before. Students refused to quiet down; started rapping contest. It took me a few minutes to figure out we didn't need the security guard, we needed a review of concepts. In 10 minutes they were quietly testing & every later class came in with questions so they could teach successfully.
4. Last, have fun & be enthusiastic. Make lessons as interesting as possible or no one wants to be in class.
Great comments. This is my fifth year of subbing preK-12. I agree about circulating and knowing as many names as possible. One caution, Nancy J, I would NOT put my hand on a student that is being disruptive. I'm not sure where you live and what the school district policies are but to initiate touching a student is a no no. I am certainly happy to accept any hugs I get from the little kiddos, but just be careful about the repercussions of even laying your hand on a shoulder.
The most important first thing I do when I'm substitute teaching in the elementary classes I go to is to make a "classroom map," with names of the students at each desk or table. When I can call on them by name it starts to establish a relationship between us, and nips behavior problems in the bud. If my comments are positive ("I like the way James is getting right to work," or "Marie, your handwriting is beautiful!") that gets us off on the right foot, and they like getting noticed for positive, rather than negative, behavior.
I sub for middle and high schools. I agree with the poster who makes seating charts for each class, especially middle schoolers and freshmen. I put marks by everyone's name so I can reward the students who are working hard and quietly if appropriate, as well as alert the teacher to problem behavior. Then I leave the seating chart for the teacher along with an explanation so he/she can decipher my codes.
Sometimes a sense of humor works well. If the student next to the procrastinator is ahead say, "Joe is sure making you look bad!" Or say, "Joe, is Sally always this slow getting started? Do you think you can get her moving?" Or, "Sally, I promise to go away when I see you're working."
I also find that complimenting those who are working often gets results.
I get students busy and walk around. If I need to know what to do with finished papers or how do you line up, I can usually pick out a responsible student and ask for help. This keeps control and not having many students tell me what I need to know. I do not want everyone talking at once.
A tip learned while doing national testing was to tap gently on the desk top of someone needing redirection while making the classroom walkthrough.
If there is a seating chart, do not take attendance from the teacher's desk. Instead, walk up and down the aisles as you take it and acknowledge each students with a nod or some other greeting that works for you. If there is not a seating chart or roster, stop and each desk and have them sign their name in an order that lets you identify who is sitting where. It really helps to know all the names and locations. Seldom will they move around. If so, you can ask them to return to their original location easily because you know where everyone else is seated.
Hello Jessica. Thanks for your tips. As always, they are awesome and very very helpful. Recently, I had a long term assignment for a first grade class at my daughter's school. I was a long term sub for 3 weeks. Very true, how to keep students on task and engaged. Well, luckily, these first graders knew me well as I was their long time sub as a librarian and a long time sub for another teacher who was on maternity leave last year. First, I was prepared, I made sure I had read the lessons plans and I had extra stuff for the students (some early finishers) to do once they were done with their seat work. We do rotations during reading as I did small reading groups at the back table. I had stduents to some extra writing, like copy some sight words, or write me some sentences using adjectives. At times, students themselves would ask and say, "Mrs. Liz is it ok if I write all my sight words?" So, I followed the same for other subjects. I always had extra work sheets for students. and once in a while would give them stickers for staying on task or visit my treasure box. In short, as a substitute, be prepared-that is what I remind my self. The long-term assignment was a breeze :)
I work in high schools only and I usually say ,"only 20 (or so) minutes until the bell". They usually have an assignment to turn in by the end of the period and that comment gets them busy - back on task.
Looking for suggestions when students say the seating chart the teacher left is out of date, or flatly refuse to move to their assigned seats, saying, "The teacher always lets me sit here (often right next to their friend, who they seem unable NOT to talk to for most of class). Also, if there is no seating chart...? I have made my own, and that works IF they will tell me their real names...sometimes they won't, and give someone else's name, or no one around them will tell what their name is either!!) would love some help with this...Thanks!
Two things work well for me. One is knowing their names. Like, hi John do you need my help? ( when he is disruptive!) Another is walking around the students activities to monitor them quietly.
Seating charts....if the teacher does not leave one ....then I draw a quick sketch of the room and I take attendance. As I call out names I write them on the seating charts as they respond. It takes a couple extra minutes -but I have a little "spiel" I give the kids of any age . I tell them I like doing this for two reasons - because I want to be able to use their names instead of "you in the blue shirt" because I don't like being called "Hey teacher" or "hey you". I also tell them "your name is important - period". And like others have said - saying "hello" to each one as I take their name ensures I greet every student. I had a college professor who did this the entire semester - and it felt so good to be personally greeted each day ! Then I tell them my second reason - is that I take notes throughout the day and I will give my notes to the teacher letting him or her know the good and bad of the day. I tell them "I take REALLY good notes" And during the day when they see me writing on my clipboard - I"ll be writing one of two kinds of notes so they should try to act in a way they know their teacher would want. Funny thing is - just writing on that board after that point can get kids to settle down - and if someone asks if I am writing a good or bad note I just smile and tell them they'll find out from their teacher. Leaving the seating chart with notes is also something I do so the teacher can see exactly who sat where and if she wants to deal with kids who lied about who they were or where they were supposed to sit - she can do that. I personally don't like getting into those kind of power struggles.
Taking the time first thing with the seating chart is also my little way of injecting "me" into the class - that I am in charge and might do some things my way - not the teacher's way. It seems to work because I also tell them WHY I am doing it - and this gives them an introduction to me - letting them know I respect them enough to want to try to learn their names.
Also, I try to remember that yes - some kids will try to get away with things - and even the best kids in class will often;join right in with misbehaving kids when there is a sub. When I know it's happening - I don't get into a power struggle to try to make them do the right thing - I think the problems come in when you know someone is lying or getting away with something and you don't say anything about it - you just hope it works out. Because then the kids lose respect if they think you are going to ignore their behavior. I might not be able to CHANGE it - and I certainly don't make a big deal out of it - but I can let them know I am AWARE of it - and that it's not going to go unreported - and that often makes the difference. And I don't do it with a frown or mean face - I do it with a "oh well" tone - and let them know in no uncertain terms that their bad choices do not really affect me - but they MIGHT affect their teacher or them when their teacher gets back. It usually works very well.
I'm usually in middle and high school classrooms. Seating charts are great, but often can create a power struggle with students. If the seating chart is available, I will start by telling the class I'm using that to take attendance, and then don't criticize as I wait for those few students who thought they were getting away with something to move to their regular seats. Students who challenge the seating (this is my partner, I don't want to sit there, etc.) either get told, "No, I'd rather you sit in your assigned seat until you both are done with the day's work. Then I'll let you move back here by your friend." or "Ok, you can stay here as long as you aren't displacing someone else AND I don't think you are being disruptive. But understand I may ask you to move later if I think that is best."
Making a seating chart as I call role would take up too much class time in a class of more than 30 students, so I can't see utilizing that trick. But, I have made a point of every time I sub, insisting the students get paper out for some assignment (whether or not the teacher left it in their lesson plans) and making sure they've put their names on the paper. If all we are doing is watching a video (and the teacher said they didn't have to take notes), I'll tell them notes are not required unless I decide the class needs to do so to help focus attention. Thus, I want them to have paper at the ready. Usually, even a talkative class only has to be reminded once to choose to settle down rather than have the double whammy of having to take notes and have a note left for their teacher.
But the key point is that now every student has a piece of paper in front of them with their name on it. Any issues that arise after that, I can figure out whose name to report. And, bonus, if I student tries to "wander off" they either have to tip their hand by packing up their paper, or they have to leave it.
--Alexis
Don't be afraid to move disruptive students to another seat, and away from the students that they want to be disruptive with.
Also try to keep track of their names. They tend to take your management more seriously when they know you will report their name correctly to their regular teacher.