Copyright Substitute Teaching Division, STEDI.org. ISBN: SubTrainer Manual 7th Edition

Transcription

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2 Copyright 2010 Substitute Teaching Division, STEDI.org ISBN: SubTrainer Manual 7th Edition These materials have been produced for use by training of substitute teachers. Copies of handout pages may be reproduced for use by the owner of the manual. Additional manuals may be purchased by contacting STEDI.org, Box 3470, Logan, UT , , or These materials may not be published in whole or part, or in any other format, without the written permission of the Substitute Teaching Division, STEDI.org.

3 What It s All About Preface The SubTrainer Manual is a resource guide for SubManagers and SubTrainers to use in facilitating substitute teacher training. An effective training program incorporates clear illustrations of real teaching experiences. In this training, the facilitator uses the expertise contained in the Substitute Teacher Handbook to teach, train, and engage substitute teachers in activities that mirror a real classroom. Individuals learn and retain information best through active participation in professional development experiences. The diverse teaching and learning methods contained in this training program are designed to meet the needs of all learning types. Such diversity enables the facilitator to model a variety of teaching methods that substitute teachers can use in the classroom. Additionally, the training helps participants gain a deeper understanding of the principles being taught. Additionally, substitutes gain a solid background that ensures their preparedness in substitute teaching assignments. iii

4 What It s All About How to Use This Manual The methods and content in this training manual come from years of research at Utah State University and feedback from hundreds of trainers across the country. This manual is designed in sessions so the facilitator may choose to implement the training following a time schedule that best meets the needs of the district. Two types of trainings are presented in this manual. The Initial Training introduces concepts and skills to first-time participants. Refresher Training is for annual training or follow-up training throughout the school year. The information following correlates to the Substitute Teacher Handbook and includes references to corresponding pages in the handbook. Unless otherwise noted, all references are to the handbook. Handouts and task sheets are located at the end of each corresponding activity. As noted on the Checklist of Needed Materials (Appendix, p. 99), many of the items may be copied and laminated for repeated use. Initial Training The Initial Training activities in Chapter 2 may be accomplished in one day, or split into sessions which can be taught over several weeks. Ideally, every training module will follow a long-term implementation process where application and practice continue beyond the original training experience. Refresher Training The Refresher Training activities in Chapter 3 assist in facilitating ongoing professional development, by moving participants beyond the knowledge level to application and even evaluation. Training Sessions The SubTrainer Manual includes guidelines for conducting the following sessions: Classroom Management Special Education and Legal Issues The Professional Substitute Teacher Teaching Strategies Fill-In Activities and SubPack Each session directly corresponds with a chapter of the Substitute Teacher Handbook. The handbook, which remains with the substitute teacher once training is complete, should be referenced throughout the training. A different combination of activities is recommended for the one-day training as opposed to the multi-session workshops. Benefits of using the multi-session workshop format instead of the oneday follow-up training format are: Workshop participants review and learn information in chunks, then are given up to a month to implement better practices on the previous topic before meeting again. This allows effective application of new knowledge and the ability to ask questions regarding areas of concern. iv

5 Preface Long-term relationships are developed between substitute teachers when they meet together for professional development on a regular basis. There is more opportunity for practicing skills over three, 2.5 hour sessions than one 6 hour session. Objective Useful Icons The objective is an overall guide to what participants should accomplish during an activity. The objective provides a benchmark of minimum concepts to be learned throughout the session. Time The trainer needs to know how much time to spend teaching a given lesson or concept. This provides the trainer with a plan of action to ensure that all pertinent information is covered during the training session and helps keep participants focused on the training. Advanced Preparation/Materials In order to effectively present an activity, the trainer must prepare materials in advance. The tools of instruction should be well organized Procedures This how-to part of an activity provides specific step-by-step instructions on how to reach the objective of an activity. This process enables the trainer to effectively model the strategies presented similarly to how a classroom teacher would, which reinforces participant understanding. Quick Assessment This icon guides the trainer through a brief evaluation process to assess the effectiveness of each training segment, and ultimately, the participants level of understanding. The trainer may elect to adjust the training schedule to reinforce strategies and concepts where additional participant practice is needed. This allows flexibility in each training session, allowing the trainer the opportunity to tailor each session according to the participants in attendance. v

6 What It s All About Table of Contents Preface: What It s All About iii How to Use This Manual iv Useful Icons v Chapter One: Training Background Initial Training Outcomes Refresher Training Outcomes Tips for Creating a Successful Training Training Groupings Initial One-Day Training Agenda Refresher One-Day Training Agenda Refresher Follow-up Workshop Agendas Initial Training Multi-Day Workshop Agenda Chapter Two: Initial Training Activity 1: Starter Activity Activity 2: Participant Expectations Activity 3: Handbook Treasure Hunt Session A: Classroom Management Activity 4: Five Skills of Effective Behavior Management Activity 5: Classroom Management Scenarios Session B: Special Education and Legal Issues Activity 6: Special Education and Legal Issues Session C: The Professional Substitute Teacher Activity 7: Creation of the Ideal Substitute Teacher Session D: Teaching Strategies Activity 8: Teaching Strategies Activity 9: Teaching Strategy Scenarios Session E: Fill-In Activities and SubPack Activity 10: Fill-In Activity Exploration Activity 11: SubPack Activity Optional Activity: Observations vi

7 Preface Chapter Three: Refresher Training Activity 12: Refresher Starter Activity Session A: Classroom Management Scenarios Activity 13: Principles of Human Behavior Activity 14: Skills Review Activity 15: Traps Skills Application Activity 16: Challenges of Classroom Management Session B: The Professional Substitute Teacher Activity 17: Sample Interactions Activity 18: Substitute Report Session C: Special Education and Legal Issues Activity 19: Issues Starter Activity 20: Jigsaw Issues Activity 21: Special Education and Legal Issues Session D: Teaching Strategies Activity 22: Teaching Strategies Starter Activity 23: Teaching Strategies Review Activity 24: Sample Lesson Plan Session E: Fill-In Activities and SubPack Activity 25: Fill-In Scenarios Activity 26: SubPack Sharing Appendix Checklist: Tips for a Creating a Successful Training Checklist: Needed Materials Additional Resources Tickets Participant Evaluation Form Certificate of Completion vii

8 What It s All About viii

9 Training Background Chapter One Modeling the way you expect your substitute teachers to teach is extremely important. If you do not expect them to use PowerPoint presentations in their teaching, do not use PowerPoint to train them. You do not expect your teachers to lecture, so do not use a lecture format in your training. Show by example how to use the teaching tools from the Substitute Teacher Handbook and materials in the classroom to teach students the lessons left by the permanent teacher. Encourage veteran substitute teachers to teach novice substitute teachers from the handbook not from their own experience. Substitute teachers are not able to take you or experienced teachers with them into the classroom, so guide their learning experience using the material in the handbook. With this in mind, focus on the specific staff development goals found on the following pages. The sequence of activities in the training session has more to do with scheduling than the importance of the activities. The first three activities are not necessarily more important than the last three. Call on experienced teachers to validate the skills in the handbook, not to share war stories. 1

10 Training Background Initial Training Outcomes Participants will be able to: Navigate the Substitute Teacher Handbook and know how to use it as a resource. Demonstrate how and know when to use skills of effective classroom and behavior management. Recognize and effectively use the following teaching strategies: Brainstorming Concept Mapping K-W-L Jigsaw Learning Cooperative Learning Questions to Promote Higher Level Thinking Effective Implementation of Audio Visual Materials Recognize how to be a prepared and professional substitute teacher. Understand special education and legal issues and effectively teach students with special needs. Assemble a set of materials (SubPack) that assist in effectively carrying out teaching assignments. Properly implement the use of Fill-In Activities as necessary. Refresher Training Outcomes Participants will be able to: Prioritize classroom management skills and verbalize the implementation of effective classroom management. Recognize and avoid traps. List and explain the traits of a prepared and professional substitute teacher. Understand the importance of substitute reports and use as an effective means of communication with the permanent teacher. Understand and explain special education and legal issues. Verbally explain and know when to implement multiple teaching strategies including: Brainstorming Concept Mapping K-W-L Jigsaw Learning 2

11 Chapter One Cooperative Learning Questions to Promote Higher Level Thinking Effective Implementation of Audio Visual Materials Develop plans of action for filling time with instructionally sound activities. Share the purpose of a SubPack and the materials participants have included in their personal SubPacks. Tips for Creating a Successful Training Before the Training As the facilitator, allow sufficient time to familiarize yourself with the training materials. You will have the greatest success if you know the lessons contained in the Training Manual and have read the Substitute Teacher Handbook. In addition to preparing mentally, you will also need to prepare physically by securing the necessary equipment, completing the Advanced Preparation and Materials sections for each activity. Arrive at the training at least one hour prior to start time. Participants are more likely to be active in the training if there are incentives. Decide what incentives will be offered. Some ideas include requiring training for employment, monetary compensation, preferred assignments, and door prizes (i.e., tickets to district events, SubPack supplies, the Substitute Teacher Handbook, etc.). When you schedule the sessions consider how to make the session convenient for substitute teachers to attend. First, check the district and community calendars and choose a day that does not conflict with other events. Sessions should provide the optimum amount of training time and be during non-teaching times. Pick a central location that is easy to find, such as the district office or a school site. Finally, be sure to schedule the training far enough in advance for participants to plan their personal calendars accordingly. Advertise the training. Decide the audience you want to target and try a variety of ideas mail individual invitations, post flyers in schools and other district buildings, announce the upcoming sessions to principals and teachers at district meetings, send information home with students, advertise on the district s web site, place advertisements in community newspapers, etc. Pre-register participants in order to prepare sufficient materials. (Securing a nominal registration/ materials fee helps ensure that registered participants attend the session.) Confirm registration by sending a letter that solidifies the date, time, and place, one week prior to the session. In this letter, you may wish to ask participants to bring the materials they would regularly take to substitute teaching assignments to share during one of the scheduled activities (i.e. their SubPack). If training sessions occur over the course of several weeks, mail reminder flyers or postcards as needed. During the Training Establish a comfortable atmosphere. If the workshop is held in a school, be sure the room has adult furniture and is climate controlled. You may want to have refreshments available during the breaks. Set a professional tone and foster an atmosphere of learning by starting and ending on time, providing nametags, and having a sign-in sheet available. 3

12 Training Background One of the most important components of a successful training is using good instructional skills. Present information concisely to reach this goal. Think about what you really want to say, and remember that less is more. Facilitate learning rather than lecturing. Participants learn more as they discover techniques for themselves. Each group of participants will be different, so monitor, evaluate, and adjust instruction to the needs of participants throughout the training by addressing individual questions and concerns. After the Training Reward participants by distributing Certificates of Completion that recognize successful completion of the training workshop (Appendix, p. 105). Publish a list of substitute teachers who have completed the training. Make the list available to school district personnel. Monitor the performance of trained substitute teachers in their teaching assignments. Follow up on the action plans noted on the Participant Evaluation Form (Appendix, p. 104) so professional development needs are met. This also improves the effectiveness of future training sessions. Be sure to review the evaluations and incorporate improvements in future workshop presentations. Finally, plan additional, specialized follow-up trainings as needed. For a checklist of these tips, see page 98 of this manual. Training Groupings Various grouping strategies will be used throughout this training. Cooperative learning groups may be organized based on the needs of participants at the workshop. Groupings may be by elementary/secondary, years of experience, or self-selected groups. One type of grouping that is used in this training is the Jigsaw Learning Method. For this model, facilitators randomly split participants into color and number groups. Jigsaw Learning Method In Jigsaw Learning, participants network and learn from each other. Participants are responsible to learn concepts well enough to teach others, allowing a great amount of material to be covered in a limited amount of time. This learning method works best when the session has ten or more participants. Prior to the training session, gather dot stickers in five different colors. Number the colored dots from one to however many members will be in each color group. For example, if there are six members in the red group, the red stickers will be numbered from 1-6. Repeat the process for each group. At least one person from each color group must be in each number group. To accomplish this, distribute all number ones, then all number twos, and so on as participants arrive. Arrange the room so the five color groups sit together. These color groups can be as big as necessary, but there needs to be five color groups. While a Certificate of Completion confirms participation in the training, only the SubAssessment STEDI s online assessment validates the participant s degree of learning. For more information, visit: Red Blue Yellow Green Orange Note: This example is for 28 participants. Since there are not enough participants to fill number group six, the sixes become part of groups 1, 2, and 3. During Jigsaw Learning, each of the five color groups is assigned either a different task to accomplish or a topic to study. After completing the assigned task, participants split into number groups where each person then teaches the information that s/he has mastered to his/her number group. 4

13 Chapter One Initial One-Day Training Agenda 8:30 AM to 9:05 AM Welcome Activity 1: Starter Activity 5 Minutes Activity 2: Participant Expectations 15 Minutes Activity 3: Handbook Treasure Hunt 15 Minutes 9:05 AM to 11:20 AM Session A: Classroom Management Activity 4: Five Skills of Effective Behavior Management 1 Hour, 15 Minutes 10:20 AM to 10:30 AM Break Activity 5: Classroom Management Scenarios 45 Minutes 11:20 PM to 12:00 PM Session B: Special Education and Legal Issues Activity 6: Special Education and Legal Issues 30 Minutes 12:00 PM to 12:30 PM Lunch 12:30 PM to 1:15 PM Session C: The Professional Substitute Teacher Activity 7: Creation of the Ideal Substitute Teacher 45 Minutes 1:15 PM to 2:50 PM Session D: Teaching Strategies Activity 8: Teaching Strategies 1 Hour, 30 Minutes 2:50 PM to 3:00 PM Break Activity 9: Teaching Strategies Scenarios Varied 3:45 PM to 4:15 PM Session E: Fill-In Activities and SubPack Activity 10: Fill-In Activities 30 Minutes Activity 11: SubPack Activity 30 Minutes 4:15 PM to 4:30 PM Wrap Up Participant Evaluations and Prize Drawings 15 Minutes *Times are approximate. 5

14 Training Background Refresher One-Day Training Agenda 8:30 AM to 8:40 AM Welcome to Training Activity 12: Refresher Starter Activity 10 minutes 8:40 AM to 10:40 AM Session A: Classroom Management Scenarios Activity 13: Principles of Human Behavior 15 minutes Activity 14: Skills Review 35 minutes Activity 15: Traps Skills Application 40 minutes Activity 16: Challenges of Classroom Management 30 minutes 10:40 AM to 10:55 AM Break 10:55 AM to 11:35 AM Session B: The Professional Substitute Teacher Activity 17: Sample Interactions 35 minutes Activity 18: Substitute Report 5 minutes 11:35 AM to 12:35 PM Session C: Special Education and Legal Issues Activity 19: Issues Starter 5 minutes Activity 20: Jigsaw Issues 40 minutes Activity 21: Special Education and Legal Issues 20 minutes 12:35 PM to 1:35 PM Lunch 1:35 PM to 3:00 PM Session D: Teaching Strategies Activity 22: Teaching Strategies Starter 10 minutes Activity 23: Teaching Strategies Review 30 minutes Activity 24: Sample Lesson Plan 55 minutes 3:00 PM to 3:40 PM Session E: Fill-In Activities and SubPack Activity 25: Fill-In Scenarios 30 minutes Activity 26: SubPack Sharing 10 minutes 3:40 PM to 3:45 PM Wrap-up Participant Evaluations and Prize Drawings 5 minutes *Times are approximate. 6

15 Chapter One Initial Training Multi-Day Workshop Agenda (2.5 hours each) Teaching Strategies/SubPack Workshop 5:00 PM Activity 8: Teaching Strategies 1 Hour, 1 hour 30 minutes 5:30 PM Activity 9: Teaching Strategies Scenarios 30 minutes 6:00 PM Activity 11: SubPack Activity 25 minutes 7:25 PM Wrap Up Participant Evaluation and Prize Drawings 5 minutes Classroom Management/SubPack Workshop 5:00 PM Activity 26: SubPack Sharing 10 minutes 5:10 PM Activity 4: 5 Skills for Behavior Management 1 hour 15 minutes 6:25 PM Activity 5: Classroom Management Scenarios 45 minutes Optional: Observations 15 minutes 7:25 PM Wrap Up Participant Evaluation and Prize Drawings 5 minutes Special Education and Legal Issues Prepared and Professional Workshop 5:00 PM Activity 6: Special Education and Legal Issues 30 minutes Optional: Have District Personnel Present District Policies 15 minutes 5:45 PM Activity 7: Creation of the Ideal Substitute Teacher 45 minutes 6:30 PM Activity 10: Fill-In Activities 30 minutes Optional: Quick Assessment of Observations 25 minutes 7:25 PM Wrap Up Participant Evaluation and Prize Drawings 5 Minutes *Times are approximate 7

16 Training Background Refresher Training Multi-Day Workshop Agenda (2.5 hours each) Teaching Strategies/Fill-In Activities Workshop 5:00 PM Activity 22: Teaching Strategies Starter 10 minutes 5:10 PM Activity 23: Teaching Strategies Review 30 minutes 5:40 PM Activity 24: Sample Lesson Plans 55 minutes 6:35 PM Activity 25: Fill-In Scenarios 30 minutes 7:05 PM Activity 26: SubPack Sharing 15 minutes 7:20 PM Wrap Up Participant Evaluations and Prize Drawings 10 minutes Classroom Management/SubPack Workshop 5:00 PM Activity 26: SubPack Sharing 10 minutes 5:10 PM Activity 13: Principles of Human Behavior 15 minutes 5:25 PM Activity 14: Skills Review 35 minutes 6:00 PM Activity 15: Traps Skills Application 50 minutes 6:50 PM Activity 16: Challenges of Classroom Management 30 minutes 7:20 PM Wrap Up Participant Evaluations and Prize Drawings 10 minutes Special Education and Legal Issues Prepared and Professional Workshop 5:00 PM Activity 19: Issues Starter 5 minutes 5:05 PM Activity 20: Jigsaw Issues 60 minutes 6:05 PM Activity 21: Special Education and Legal Issues 30 minutes 6:35 PM Activity 17: Sample Interactions 35 minutes 7:10 PM Activity 18: Substitute Report 10 minutes 7:20 PM Wrap Up Participant Evaluations and Prize Drawings 10 minutes *Times are approximate 8

17 Initial Training Chapter Two Knowing that there is limited time to adequately train substitute teachers, this initial training focuses on key skills for success. A full day devoted specifically to skills training is only a beginning a foundation on which to further develop at a later time. Each activity may be expanded if more time is available during the training session, however, activities should never be shortened. First impressions are vital when leading professional development workshops. By being friendly and greeting participants at the door, facilitators create an atmosphere where participants are more willing to talk, interact, and present. This greatly improves the interactive nature of the workshop. Activities in this section are designed to draw out and assess participants concerns with substitute teaching. Since the training content is included in the Substitute Teacher Handbook, the activities in this manual introduce and refer participants to the handbook. 9

18 Initial Training Activity 1 Starter Activity Critical Thinking Objective This activity involves participants in the workshop the minute they enter the room with a working example of a starter activity. Time 5 minutes Advanced Preparation/Materials Before the training starts, write a note on the board explaining where the sign-in sheet and the 3x5 cards are located. On the board, write this question: What is the most common classroom management scenario you have experienced? (The facilitator may also give these directions verbally as participants enter the room.) Each substitute teacher needs a 3x5 card. Copies of tickets to be used throughout the training (Appendix, p. 101) Procedures 1. Participants answer the question that is written on the white board on the 3x5 card. 2. Conduct a brief discussion of participants answers, giving tickets to those who participate in the discussion. (Also give an explanation of the tickets.) 3. At the end of the training session, you will refer to these cards again. You will ask the participants how they can prevent those common classroom problems from happening based on the skills learned from the Substitute Teacher Handbook. Tickets may be used as rewards throughout the training. They will be the means of distributing door prizes. Provide opportunities for participants to increase their chances of winning by earning tickets during each training session. 10

19 Chapter Two Activity 2 Participant Expectations Brainstorming Objective Participants formulate a list of expectations for the workshop. This provides the facilitator, as well as the participants, with a way to focus on desired results during the workshop. Brainstorming is not a time for stories keep the ideas flowing! Time 15 minutes Advanced Preparation/Materials Determine the expectations and outcome goals for the session and introduce these goals, as appropriate, during the activity. Chart paper or poster board Tape Marker Procedures 1. Use, but do not overtly teach, the DOVE rules for brainstorming (pp of the Substitute Teacher Handbook). This specific brainstorming technique will be taught extensively later in the substitute teacher training. 2. As a whole group, brainstorm the expectations of the workshop. List the ideas on chart paper and post the expectations in the room. Review the list and check off expectations as they are met throughout the day. At the end of the training, address any expectations that have not already been met. 11

20 Initial Training Activity 3 Handbook Treasure Hunt Cooperative Learning Objective Participants gain a basic overview and understanding of the contents of the Substitute Teacher Handbook. Time 15 minutes Advanced Preparation/Materials The instructor should know the material contained in the Substitute Teacher Handbook and the answers to the Treasure Hunt Worksheet questions. A Substitute Teacher Handbook for each participant. Copies of Activity Rules for each color group. Copies of the Treasure Hunt Worksheet for each participant Procedures 1. Give participants one to two minutes to introduce themselves to the other members of their color group. 2. Distribute a Substitute Teacher Handbook to each participant. Explain that the handbook was developed by the Substitute Teaching Institute at Utah State University to assist substitute teachers in having successful and rewarding experiences in the classroom. 3. Inform participants that the handbook contains the information that will be presented throughout the training and encourage them to make notes in their book for future review and reference. 4. Distribute a copy of the Activity Rules to each group. State the following expectations so that the activity rules are clear: Work as a group and share information with each other. Every member of the group must have every answer listed on his/her paper in order for the group to be considered finished. When everyone in the group has finished, one member of the group must raise his/her hand to make the facilitator aware that the group has completed the task. 12

21 Chapter Two 5. Distribute a Treasure Hunt Worksheet to each participant. Explain that the purpose of this activity is to get acquainted with the Substitute Teacher Handbook. 6. Do not allow the participants to look at the Treasure Hunt Worksheet until you say go. 7. As time permits, review a few answers as a group by reading the questions and having participants volunteer answers. Model an effective process of distributing books by having the person with the next birthday get a book for each person in his/her group. Have markers, highlighters, and sticky notes on the tables during the entire workshop for participants to make notes in their handbooks. Offer tickets to the first group(s) to complete the treasure hunt to help generate enthusiasm and keep this activity moving quickly. 13

22 Handbook Treasure Hunt Activity 3: Activity Rules Task: Work as a group and share information with each other. Every member of the group must have every answer listed on his/her paper in order for the group to be considered finished. When everyone in the group has finished, one member of the group must raise his/her hand to make the facilitator aware that the group has completed the task.! Handbook Treasure Hunt Activity 3: Activity Rules Task: Work as a group and share information with each other. Every member of the group must have every answer listed on his/her paper in order for the group to be considered finished. When everyone in the group has finished, one member of the group must raise his/her hand to make the facilitator aware that the group has completed the task. 14

23 Handbook Treasure Hunt Complete the following activity using the Substitute Teacher Handbook. 1. What are three things you can do At Home to be a prepared and professional substitute teacher? a. b. c. 2. According to the Table of Contents, what is Chapter 5 about? 3. What icon is used in Chapter 1 to identify classroom management traps to be avoided? 4. Fill in the blank: Behavior is largely a product of its (p. 2). 5. What does K-W-L stand for on pages 32-33? 6. What kind of a list is found on page 53? 7. What information can be found in Chapter 6? 8. List two things that are included in the Appendix at the end of the handbook. 9. Read the list of Other Management Suggestions found in Chapter 1. Write down two that you feel you can use. 10. List the page numbers where you can find information on creating a SubPack. 11. List three of the Low Cost/No Cost Rewards and Motivators discussed on pages of the handbook. 12. What does the Remember Box at the bottom of page vii advise you to do? 15

24 Activity 3: Answer Key 1. What are three things you can do At Home to be a prepared and professional substitute teacher? (pg. 60) a. Compile a set of note cards containing pertinent information about the schools where you may be assigned. b. Keep a notebook. c. Assemble a SubPack. Keep it well stocked and ready. Other answers: d. Organize several appropriate substitute teacher outfits in a section of your closet. e. Leave early enough to arrive at school at least 20 minutes prior to the beginning of school. 2. According to the Table of Contents, what is Chapter 5 about? Other things you should know. 3. What icon is used in Chapter 1 to identify classroom management traps to be avoided? A trap. 4. Fill in the blank: Behavior is largely a product of its immediate environment (p. 2). 5. What does K-W-L stand for on pages 32-33? What do I Know? What do I Want to know? What have I Learned? 6. What kind of a list is found on page 53? 101 Ways to Say Good Job! 7. What information can be found in Chapter 6? Fill-In Activities 8. List two things that are included in the Appendix at the end of the handbook. Possible answers include: Glossary, Substitute Teacher Professional Reference Guide, Classroom and Behavior Management Books, School Supply Companies, Education Activity Books, At Your Local Bookstore, Recommended Children s Books, Substitute Teacher Report, Teaching Journal, Journal of Lessons Taught, and Teaching Notes. 9. Read the list of Other Management Suggestions found in Chapter 1. Write down two that you feel you can use. Many possible answers 10. List the page numbers where you can find information on creating a SubPack. Pages List three of the Low Cost/No Cost Rewards and Motivators discussed on pages of the handbook. Many possible answers 12. What does the Remember Box at the bottom of page vii advise you to do? Use only the suggestions and activities from this handbook that do not conflict with district policies and established practices. 16

25 Classroom Management Session A Substitute teachers are more concerned about classroom management than any other aspect of the job. Knowing the Principles of Human Behavior and mastering the Five Skills of Effective Behavior Management will help eliminate over 94% of all classroom management and behavior concerns and teach the skills necessary to handle the remaining 6% non-coercively. Principles of Human Behavior Behavior is largely a product of its immediate environment. Behavior is strengthened or weakened by its consequences. Behavior ultimately responds better to positive than to negative consequences. Whether a behavior has been punished or reinforced is known only by the course of that behavior in the future. Five Skills for Effective Behavior Management 1. Getting and keeping students on-task 2. Maintaining positive teacherto-student interactions and risk-free student response opportunities 3. Teaching expectations 4. Responding non-coercively 5. Avoiding being trapped 17

26 Initial Training Activity 4 Five Skills of Effective Behavior Management Concept Mapping/Jigsaw Learning Objective Participants learn the four Principles of Human Behavior and the application of Five Skills of Effective Behavior Management. Time 1 hour, 15 minutes Advanced Preparation/Materials Know the information contained in Chapter 1 of the Substitute Teacher Handbook. Copies of the Task Sheets for each color group Procedures 1. Introduce the Principles of Human Behavior and conduct a brief whole-group discussion. (An explanation of each principle is found on page 2 of the Substitute Teacher Handbook.) 2. Extend the discussion to incorporate the Five Skills of Effective Behavior Management into the classroom setting. Create a concept map with Classroom Management being at the center of the map and the five skills radiating from it. 18

27 Chapter Two The concept map should look something like this: Skill #1: The Ability to Get and Keep Students On-Task Skill #2: The Ability to Maintain High Positive Teacher-to-Student Interactions Classroom Management Skill #3: The Ability to Teach Expectations Skill #4: The Ability to Respond Noncoercively Skill #5: The Ability to Avoid Being Trapped (For more information on concept mapping, see pages of the Substitute Teacher Handbook.) 4. Distribute a Task Sheet to each color group. Direct participants to use the Substitute Teacher Handbook to study and discuss their assigned topic as a group. Each participant should understand his/her Behavior Management Skill well enough to teach the information to others. 5. Divide participants into their number groups based on pre-assigned numbers. Allow approximately 40 minutes for participants to teach the skill they just learned in their color groups to others in their number groups. Quick Assessment Conduct a whole-group discussion to summarize this vital portion of the training. Ask leading questions to assess participants understanding of the material covered in this activity. 19

28 Skill #1: Getting and Keeping Students On Task Activity 4: Task Sheet Objective: Participants will understand how to Get and Keep Students on Task as taught in the Substitute Teacher Handbook. Task: The first 10 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook. Keep the following questions in mind as you read the material. As you read and discuss, highlight or underline information relevant to these questions, so that you may better teach the material to the next group. The next 10 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand ALL of the information about this skill well enough to teach it to the individuals in the next group. Why is the skill of Getting and Keeping Students On Task an important skill to know? Explain three strategies a substitute teacher can use to get students on task and discuss why they are effective. Why is managing by walking around such an effective tool for keeping students on task? How can a teacher use dialogue to get students on task? What are four other strategies for keeping students on task?! Skill #2: Maintaining Positive Teacher-to-Student Interactions and Risk-Free Student Response Opportunities Activity 4: Task Sheet Objective: Participants will understand Maintaining a High Rate of Positive Teacher to Student Interactions and Risk-Free Environment as taught in the Substitute Teacher Handbook. Task: The first 10 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook. Keep the following questions in mind as you read the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 10 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand ALL of the information about this skill well enough to teach it to the individuals in the next group. Why is the skill of Maintaining a High Rate of Positive Teacher to Student Interactions and a Risk- Free Environment an important skill to know? List examples of positive interactions and negative interactions. How can a substitute maintain a risk-free environment when a student provides a wrong answer? What should a substitute teacher do if a teacher leaves a note about a trouble-maker? What does attention is to behavior what profits are to business mean? 20

29 Skill #3: Teaching Expectations Activity 4: Task Sheet Objective: Participants will understand the Ability to Teach Expectations as taught in the Substitute Teacher Handbook. Task: The first 10 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook. Keep the following questions in mind as you read the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 10 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand ALL of the information about this skill well enough to teach it to the individuals in the next group. Why is the Ability to Teach Expectations an important skill to know? How can a substitute teacher teach classroom expectations? What is the step-by-step procedure for teaching instructional and procedural expectations? How can a substitute teacher know if students understand the expectations?! What is coercion? (This question is crucial for everyone to understand). Skill #4: Responding Noncoercively Activity 4: Task Sheet Objective: Participants will understand the Ability to Responding Non-Coercively as taught in the Substitute Teacher Handbook. Task: The first 10 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook. Keep the following questions in mind as you read the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 10 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand ALL of the information about this skill well enough to teach it to the individuals in the next group. How should a substitute teacher respond to consequential behavior? Why is the Ability to Respond Non-Coercively an important skill to know? What is the first decision a substitute teacher has to make when a student acts inappropriately? What are the steps to redirecting student behavior? What are four non-coercive strategies for responding to consequential behavior? What should a substitute teacher do about inconsequential behavior? 21

30 Skill #5: Avoiding Being Trapped Activity 4: Task Sheet Objective: Participants will understand the Ability to Avoid Being Trapped as taught in the Substitute Teacher Handbook. Task: The first 10 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook. Keep the following questions in mind as you read the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 10 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand ALL of the information about this skill well enough to teach it to the individuals in the next group. Why is the Ability to Avoid Being Trapped an important skill to know? What are strategies that will help a teacher avoid being trapped? Why are traps ineffective? Highlight three traps that are most difficult for an educator to avoid and review those in detail. Review the other management strategies and select three to share with the group (pages )! 22

31 Chapter Two Activity 5 Classroom Management Scenarios Role-Play Objective Classroom management skills are reinforced and practiced through role-playing. Time 45 minutes 3-4 minutes for each discussion 2-3 minutes for each color group role-play 10 minutes for whole-group role-plays Advanced Preparation/Materials Copies of a set of Task Sheets for each color group Procedures 1. After the groups have had time to go through most of the scenarios, assign each color group a specific role-play scenario to model for the whole group. Quick Assessment For the last ten minutes of the Classroom Management Scenarios session, allow participants to role-play the given scenarios in front of the whole group. Conduct a class discussion on the strategies that were used, as well as other strategies that would work in the given situations. 23

32 Skill #1: The Ability to Get and Keep Students On Task Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Refer to Beginning Instruction or Activities Immediately found on page 4 of the Substitute Teacher Handbook. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario A: Students are walking into the classroom. What should the substitute teacher be doing?! Skill #1: The Ability to Get and Keep Students On Task Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly the challenging scenario will go smoothly. Task: Refer to pages 5-6 in the Substitute Teacher Handbook. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario B: The students are about to work on a math assignment. One student tries to get the teacher off task so that he/she doesn t have to do the assignment. The substitute teacher uses the dialogue to get students on task. 24

33 Skill #2: The Ability to Maintain a High Rate of Positive Interactions and a Risk-Free Environment Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Refer to Manage by Walking Around on page 6 of the Substitute Teacher Handbook. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario A: The students are working quietly on an essay. The substitute teacher is walking around and positively reinforcing appropriate behavior. There are a few minor disruptions, but they are inconsequential, so the teacher ignores them.! Skill #2: The Ability to Maintain a High Rate of Positive Interactions and a Risk-Free Environment Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Refer to page 9 of the Substitute Teacher Handbook. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario B: The substitute teacher asks a question and a student responds incorrectly. 25

34 Skill #3: The Ability to Teach Expectations Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Use the strategy of Having Students Restate Expectations found on page 11 of The Substitute Teacher Handbook and reinforce the expectations of cell phone usage for the following scenario. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario A: A student is texting on her cell phone during an assignment.! Skill #3: The Ability to Teach Expectations Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Follow the suggestions for giving Instructional & Procedural Expectations found on page 10 of the Substitute Teacher Handbook. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario B: The third grade class you are substituting for is silently reading. The substitute teacher needs to transition into math. 26

35 Skill #4: The Ability to Respond Non-Coercively Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Use the Redirect Student Behavior strategy found on page 13 of the Substitute Teacher Handbook to get the student back on task in the following scenario. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario A: A student will not stop talking to the person next to him. The substitute teacher uses the six steps of redirecting student behavior. Note: This is a difficult strategy and will take a lot of practice for it to become natural. However, it is worth the effort.! Skill #4: The Ability to Respond Non-Coercively Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Use the I Understand method found on page 15 of the Substitute Teacher Handbook. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario B: A student refuses to work on an assignment by complaining or working on something else. What should the substitute teacher do? 27

36 Skill #5: The Ability to Avoid Being Trapped Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Refer to page 20 of the Substitute Teacher Handbook on how to avoid the Sarcasm Trap. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario A: A student says something sarcastic. The substitute teacher is tempted to respond sarcastically, but doesn t. Instead, what could the substitute teacher do?! Skill #5: The Ability to Avoid Being Trapped Activity 5: Task Sheet Objective: Participants will role-play to demonstrate the skill to be more effective at classroom management. Background: Practice is required to become proficient in the five key skills that are essential for effective behavior management. The more you can practice these skills the more natural they will become. Note: The objective of this role-play isn t to find out what you would do in this situation. It is to practice the skills found in the Substitute Teacher Handbook. If you implement the skill correctly, the challenging scenario will go smoothly. Task: Refer to page 20 of the Substitute Teacher Handbook on how to avoid the Questioning Trap. Each person will demonstrate through role-play the same classroom management scenario until every person has had a chance to practice this strategy. Scenario B: A student won t work on her assignment. The substitute teacher is about to fall into the questioning trap, but doesn t. Instead the substitute teacher uses the Remove, Identify, and Redirect method found on page 15 of the Handbook. 28

37 Special Education & Legal Issues Session B Substitute teachers need to have a basic understanding of the legal and educational issues outlined in district policies and procedures. Ideally, the trainer will arrange for district personnel to be in attendance at the training session to cover district-specific questions. Use Carousel Discovery with the district handbook and policy manuals, in addition to the activities in this section. The activity in this section provides substitute teachers with the basic knowledge of special education and legal issues necessary to successfully handle the challenges they may encounter. By helping all substitute teachers understand students with special needs and accommodations for effective instruction, more substitute teachers may be willing to take on special education assignments. 29

38 Initial Training Activity 6 Special Education and Legal Issues K-W-L/Carousel Discovery Objective Participants learn and discuss general special education and legal issues found in Chapters 4 and 5 of the Substitute Teacher Handbook. Time 30 minutes Advanced Preparation/Materials If possible, have district personnel present to answer district-specific questions. Read and understand the KWL teaching strategies (pgs of the Substitute Teacher Handbook). Blank piece of paper for each participant. Five different colors of markers Copies of the Task Sheet for each color group. Place five pieces of chart paper at various points around the room. On each piece of chart paper, list one of the following topics and corresponding pages in the Substitute Teacher Handbook. Safe Schools and First Aid (pp ) Legal Aspects of the Job (pp ) Special Education (pp ) Gifted and Talented, Multiculturism, and Alternative Learning (pp ) Evacuations and Other Out-of-Classroom Activities (pp ) Procedures 1. Pass out a white sheet of paper for each participant for use in creating his/her K-W-L chart. Instruct participants to make three columns and put a K at the top of the first column, a W at the top of the second, and an L at the top of the third. 30

39 Chapter Two 2. Introduce the Special Education and Legal Issues session by having a whole-group discussion to complete the K section (first column) of the individual charts with information already known about teaching methods. Enter the responses on a K-W-L chart for the whole group. 3. Discuss the things participants want to know about teaching strategies as a group. Instruct participants to complete the W section of their individual charts while you fill in the whole-group chart. Note: When using K-W-L, a learning activity must take place between W and L. In this case, the activity is Carousel Discovery beginning with procedure four. Keep these points in mind during the discussion: Substitute teachers are capable of teaching in special education environments. 4. Establish guidelines for Carousel Discovery by distributing and reviewing the Task Sheet. 5. Assign each color group to a different station around the room. Each station should include chart paper with the assigned topic written on it and a marker. 6. Allow groups four minutes to quickly discuss key points on the given topic while a recorder writes responses on the chart paper. (Use a stopwatch to time groups.) Knowledge of the Special Education Skills listed on pages of the Substitute Teacher Handbook will empower substitute teachers when working with students with special needs. Note: Start timing as soon as the signal to rotate is given. This encourages participants to move quickly. No specific time is allotted between rotations. (Watch the participants gauge the time to rotate from them rather than from the watch.) 7. Signal groups to rotate one position clockwise, keeping their marker with them. They should read the responses generated by the previous group and add responses of their own based on the new station topic. 8. Continue rotating until groups are back to their first chart. At their original chart, groups review the responses and identify three key points to report to the whole group. Quick Assessment Conduct a brief whole-group discussion on the key points chosen by the participants. Guide the participants to an in-depth discussion (15-20 minutes) of successful instruction of students with special needs. Using the information on pages in the Substitute Teacher Handbook, review the characteristics of specific disabilities and effective strategies for working with students facing these challenges. Ask participants to fill out the L column on the K-W-L chart What I Know about Legal Aspects of the Job What I Want to know about Legal Aspects of the Job What I have Learned about Legal Aspects of the Job 31

40 Task: Special Education and Legal Issues Activity 6: Task Sheet With your color group, go to your assigned station where you will find chart paper, a marker, and your first topic. Designate a group recorder. When the signal is given you will have four minutes to list key points of the given topic. At the next signal, move one station clockwise and take your marker with you. Hint: The next four minutes will begin as soon as the signal is given to move, so you will need to move quickly. Read the previous responses and list additional key points on the new topic. When you reach your original chart, identify a group representative and three key points to share with the entire group.! Task: Special Education and Legal Issues Activity 6: Task Sheet With your color group, go to your assigned station where you will find chart paper, a marker, and your first topic. Designate a group recorder. When the signal is given you will have four minutes to list key points of the given topic. At the next signal, move one station clockwise and take your marker with you. Hint: The next four minutes will begin as soon as the signal is given to move, so you will need to move quickly. Read the previous responses and list additional key points on the new topic. When you reach your original chart, identify a group representative and three key points to share with the entire group. 32

41 The Professional Substitute Teacher Session C Having prepared and professional substitute teachers is the number one concern of administrators and permanent teachers. Substitute teachers who are prepared and professional are not only more successful in the classroom, they are also requested more often by teachers and district personnel. Being prepared and professional enhances communication opportunities with all students. The opportunity to make a first impression typically comes only once, and are generally lasting and difficult to change. Substitute teachers must make the most of each and every first impression. 33

42 Initial Training Activity 7 Creation of the Ideal Substitute Teacher Cooperative Learning Objective Participants learn what it means to be prepared and professional by creating graphic representations of the ideal substitute teacher. This allows participants to recognize the things they need to do to become a more successful substitute teacher. Time 45 minutes Advanced Preparation/Materials Read Chapter 3 of the Substitute Teacher Handbook. Decide which cooperative roles need to be assigned and list those roles on the board or chart paper. Chart paper for each group Markers for each group Copies of the Task Sheet for each color group Procedures 1. Have participants in each color group fill the following suggested roles (or the roles you have chosen to assign): Creative Artist Presenter Materials Manager Group Leader Recorder Encourager On-Task Person Time Keeper 34

43 Chapter Two List the roles on the board and assign numbers to fill each role. For example, all number ones will be group leaders. As needed, combine roles, cut roles, or create new roles to match the number of participants in each group. 3. Distribute a Task Sheet to each color group. 4. Have each materials manager collect chart paper and markers for his/her group. 5. Instruct the participants to create a graphic representation of the items educators need to be prepared and professional in the category on their Task Sheet, as described in the Substitute Teacher Handbook. 1. At Home (pp. 60 & 66) 2. Prior to Entering the Classroom (pp. 61 & 66) 3. In the Classroom Before School (pp. 61 & 66) 4. Throughout the Day (pp & 67) 5. At the End of the Day or Period (pp ) 6. In the final 15 minutes of the session, have each presenter represent his/her group in delivering the ideal substitute teacher to the rest of the participants by using the graphic that his/her group created and then post it in the room. Note: Inform participants that Cooperative Learning is a rather complex teaching strategy. If the permanent classroom teacher has never used it with his/her students, the substitute teacher may wish to simply divide students into groups rather than confuse them with a new technique. Quick Assessment Ask participants if creating a graphic representation is an effective strategy and when it can be used in the classroom. In cooperative learning all roles must be considered equally important. While participants are working, try using the list of 101 Ways to Say Good Job! found on page 63 of the Substitute Teacher Handbook. At the end of the activity, point out to the participants what you were doing and refer them to the handbook. Use the checklist on pages of the Substitute Teacher Handbook to make sure that all items are discussed. Offer tickets to groups that cover all checklist items. 35

44 Topic: At Home (pp. 60 & 66) Task: At Home Activity 7: Task Sheet Assign group members to fill the cooperative roles that are given by the instructor. When your group is organized have the materials manager collect chart paper and markers for your group. Your group task is to create a graphic representation of the items that educators need to be prepared and professional. Note: At the end of the allotted time the presenter will represent your group in delivering this information to the entire group using the graphic that you create.! Topic: Prior to Entering the Classroom (pp. 61 & 66) Task: Prior to Entering the Classroom Activity 7: Task Sheet Assign group members to fill the cooperative roles that are given by the instructor. When your group is organized have the materials manager collect chart paper and markers for your group. Your group task is to create a graphic representation of the items that educators need to be prepared and professional. Note: At the end of the allotted time the presenter will represent your group in delivering this information to the entire group using the graphic that you create. 36

45 Topic: In the Classroom Before School (pp. 61 & 66) Task: In the Classroom Before School Activity 7: Task Sheet Assign group members to fill the cooperative roles that are given by the instructor. When your group is organized have the materials manager collect chart paper and markers for your group. Your group task is to create a graphic representation of the items that educators need to be prepared and professional. Note: At the end of the allotted time the presenter will represent your group in delivering this information to the entire group using the graphic that you create.! Topic: Throughout the Day (pp & 67) Task: Throughout the Day Activity 7: Task Sheet Assign group members to fill the cooperative roles that are given by the instructor. When your group is organized have the materials manager collect chart paper and markers for your group. Your group task is to create a graphic representation of the items that educators need to be prepared and professional. Note: At the end of the allotted time the presenter will represent your group in delivering this information to the entire group using the graphic that you create. 37

46 Topic: At the End of the Day or Period (pp. 62 & 67) Task: At the End of the Day or Period Activity 7: Task Sheet Assign group members to fill the cooperative roles that are given by the instructor. When your group is organized have the materials manager collect chart paper and markers for your group. Your group task is to create a graphic representation of the items that educators need to be prepared and professional. Note: At the end of the allotted time the presenter will represent your group in delivering this information to the entire group using the graphic that you create.! 38

47 Teaching Strategies Session D The teaching strategies reviewed in this training are intended to provide useful methods for delivery of lesson plans provided by the permanent teacher. They involve simple techniques that can be easily adapted for use with almost any subject, grade level, or student academic levels, including special education settings. The teaching strategies that will be learned and practiced in this section include: Brainstorming Concept Mapping K-W-L Cooperative Learning Questions for Higher Level Thinking Effective Implementation of Audio Visual Materials 39

48 Initial Training Activity 8 Teaching Strategies Jigsaw Learning Objective Participants learn teaching strategies discussed in Chapter 2 of the Substitute Teacher Handbook. Time 1 hour, 30 minutes Advanced Preparation/Materials Understand the grouping procedures for the Jigsaw Learning Method (page 5 of this manual). Read and understand the teaching strategies that are found in Chapter 2 of the Substitute Teacher Handbook. White paper for each participant. Copies of the Task Sheets for each color group Procedures 1. Distribute a Task Sheet to each color group. Tell participants to use the Substitute Teacher Handbook to study and discuss their group s assigned topic. Each participant should understand the teaching strategy well enough to teach the information to others. 2. Assign each color group a specific strategy as indicated on the group s Task Sheet. The strategies include: Brainstorming (pp ) Concept Mapping (pp ) Cooperative Learning (pp ) Questioning (pp ) Effective Implementation of Audio Visual Materials (pp. 41) 3. While the groups are working, monitor by walking around and taking notes on things you would like to point out. Sometimes participants are shy about working together. Reinforce group work by rewarding groups who are on task. 40

49 Chapter Two Note: If groups get off task, help them to get back on task by asking about the next strategy, reminding them about the amount of time they have remaining, or simply standing near the group. 4. When members of the color groups have learned their teaching strategies well enough to teach others, divide the participants into number groups. Note: Remember that each number group must have at least one person from each color group. If there is an odd number of participants, having more than one person from a color group in a number group is fine. 5. Instruct each member of the number groups to teach the strategy that his/her color group discussed to the rest of the number group. Closely monitor time as participants may have a tendency to go long. Pass out tickets to those participants who volunteer ideas. Quick Assessment Conduct a whole-group discussion to summarize this vital portion of the training. Ask leading questions to assess participants understanding of the material covered in this activity. K-W-L is not being studied by a group because it was modeled in the Special Education and Legal Issues lesson. Help the participants further understand this strategy as needed. 41

50 Brainstorming Activity 8: Task Sheet Task: The first 5 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook; keep the following questions in mind as you review the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 8 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand the information about this skill well enough to teach it to the individuals in the next group. How can a teacher help students overcome hitting the wall? What is a good amount of time for running a brainstorming session? What kinds of lessons could brainstorming enhance?! Concept Mapping Activity 8: Task Sheet Task: The first 5 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook; keep the following questions in mind as you review the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 8 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand the information about this skill well enough to teach it to the individuals in the next group. How is concept mapping an effective way to review information? How can concept mapping help organize a term paper? Draw a concept map on the five key skills in classroom management. 42

51 Cooperative Learning Activity 8: Task Sheet Task: The first 5 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook; keep the following questions in mind as you review the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 8 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand the information about this skill well enough to teach it to the individuals in the next group. Why is it helpful to assign roles to students when using the cooperative learning strategy? Why should a teacher set a time limit for cooperative learning activities? What is the best way to assign students into cooperative learning groups?! Questioning Strategies Activity 8: Task Sheet Task: The first 5 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook; keep the following questions in mind as you review the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 8 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand the information about this skill well enough to teach it to the individuals in the next group. Why do good questions sometimes fail? What is the purpose of each pause? What are other tips to make questions more effective? 43

52 Audio Visual Material Implementation Activity 8: Task Sheet Task: The first 5 minutes of this activity will be spent studying the assigned topic in the Substitute Teacher Handbook; keep the following questions in mind as you review the material. As you read, highlight or underline information relevant to these questions, so that you may better teach the material to someone else. The next 8 minutes will be spent discussing the answers to these questions. Note: Each member of the group will need to understand the information about this skill well enough to teach it to the individuals in the next group. Why should a teacher keep the lights on while students are watching a video? When you have a lesson plan that just require the class to watch a video, how does using a KWL Chart, make it more effective? What else can a teacher do to make just showing the video more effective?! 44

53 Chapter Two Objective Activity 9 Teaching Strategies Scenarios Early Finishers Participants reinforce their knowledge of teaching strategies by discussing solutions to given scenarios. Time Varied (for early finisher groups) Advanced Preparation/Materials Be familiar with the scenarios and the solutions used in this activity. Copies of the Teaching Strategy Scenarios for each number group Procedures 1. Distribute copies of the Teaching Strategy Scenarios to the number groups as they complete Activity Each group may move at its own pace in discussing solutions to the scenarios until all groups have completed Activity 8. Quick Assessment As time permits, conduct a whole-group discussion with a representative from each group presenting solutions to scenarios. 45

54 Teaching Strategies Discuss the following scenarios and brainstorm possible solutions as a group. 1. The lesson plan instructs you to Have students study for their geometry test, but no review activities are outlined and you have an entire hour to fill. 2. Thirty seconds into a video left by the permanent teacher, a student calls out, We saw this one last week. 3. The science lesson for the day says, Read and discuss Chapter 4 about the Solar System. 4. Students are to write an essay about what they think schools will be like ten years from now. 5. You are to have students exchange papers and correct the history worksheet they completed the day before, but you can t find the answer key. 6. You are five minutes into a lesson about England s House of Parliament, when you observe that half the class looks bored and the other half isn t paying attention. 7. The video left by the permanent teacher is about dealing with peer pressure. It was produced 15 years ago, and you think that some of the content may be out of date with today s realities. 8. The lesson plan asks you to conduct a class discussion about endangered species. 46

55 Activity 9: Answer Key NOTE: Each solution is simply one way to respond to the given situations. Substitute teachers should be able to employ multiple strategies to any situation. 1. Have students come up with questions that might be on the test and have other groups solve them using K-W-L (pp ) or Cooperative Learning (pp ). 2. Have students create a Concept Map (pp ) from memory and revise it as they watch the video again. 3. Facilitate discussion and learning using K-W-L (pp ), Concept Mapping (pp ), Brainstorming (pp ), or Cooperative Learning (pp ). 4. Start by using Brainstorming (pp ). Writing may be enhanced using Writing and Revising (pp. 172). 5. Have students find the answers in their books as they review the material; use Cooperative Learning (pp ). 6. Guide students in creating a Concept Map (pp ) for the lesson. 7. Have students brainstorm things (pp ) that are the same as when the video was made and things that are different. 8. Use K-W-L (pp ) and/or Questioning (p ) to facilitate the discussion. 47

56 Initial Training 48

57 Fill-In Activities and SubPack Session E Situations may arise when the permanent teacher is unable to leave detailed lesson plans, when the plans that are left are impossible to decipher, when materials needed to conduct the lesson are unavailable, or when outlined activities don t take as much time as anticipated. When faced with a dilemma of filling class time, successful substitute teachers have in their possession a number of fill-in activity ideas that provide manageable and worthwhile activities. Successful substitute teachers generally employ the use of a SubPack a box, bag, briefcase, or backpack filled with teaching materials. These materials include personal and professional items, classroom supplies, student rewards and motivators, and fill-in activity materials that the substitute brings to each teaching assignment. Having these resources available enables substitute teachers to respond appropriately to various situations. (Additional information on Five-Minute Fillers, Early Finishers, and Short Activities is located in Chapter 6 of the Substitute Teacher Handbook. Suggestions for assembling a SubPack are found on pages of the Substitute Teacher Handbook.) Additional fill-in activities and other resources for substitute teachers are available at: 49

58 Initial Training Activity 10 Fill-In Activity Exploration Small Group Sharing Objective Participants discover resources available to them and generate fill-in ideas with other participants. Time 30 minutes Advanced Preparation/Materials Small Post-it Notes pads for each table Procedures 1. Break into color, number, or grade appropriate groups. 2. Participants spend five minutes looking for activities, worksheets, or lesson ideas they would use in the classroom. 3. Have participants mark their selected Chapter 6 activities with Post-it Notes to facilitate sharing. Write the necessary materials to complete the activity on the Post-it Notes. 4. Instruct participants to spend 20 minutes sharing selected activities with each other in small groups. Quick Assessment If time permits, have a representative from each group share one or two activities with the entire group. Model the whisper technique to gain the attention of the participants at the end of the allotted time. (See page 6 or the Substitute Teacher Handbook.) 50

59 Chapter Two Activity 11 SubPack Activity Objective Participants formulate ideas for the contents of their SubPacks. Time 30 minutes Advanced Preparation/Materials Know the information found on pages of the Substitute Teacher Handbook. Prepare a SubPack to use as a model to share with participants in helping them to formulate ideas Procedures 1. Lead a discussion about the importance of using a resource kit, bag of tricks, or a SubPack. Who has a SubPack? How is it used? What is in it? How is it helpful? 2. In small groups, have participants spend three minutes brainstorming items for each of the four SubPack categories. Use two minutes for general brainstorming and one minute to categorize the items: Personal & Professional Rewards & Motivators Classroom Supplies Activity Materials The facilitator should model a unique method of selecting volunteers. For examples of how to select student volunteers, see page 54 (The Line Up!) of the Substitute Teacher Handbook. 3. Have participants compare their lists with the suggestions found on pages of the Substitute Teacher Handbook and share unique ideas they came up with. Encourage participants to write the new ideas next to those found in their handbook. 4. Conduct a whole-group discussion on SubPack contents by having several participants select items from your sample SubPack. Ask them to share why they think the item was placed in the demonstration SubPack. 5. Assign participants to begin assembling their own SubPack using materials in their home. 51

60 Initial Training Quick Assessment Allow time for participants who brought items as suggested in the Confirmation Letter (discussed on page 3 of this manual), to share the contents of their SubPacks. Remember to pass out tickets to participants who volunteer. Wrap Up Pass out the Participant Evaluation Forms while participants are involved in the SubPack discussion. Conclude the workshop by awarding door prize(s) and collecting the evaluations as participants leave. 52

61 Chapter Two Optional Activity Observations Objective Participants will see the skills described in the Substitute Teacher Handbook implemented in the classroom by a permanent teacher. Time Varied Advanced Preparation/Materials A copy of the Observation Form for each participant Procedures Distribute a copy of the Observation Form to each participant. Review the items on the Observation Form, to ensure participant understanding. Inform participants who to call in order to set up a time for observations. Quick Assessment Conduct a discussion on what participants learned about classroom management during their individual observations. Following are some questions to guide the discussion: Describe how the teachers you observed implemented Skill #1 - Getting and Keeping Students On Task. Describe how the teachers you observed implemented Skill #2 - Maintaining a Risk Free Environment. Describe the classroom expectations and where they were posted. What behaviors did the teacher ignore? Describe other effective strategies you observed. 53

62 Observation Form Name: Grade: Class: Time spent observing: The teacher gets students on task immediately by: Describe the starter activity: When students get off task, the teacher: List behaviors the teacher addresses: List behavior the teacher ignores: When a student is on task and working, the teacher: When a student gives the correct answer, the teacher: When a student gives the wrong answer, the teacher: When a student needs to be reminded of the expectations, the teacher: List the classroom expectations and where they are posted: When a student finishes early, the teacher: List the teaching strategies the teacher uses: Other notable suggestions/ strategies: 54

63 Next Step Training Chapter Three When substitute teachers have the opportunity to receive additional training, a repeat of the initial training structure generates excellent results, as the new mix of participants brings experience and new perspectives to the material. Refresher Training provides the benefits of repetition, while continuing to build on the foundation laid during Initial Training. Whether conducted as a one-day training or multi-day mini-workshops, Refresher Training facilitates further mastery of skills. Based on the philosophy that modeling promotes learning, every time participants reconvene, the facilitator should greet participants at the door and provide a starter activity. Creating a warm, friendly environment where learning begins as students enter the room is a practice that substitutes should model in the classroom. The Refresher Starter Activity is a way to discern participants expectations for the workshop, providing the facilitator, as well as participants, a way to focus on the desired results. 55

64 Next-Step Training Activity 12 Refresher Starter Activity Expectations Objective Participants are engaged in the workshop the minute they enter the room. Time 10 minutes Advanced Preparation/Materials Before the training starts, write a note on the board explaining where the sign-in sheet and starter activity materials are located. (The facilitator may also give these directions verbally as participants enter the room.) Copies of tickets (Appendix, p. 114). 3 x 5 card for each participant Procedures 1. Participants list two or three expectations they have for the training on a 3 x 5 card and share these expectations with four different people. 2. Conduct a brief discussion of participants expectations, giving tickets to participants who participate in the discussion. 3. Gather the expectations cards and review them during a break. Keep these expectations in mind throughout the training. Continue to use tickets as rewards throughout the training. They will be the means of distributing door prizes. Provide opportunities for participants to increase their chances of winning by earning tickets during each training session. 56

65 Classroom Management Scenarios Session A The Principles of Human Behavior provides a foundation for all other skills discussed in the Classroom Management portion of the workshop. Participants further explore the Principles of Human Behavior and the Classroom Management Skills they learned in Initial Training. Substitute teachers learn to prioritize and employ specific teaching strategies to effectively implement classroom management skills in specific scenarios. The fifth classroom management skill the ability to avoid being trapped is discussed at length. Participants provide examples of situations where they have seen (or experienced) a teacher being caught in a trap, explore common reasons one might fall into a trap, and formulate effective ways to avoid being trapped. 57

66 Next-Step Training Objective Activity 13 Principles of Human Behavior Cooperative Learning Participants develop a more extensive understanding of the Principles of Human Behavior and can verbalize examples of each. Time 15 minutes Advanced Preparation/Materials Know the Principles of Human Behavior found on page 2 of the Substitute Teacher Handbook Procedures 1. Split the participants into cooperative groups. Each participant should be assigned to one of the following roles: Group Leader Recorder Reader Materials Manager Encourager On-Task Person 2. Have participants turn to page 2 of the Substitute Teacher Handbook. They will use the Principles of Human Behavior as a guide for this activity. 3. Instruct the groups to write down at least one example of each of the four principles. 4. Set a clear time limit so that the groups can pace themselves. Quick Assessment When the groups have formulated their ideas, conduct a class discussion by calling on different groups to share examples of the Principles of Human Behavior. 58

67 Chapter Three Activity 14 Skills Review Learning Stations Objective Participants review and take an in-depth look at the first four classroom management skills by listing the techniques involved with the skill, prioritizing the techniques that work best for them, writing a scenario, and demonstrating through role-play, the given scenario. Time 35 minutes Advanced Preparation/Materials Chart paper hung in the room (one piece for each group), labeled: Skill #1: The Ability to Get and Keep Students On-Task (pp. 4-7) Skill #2: The Ability to Maintain High Positive Teacher-to-Student Interactions and Risk-Free Student Response Opportunities (pp. 7-9) Skill #3: The Ability to Teach Expectations (pp ) Skill #4: The Ability to Respond Noncoercively (pp ) Tape or way to hang paper Marker for each group Procedures 1. Divide participants into four groups. 2. Have the participants begin this rotational activity at one of the four pieces of chart paper hanging on the wall. They have a different responsibility at each new station. The facilitator provides new instructions as s/he gives the signal to rotate. The responsibilities are as follows: Initial instruction: List the specific teaching strategies included in the task. First rotation: Prioritize the teaching strategies the previous group listed, from most useful to least useful. Second rotation: Write a two to three sentence scenario that could be solved using one of the techniques included in this skill. 59

68 Next-Step Training Final rotation: Discuss and decide on the best solution to the scenario written by the previous group. Is there something that the previous group didn t think of? Prepare to demonstrate through role-play, the given scenario in front of the entire group. Quick Assessment Conclude the activity by having each group demonstrate through role-play, their scenario and by having a class discussion on that skill and role-play. If there are more than 20 participants at the session, have a second group of one (or more) of the skills. Having no more than five people in each group is best. Ask the participants to describe grouping techniques they have used before. Use one of their ideas to group the participants. Watch the participants to determine when to have them rotate. The amount of time needed varies from rotation to rotation. 60

69 Chapter Three Objective Activity 15 Traps Skills Application Cooperative Learning/Learning Stations Participants improve their teaching skills by practicing avoiding traps, the fifth skill of effective classroom management. Time minutes Advanced Preparation/Materials Set up seven Traps Learning Stations around the room. Task Sheet for each learning station Stopwatch Procedures 1. Divide participants into Cooperative Learning groups. Assign the following roles to the members of each group: Group Leader Recorder Reader Materials Manager Encourager On-Task Person The stopwatch should serve only as a guide. Listen and watch you will know when to have participants rotate. Keep this activity moving. The cooperative learning roles are the same as Activity 13. Make sure participants are clear as to what direction they are to move, and that the materials manager stacks the papers before rotating. 2. Explain that the groups will be rotating from station to station in fiveminute intervals. The facilitator will let groups know when it is time to rotate by giving a one-minute warning, and then by saying, It is time to rotate. When it is time to rotate, groups need to stop what they are doing and quickly move to the next station. 61

70 Next-Step Training Quick Assessment When the groups have completed the rotations, review by asking what new information about the traps was made clear and what they are going to do as a result.! The Criticism Trap Activity 15: Task Sheet Trap #1: The Criticism Trap Teachers continually focus on fault when they are caught in the criticism trap. Remember that behavior ultimately responds better to positive rather than negative consequences (pp ). Discussion Items: What are some examples of the criticism trap that you have seen or even done yourself? Why is the criticism trap ineffective? Why do substitute teachers often fall into the criticism trap? What can you do to avoid the criticism trap? You are about to fall into the criticism trap. What are you going to do? Take turns being the teacher and act out through role-play, your rendition of this trap. 62

71 The Common Sense Trap Activity 15: Task Sheet Trap #2: The Common Sense Trap A teacher is stuck in the common sense trap when s/he tries to reason with a student in an attempt to get him/her to see and accept the teacher s position over the student s. Reasoning takes time and draws both the teacher and the student off task. Restate the expected behavior and respond positively when the student complies (p. 19). Discussion Items: What are some examples of the common sense trap that you have seen or even done yourself? Why is the common sense trap ineffective? Why do substitute teachers often fall into the common sense trap? What can you do to avoid the common sense trap? You are about to fall into the common sense trap. What are you going to do? Take turns being the teacher and demonstrating through role-play, your rendition of this trap.! The Questioning Trap Activity 15: Task Sheet Trap #3: The Questioning Trap Assuming that good behavior is dependent upon knowledge of why a student is misbehaving is a misconception of a teacher stuck in the questioning trap. While there are some exceptions, questioning is generally a waste of time. Stopping and redirecting inappropriate behavior is the most efficient way to get a student back on task. If the inappropriate behavior is of consequence, you can usually sort out the who, when, why, and what, later (pp ). Discussion Items: What are some examples of the questioning trap that you have seen or even done yourself? Why is the questioning trap ineffective? Why do substitute teachers often fall into the questioning trap? What can you do to avoid the questioning trap? You are about to fall into the questioning trap. What are you going to do? Take turns being the teacher and demonstrating through role-play, your rendition of this trap. 63

72 The Sarcasm Trap Activity 15: Task Sheet Trap #4: The Sarcasm Trap Trying to get a student or class to shape up using mock humor is an example of the sarcasm trap. Sarcasm belittles students and suggests that you as the teacher do not know any better way of interacting. Sarcasm also sets the stage for similar negative interactions between students (p. 20). Discussion Items: What are some examples of the sarcasm trap that you have seen or even done yourself? Why is the sarcasm trap ineffective? Why do substitute teachers often fall into the sarcasm trap? What can you do to avoid the sarcasm trap? You are about to fall into the sarcasm trap. What are you going to do? Take turns being the teacher and demonstrating through role-play, your rendition of this trap.! The Despair and Pleading Trap Activity 15: Task Sheet Trap #5: The Despair and Pleading Trap Hoping to achieve student compliance through a forlorn appeal to sympathy is an example of the despair and pleading trap. Achieving appropriate behavior by way of sympathy is a long shot. A more likely outcome is that students will see you as an inadequate and incapable teacher whom they can manipulate at will (pp ). Discussion Items: What are some examples of the despair and pleading trap that you have seen or even done yourself? Why is the despair and pleading trap ineffective? Why do substitute teachers often fall into the despair and pleading trap? What can you do to avoid the despair and pleading trap? You are about to fall into the despair and pleading trap. What are you going to do? Take turns being the teacher and demonstrating through role-play, your rendition of this trap. 64

73 The Threat Trap Activity 15: Task Sheet Trap #6: The Threat Trap Teachers caught in the threat trap are typically emotionally charged. They issue hollow expressions of terrible things to come if students don t comply with the teacher s requests. Since most threats are either inappropriate or unenforceable, they mainly serve to tell students that the teacher is out of control (p. 21). Discussion Items: What are some examples of the threat trap that you have seen or even done yourself? Why is the threat trap ineffective? Why do substitute teachers often fall into the threat trap? What can you do to avoid the threat trap? You are about to fall into the threat trap. What are you going to do? Take turns being the teacher and demonstrating though role-play, your rendition of this trap.! The Physical and Verbal Force Trap Activity 15: Task Sheet Trap #7: The Physical and Verbal Force Trap The physical and verbal force trap is a vain and barbaric attempt to manage behavior by shouting and hitting. Except in extreme circumstances where life or property are at risk, physical and verbal force employed by a teacher is often far less appropriate than the behavior it is intended to stop. Using force in the classroom is not only unproductive and inappropriate, in many states it is also against the law (p. 22). Discussion Items: What are some examples of the physical and verbal force trap that you have seen or even done yourself? Why is the physical and verbal force trap ineffective? Why do substitute teachers often fall into the physical and verbal force trap? What can you do to avoid the physical and verbal force trap? You are about to fall into the physical and verbal force trap. What are you going to do? Take turns being the teacher and demonstrating through role-play, your rendition of this trap. 65

74 Next-Step Training Activity 16 Challenges of Classroom Management Group Problem Solving/Role-Play Objective Participants discuss and role-play classroom management scenarios, applying the strategies they have learned. Time 30 minutes Advanced Preparation/Materials Copy of the Challenging Scenarios handout for each participant Procedures 1. Allow time for the number groups to discuss how they would approach each of the scenarios using the Five Skills of Effective Behavior Management. 2. Randomly select participants to role-play some of the scenarios. Quick Assessment Discuss each scenario as it is acted out through role-play. Reteach any skills that are misused during the role-play. A possible modification to this activity is to have the participants provide their own scenarios. If you choose to have the participants supply the scenarios, ask them to make them realistic and not war stories. 66

75 Challenging Scenarios Identify and discuss how to use the skills of classroom management in each of the following scenarios. 1. A student refuses to work on an assignment. 2. Students sit in the wrong seats. 3. In the plans for the day, the permanent teacher left a note warning you about a problem student. 4. A student threatens you. 5. Twenty minutes before the class is over a student finishes the assignment and begins disturbing others who are still working. 6. Four students have asked for a pass to the rest room in the past twenty minutes. 7. You notice students passing notes each time you turn to write on the board. 8. Someone in the class pulls a weapon out of his/her backpack. 9. A student is tapping his/her foot against the rungs of the empty desk in front of them. 10. The class you are trying to teach won t stop talking. 67

76 Activity 16: Answer Key 1. A student refuses to work on an assignment. Restate expectations to ensure understanding and acknowledgement of the expectations (pp. 11 & 16). 2. Students sit in the wrong seats. Teach expectations (pp ). 3. In the plans for the day, the permanent teacher left a note warning you about a problem student. Invite or involve the problem student with material distribution and collection. Be proactive and positive (pp. 8). 4. A student threatens you. Respond noncoercively. Removing the student from the situation before addressing the behavior is best. Report the incident to site administrator (p ). 5. Twenty minutes before class is over a student finishes the assignment and begins disturbing others who are still working. Provide an early finisher activity or enlist the student to assist others (p. 91, Chapter 6). 6. Four students have asked for a pass to the rest room in the past twenty minutes. Send students one at a time (pp ). 7. You notice students passing notes each time you turn to write on the board. Restate expectations (pp ). 8. Someone in the class pulls a weapon out of his/her backpack. Threat Strategy 2 get help (p. 18). 9. A student is tapping his/her foot against the rungs of the empty desk in front of them. Redirect the student (pp. 6-7). 10. The class you are trying to teach won t stop talking. Avoid the despair and pleading trap. Use positive verbal reinforcement and tangible rewards, such as a point system (pp. 6-7, 20-21). 68

77 The Professional Substitute Teacher Session B Participants study professional behavior and role-play interactive scenarios with teachers, administrators, students, and parents. One of the main forms of communication between a substitute teacher and a permanent teacher is the report that the substitute teacher leaves at the end of the day. Teachers rank this report as one of their most important priorities. Participants contrast effective and less effective substitute teacher reports and pinpoint aspects that are most important. 69

78 Next-Step Training Activity 17 Sample Interactions Role-Play Objective Participants study professional behavior and role-play specific interaction scenarios. They will be able to distinguish between effective and less effective methods of interacting with individuals they may encounter during their assignment. Time 35 minutes Advanced Preparation/Materials Know the material contained in Chapter 3 Chart paper, white board, or overhead of the Substitute Teacher Handbook. Appropriate marker for recording Sample Interaction Scenarios for each pair Procedures 1. Ask the participants to recall the DOVE rules of brainstorming. As a group, brainstorm questions that a substitute teacher might need to ask the office personnel upon entering the school. 2. Split the class into pairs and assign to each pair an interaction scenario from the Sample Interaction Scenarios. You may create scenarios of your own. 3. Allow time for pairs to decide how to act out through role-play the assigned scenario as both an effective example and a less-effective example of how to interact with the individual in their scenario. One partner will play the role of the substitute teacher, and the other will be the person they are speaking with. 4. Have each pair demonstrate through role-play the interaction in front of the class. Before starting, have one partner share the background of the scenario, without telling if the role-play they are sharing is the effective or the less effective example. Quick Assessment Following each role-play, discuss the things that the participants did, what they did well, and what they could have done differently. 70

79 Sample Interaction Scenarios Discuss effective and less effective strategies for dealing with your assigned scenario with your partner. Determine how you and your partner will act out through role-play your scenario for the class. The school secretary is greeting you for the day. You are asking the school custodian to open the gym. This is the fifth time during the day you have needed him to open something for you. On your way out of the school you pass by the principal. He asks you how your day was, and quite honestly it was one of the hardest days of substitute teaching you have ever had. A student in your classroom keeps flipping you off. You are introducing yourself to the class. One student raises his hand and simply asks, Are you married? There is one student who hasn t stopped talking all day. You have done everything you can think of to solve the problem, and you will be substituting for the same class tomorrow. A parent who comes in to help on a weekly basis comes into the classroom. The teacher forgot to mention that she was coming. A parent comes in after school and begins bad-mouthing the permanent teacher. As you are entering your classroom, the teacher from across the hall steps out of her room to hang up some work in the hall. You walk into the classroom next door to introduce yourself. The regular teacher of the class comes in to check on things after lunch. You have decided to have lunch in the faculty room with the rest of the teachers. You visit the faculty lounge during your prep period and find staff members badmouthing some of the students they have in class. You step into the hallway between classes and find students gathering around two students who are engaged in a heated discussion. You have bike duty after school and upon arriving find the gate to the bike area locked. After explaining the assignment left by the permanent teacher, a student responds, Mrs. Smith is not here, you are not our teacher, and we don t have to do the assignment. While monitoring the class, you discover two students who are passing inappropriate reading material between each other. 71

80 Next-Step Training Activity 18 Substitute Report Brainstorming Objective The primary communication between a substitute teacher and a permanent teacher is the report the substitute teacher leaves at the end of the day. Teachers rank this report as one of their most important priorities. In this activity, participants compare the effectiveness of reports and locate key points. Time 5-10 minutes Advanced Preparation/Materials Know the components of a complete and accurate substitute report (see pages of the Substitute Teacher Handbook) Procedures 1. Participants brainstorm why they think it is important to leave complete and accurate substitute reports at the end of the day. 2. Brainstorm key points of a substitute report. 3. Refer participants to the reports in their handbooks on pages Quick Assessment Conduct a class discussion about what makes some reports effective and others less effective. 72

81 Special Education & Legal Issues Session C Participants study special education and legal issues to apply understanding to skills that are important to successfully teach students with special needs in the regular classroom setting. Learning about disabilities and how to teach students with these disabilities is paramount to having a successful substitute teaching experience. Participants review special education and legal issues. The use of the K-W-L teaching strategy facilitates further learning of these issues. 73

82 Next-Step Training Activity 19 Issues Starter Brainstorming Objective Participants access their prior knowledge and list questions they have in relation to special education and legal issues. Time 5 minutes Advanced Preparation/Materials Know the information contained Chapters 4 and 5 of the Substitute Teacher Handbook. Before participants arrive, make a note on the board that the starter activity is to list at least three questions you have in regards to special education and legal issues. White paper for each participant Procedures 1. As participants arrive have them list questions, on a piece of paper, that they have in regards to special education and legal issues on a piece of paper. 2. Ask a few participants to share their questions with the rest of the group. 74

83 Chapter Three Activity 20 Jigsaw Issues K-W-L/Jigsaw Learning Objective Participants learn the information found in Chapters 4 and 5 of the Substitute Teacher Handbook. Time minutes Advanced Preparation/Materials Know the information contained in Chapters 4 and 5 of the Substitute Teacher Handbook. Understand the grouping procedures for the Jigsaw Learning Method (p. 5 of this manual), and K-W-L (pp of the Substitute Teacher Handbook). Chart paper, white board, or overhead Appropriate marker for recording White paper for each participant Task Sheet for each color group Having participants fill in their own K-W-L chart keeps them engaged in the activity and models what they should do in the classroom Procedures 1. Pass out a white sheet of paper for each participant to create his/her K-W-L chart. Participants make three columns on their paper and put a K at the top of the first column, a W at the top of the second, and an L at the top of the third. 2. Introduce this portion of the workshop by having a whole-group discussion to complete the K section (first column) of the individual charts with information participants already know about special education and legal issues. Enter their responses on a class K-W-L chart while participants fill out the individual charts. 3. Discuss the W section of the chart. 4. Split the participants into color groups and distribute a Task Sheet to each color group. 5. Tell participants to use the Substitute Teacher Handbook to study and discuss their assigned 75

84 Next-Step Training topic as a group. Each participant should understand the assigned topic well enough to individually teach the information to his/her number group when assigned. Safe Schools and First Aid (pp ) Legal Aspects of the Job (pp ) Special Education (pp ) Gifted and Talented, Multiculturism, and Alternative Learning (pp ) Evacuations and Other Out-of-Classroom Activities (pp ) 6. Monitor groups by walking around and taking notes on things you would like to point out. Sometimes participants are shy about working together. Reinforce group work by rewarding groups who are having discussions. 7. When members of the color groups have learned the content of their issues well enough to teach others, divide participants into number groups based on their pre-assigned numbers. 8. Instruct the participants to teach his/her number group what s/he learned about his/her issue in his/her color group. Quick Assessment Complete the L section (third column) of the K-W-L chart together as a review, listing what the participants learned during the activity on the class chart. At the end of the workshop, discuss questions that are still unanswered. 76

85 Topic: Safe Schools and First Aid (pp ) Safe Schools and First Aid Activity 20: Task Sheet Task: Using the Substitute Teacher Handbook, study and discuss your assigned topic as a group. Be sure each group member understands the material relating to the topic well enough to teach it to others.! Topic: Legal Aspects of the Job (pp ) Legal Aspects of the Job Activity 20: Task Sheet Task: Using the Substitute Teacher Handbook, study and discuss your assigned topic as a group. Be sure each group member understands the material relating to the topic well enough to teach it to others. 77

86 Topic: Special Education (pp ) Special Education Activity 20: Task Sheet Task: Using the Substitute Teacher Handbook, study and discuss your assigned topic as a group. Be sure each group member understands the material relating to the topic well enough to teach it to others.! Gifted and Talented, Multiculturism, and Alternative Learning Activity 20: Task Sheet Topic: Gifted and Talented, Multiculturism, and Alternative Learning (pp ) Task: Using the Substitute Teacher Handbook, study and discuss your assigned topic as a group. Be sure each group member understands the material relating to the topic well enough to teach it to others. 78

87 Evacuations and Other Out-of-Classroom Activities Activity 20: Task Sheet Topic: Evacuations and Other Out-of-Classroom Activities (pp ) Task: Using the Substitute Teacher Handbook, study and discuss your assigned topic as a group. Be sure each group member understands the material relating to the topic well enough to teach it to others.! 79

88 Next-Step Training Activity 21 Special Education and Legal Issues Group Problem Solving Objective In this teacher-directed activity, participants practice using the information they have been given as they discuss what they would do during a special education assignment. Time minutes Advanced Preparation/Materials Know the information contained in Chapters 4 and 5 of the Substitute Teacher Handbook. Sample Issues Scenarios Procedures 1. Pass out the Sample Issue Scenarios worksheet to each participant. 2. Lead a whole-group discussion of what should be done in each of the given situations. 80

89 Sample Issues Scenarios 1. A student informs you that she has a really bad headache. She always takes Advil, and she asks if you will give her one. 2. A student falls off the top of the slide and his arm really hurts. 3. A student cuts his head on a locker next to your room. He is bleeding badly. 4. A student gets a bloody nose in class. 5. A student falls and hits her head during physical education. She is complaining about a bad headache. 6. Suddenly a student stands up and leaves the classroom. 7. Over half of the class is finished with the assignment. You want to send those who are finished out to recess a few minutes early. 8. A student s brother comes to excuse her from class. 9. A couple of students ask you if they can take a look at their grades in the role book. 10. A student is behaving poorly and you want to remove him from the classroom. 11. A student starts to tell you about a time he was abused. 12. You suspect that a student has been abused. 13. Another teacher makes you feel uncomfortable by his sexual advances. 14. There is a student who is blind in your class. 15. There is a student with Down s Syndrome in your class. 16. A student who does exceptional work is in class and is always finished before the rest of the group. 17. A student in your class makes a racist comment. 18. The lessons the teacher has left seem to have no variety in the methods. 19. The fire alarm goes off. 20. You can hear an earthquake coming. 21. The teacher forgot to tell you about the assembly that starts in five minutes. 22. The class is taking a field trip and one student forgot his permission slip. 23. You need to prepare the students for a class field trip to the local university. 24. The permanent teacher you are substitute teaching for is assigned to bus duty. 25. A student in class has a history of seizures. 26. Students are making fun of a student in the class who stutters. 27. You have a student in your class who has spina bifida. 81

90 Activity 21: Answer Key 1. A student informs you that she has a really bad headache. She always takes Advil, and she asks if you will give her one. (pp ) 2. A student falls off the top of the slide and his arm really hurts. (pp. 81) 3. A student cuts his head on a locker next to your room. He is bleeding badly. (pp ) 4. A student gets a bloody nose in class. (pp ) 5. A student falls and hits her head during physical education. She is complaining about a bad headache. (pp ) 6. Suddenly a student stands up and leaves the classroom. (p. 19) 7. Over half of the class is finished with the assignment. You want to send those who are finished out to recess a few minutes early. (pp. 83, 96) 8. A student s brother comes to excuse the child from class. (p. 83) 9. A couple of students ask you if they can take a look at their grades in the role book. (p. 83) 10. A student is behaving poorly, and you want to remove him from the classroom. (p. 83) 11. A student starts to tell you about a time he was abused. (p. 84) 12. You suspect that a student has been abused. (p. 84) 13. Another teacher makes you feel uncomfortable by his sexual advances. (pp ) 14. There is a student who is blind in your class. (pp. 75) 15. There is a student with Down s syndrome in your class. (pp ) 16. A student who does exceptional work is in class and is always finished before the rest of the group. (p ) 17. A student in your class makes a racist comment. (p. 49) 18. The lessons the teacher has left seem to have no variety in the methods. (Chapters 2 & 6) 19. The fire alarm goes off. (p. 87) 20. You can hear an earthquake coming. (p. 87) 21. The teacher forgot to tell you about the assembly that starts in five minutes. (p. 88) 22. The class is taking a field trip and one student forgot his permission slip. (pp ) 23. You need to prepare the students for a class field trip to the local university. (pp ) 24. The permanent teacher you are substitute teaching for is assigned to bus duty. (p. 89) 25. A student in class has a history of seizures. (p. 77) 26. Students are making fun of a student in the class who stutters. (p. 77) 27. You have a student in your class who has spina bifida. (p. 77) 82

91 Teaching Strategies Session D As a follow-up to the initial training, participants use their prior knowledge of teaching strategies to brainstorm the best strategy to implement the given lesson plans. They also practice verbalizing teaching strategy explanations through role-play. Research conducted at Utah State University supports the use of role-play in order to practice skills in a non-threatening environment. Participants hone their skills in the following strategies: Brainstorming Concept Mapping K-W-L Cooperative Learning Questions for Higher Level Thinking Effective Implementation of Audio Visual Materials Other Strategies 83

92 Next-Step Training Objective Activity 22 Teaching Strategies Starter Past Experience This activity gets participants involved in the workshop the minute they enter the room with a working example of a starter activity. Time 10 minutes Advanced Preparation/Materials Before the workshop starts, write a note on the board explaining where the sign-in sheet and starter activity materials are located. Copies of tickets (Appendix, p. 101) Blank paper for each participant Procedures 1. Have participants record an experience they have had using one of the teaching strategies found in Chapter 2 of the Substitute Teacher Handbook or another teaching strategy. 2. Conduct a brief discussion of participants experiences, giving tickets to those who participate in the discussion. Focus on teaching strategies rather than classroom management techniques. 84

93 Chapter Three Objective Activity 23 Teaching Strategies Review Concept Mapping/Cooperative Learning The participants use Concept Mapping to review the teaching strategies defined in the Substitute Teacher Handbook. Time 30 minutes Advanced Preparation/Materials Know the teaching strategies outlined in Chapter 2 of the Substitute Teacher Handbook. Markers for each group Chart paper for each group Procedures 1. Divide participants into groups of no more than six. Review the guidelines for creating a concept map. 2. Assign participants the following cooperative learning roles: Group Leader Recorder Encourager Materials Manager On-Task Person Time Keeper 3. Instruct the groups to make a teaching strategies concept map. The map may look something like the example below. 4. Verbally review the methods of each teaching strategy within each group. Participants 85

94 Next-Step Training discuss their experiences with each strategy. Which strategies have they used most? Which was most/least effective? 5. Conduct a whole-group discussion of other strategies discovered by participants. Concept Mapping Questioning Teaching Strategies K-W-L Audio Visual Materials Cooperative Learning What are they? How have participants used them? Were they effective? How can the effectiveness be improved? 86

95 Chapter Three Activity 24 Sample Lesson Plan Pair-Share/Role-Play Objective Participants apply the techniques learned to come up with the best teaching strategy to implement the given lesson plan. They also practice verbalizing explanations through roleplays. Time 55 minutes Advanced Preparation/Materials Sample Lesson Plans Procedures 1. Divide participants into pairs. Distribute a copy of the Sample Lesson Plans to each pair. 2. Instruct participants to apply the techniques that they have just learned and work together to come up with the best teaching strategy to implement the lesson plans. 3. After the participants have gone through each lesson plan as a pair, instruct them to share their ideas with another pair. 4. As time permits, allow the groups to practice strategies through role-playing. Set expectations by saying that you do not want participants to teach the lesson, but to introduce the topic and tell which teaching strategy they will be using. Quick Assessment Conclude by having a few groups demonstrate through role-play, for the entire class. After each role-play, discuss the teaching strategy that was used and other strategies that would have worked for the given situation. 87

96 Sample Lesson Plans The lesson plans that you have been left are below. What teaching strategy are you going to use to implement the lesson? Have the students spend 30 minutes before lunch starting their Writer s Workshop papers. The papers can be on any topic they choose. Everyone needs to be writing! A video is cued in the VCR in the back of the room. The topic is landforms, a unit that we will be starting next week. This should take the last 45 minutes of the day. Give the class time to study for their test of the circulatory system with any remaining class time. Remind them that the test will be on Monday. Finish reading Charlotte s Web as a class. Have a class discussion on the moral of the book with the remaining time before recess. Have the students read chapter four in their history books about World War II. When they are finished, discuss the questions at the end of the chapter. We always begin the day by discussing current events. Spend the first 10 minutes of class discussing the things that are currently in the news. The students have been learning how to write formal letters. Have them practice by writing a letter to the mayor about something they like or dislike that is happening in the city. They should have some ideas from yesterday s discussion. Show each class the video on the history of jazz music. We have been studying conflict resolution. Have the class take the last 30 minutes of the day to develop ideas for their skits. They have already been assigned groups and should know what they are expected to do. 88

97 Activity 24: Answer Key The lesson plans that you have been left are below. What teaching strategy are you going to use to implement the lesson? Have the students spend 30 minutes before lunch starting their Writer s Workshop papers. The papers can be on any topic they choose. Everyone needs to be writing! (Writing and Revising, p. 172) A video is cued in the VCR in the back of the room. The topic is landforms, a unit that we will be starting next week. This should take the last 45 minutes of the day. (Concept Mapping, pp ; K-W-L, pp ) Give the class time to study for their test of the circulatory system with any remaining class time. Remind them that the test will be on Monday. (Games, model tests, p ) Finish reading Charlotte s Web as a class. Have a class discussion on the moral of the book with the remaining time before recess. (Questioning, pp ; Literature in the Classroom, p. 167) Have the students read chapter four in their history books about World War II. When they are finished, discuss the questions at the end of the chapter. (Pre-test and post-test, quiz board, p ) We always begin the day by discussing current events. Spend the first 10 minutes of class discussing the things that are currently in the news. (Brainstorming, p ) The students have been learning how to write formal letters. Have them practice by writing a letter to the mayor about something they like or dislike that is happening in the city. They should have some ideas from yesterday s discussion. (Brainstorming, p ; Writing and Revising, p. 172) Show each class the video on the history of jazz music. (Brainstorming, pp ; Concept Mapping, pp ) We have been studying conflict resolution. Have the class take the last 30 minutes of the day to develop ideas for their skits. They have already been assigned groups and should know what they are expected to do. (Brainstorming, pp ; Cooperative Learning, pp ) All page numbers refer to the Substitute Teacher Handbook 7th edition. 89

98 Next-Step Training 90

99 Fill-In Activities & SubPack Session E In this session, participants build on their experiences of situations when lesson plans are not available or are undecipherable. They discuss what to do when faced with the dilemma of filling class time, and determine specific plans for dealing with potential times when it is necessary to use fill-in activities. In the Initial Training, participants were given the assignment of compiling a SubPack. In this Refresher Training session, participants have the opportunity to share their SubPacks to generate excitement and ideas for their own SubPack. They will rationalize the material they have included as they share their own SubPacks. 91

100 Next-Step Training Activity 25 Fill-In Scenarios Group Problem Solving Objective Participants determine specific plans for addressing scenarios when it is necessary to use appropriate fill-in activities. Time 30 minutes Advanced Preparation/Materials Have a prepared solution for each of the Fill-In Scenarios. See Chapter 6 of the Substitute Teacher Handbook for ideas. Fill-In Scenarios Procedures 1. Split participants in elementary/secondary groups. If enough secondary groups are attending, you may wish to divide them into subject area groups. Distribute a copy of the Fill-In Scenarios to each group. 2. Instruct each group to discuss the prompts and determine a specific plan for dealing with each situation. 3. After groups have formulated their fill-in plans, discuss the various courses of action for each situation. 4. Conduct a group discussion of filler activities and ideas that may or may not be in the Substitute Teacher Handbook. Have participants share what has worked well for them in the classroom. 92

101 Fill-In Scenarios What teaching strategies and specific fill-in activities would you use in the following situations to fill the class time with worthwhile learning experiences? 1. After lunch you are supposed to read aloud to your fourth grade class for 20 minutes. Five minutes into the activity you finish the book. 2. You are teaching seventh grade math. There are 10 minutes before class is over and everyone is finished with the assignment. 3. You are assigned to monitor a 45-minute high school study hall of 40 students, and very few students brought any homework to work on. 4. You ve been assigned to teach junior high school art, but all of the supplies are locked in cupboards and you do not have a key. 5. You discover that the VCR is not working properly when you go to play the video about Abraham Lincoln for the ninth grade history class. 6. The one-hour assembly scheduled for this afternoon is canceled at the last minute. You are teaching sixth grade. 7. You are instructed to make copies of a fun math worksheet for your third grade students to complete but the copier isn t working. 8. The buses for the field trip are late getting to the school to pick up your first grade class. 9. You are called back as a substitute teacher for the second day in the same room, but the permanent teacher only left plans for one day. (Plan for the grade level that you most commonly substitute teach for.) 10. It is 30 minutes before the end of school in a fifth grade classroom and you ve already finished everything the permanent teacher had outlined for the students to do. 11. You get a last-minute, Monday morning call asking if you can substitute for Mr. Smith, who was in an accident on the way to school. He has left no plans for his tenth grade social studies class. 93

102 Activity 25: Answer Key What teaching strategies and specific fill-in activities would you use in the following situations to fill the class time with worthwhile learning experiences? 1. After lunch you are supposed to read aloud to your fourth grade class for 20 minutes. Five minutes into the activity you finish the book. (concept map, pp ) 2. You are teaching seventh grade math. There are 10 minutes before class is over and everyone is finished with the assignment. (pp , 95) 3. You are assigned to monitor a 45-minute high school study hall of 40 students, and very few students brought any homework to work on. (pp. 97, ) 4. You ve been assigned to teach junior high school art, but all of the supplies are locked in cupboards and you do not have a key. (pp. 123, 126) 5. You discover that the VCR is not working properly when you go to play the video about Abraham Lincoln for the ninth grade history class. (K-W-L with jigsaw learning) 6. The one-hour assembly scheduled for this afternoon is canceled at the last minute. You are teaching sixth grade. (p. 176) 7. You are instructed to make copies of a fun math worksheet for your third grade students to complete but the copier isn t working. (Complete the assignment orally or write the problems on the overhead.) 8. The buses for the field trip are late getting to the school to pick up your first grade class. (Use oral questioning strategies to review the material covered during the day.) 9. You are called back as a substitute teacher for the second day in the same room, but the permanent teacher only left plans for one day. (Plan for the grade level that you most commonly substitute teach for.) (K-W-L, cooperative learning) 10. It is 30 minutes before the end of school in a fifth grade classroom and you ve already finished everything the permanent teacher had outlined for the students to do. (Review the material covered during the day. pp ) 11. You get a last-minute, Monday morning call asking if you can substitute for Mr. Smith, who was in an accident on the way to school. He has left no plans for his tenth grade social studies class. (p. 162) All page numbers refer to the Substitute Teacher Handbook 7th edition. 94

103 Chapter Three Activity 26 SubPack Sharing Objective Participants share their SubPacks to generate excitement and discover new ideas for their own. Time minutes Advanced Preparation/Materials Participants should have been asked previously to compile a personal SubPack and have it with them Procedures 1. Have each participant share an item or idea they have or will incorporate into their SubPack with at least three different people. 2. Allow time for participants to discuss various aspects of a SubPack (containers that work well, where to keep it, where to find additional activity ideas, inexpensive supply sources, etc.). 3. Encourage participants to continue compiling supplies for their SubPacks. 95

104 Next-Step Training Notes 96

105 Appendix Appendix Checklist: Tips for Creating a Successful Training Checklist: Needed Materials Additional Resources Tickets Participant Evaluation Form Certificate of Completion

106 Appendix Checklist Tips for Creating a Successful Training Before the Training Familiarize yourself with the training materials to be used. Secure the necessary equipment (see Checklist of Needed Materials, pp ). Provide incentives (i.e., require training for employment, monetary compensation, preferred assignments, etc.). Strategically schedule the training sessions on non-teaching days, with sufficient notice, at a central location, etc. Advertise the sessions (mail individual invitations, post flyers, announce at district meetings, contact newspapers, etc.). Pre-register participants. Send a confirmation letter or reminder postcard. During the Training Establish a comfortable atmosphere (i.e., adult furniture, climate control, refreshments, etc.). Arrive at least one hour prior to the training. Provide name tags and a sign-in sheet. Start on time. Use good instructional skills (i.e., present information concisely, facilitate learning vs. lecturing, address questions and concerns, monitor and adjust instruction to the needs of participants, etc.) Provide breaks. End on time. After the Training Distribute Certificates of Completion (Appendix, p. 103). Publish a list of substitute teachers who have completed the training and make it available to school district personnel. Monitor the performance of trained substitute teachers. Follow-up on participants action plans. Review evaluations and adjust future trainings accordingly. Plan additional, specialized follow-up training. 98

107 Appendix General Colored stickers with numbers on them Name tags Copies of tickets (p. 101) Basket or jar for ticket collection Checklist Needed Materials Rewards/motivators to be given to participants during ticket drawings Markers (or highlighters) for each table Post-it Notes pads for each table Certificates of Completion (p. 103) Activity 1 3 x5 card for each participant. Activity 2 Chart paper or poster board Tape Marker Activity 3 Substitute Teacher Handbook for each participant *Copies of Activity Rules for each color group (p. 14) Copies of the Handbook Treasure Hunt for each participant (p. 15) Activity 4 *Copies of the Task Sheets for each color group (pp ) Activity 5 *Copies of a set of Task Sheets for each group (pp ) Activity 6 Blank paper for each participant Five pieces of chart paper with assignments written on them Five different colors of markers *Copies of the Task Sheets for each color group (p. 32) 99

108 Appendix Activity 7 Chart paper for each color group Markers for each color group *Copies of the Task Sheets for each color group (pp ) Activity 8 *Copies of the Task Sheets for each color group (pp ) Activity 9 *Copies of the Teaching Strategy Scenarios for each number group (p. 46) Activity 10 Small Post-it Notes pads for each table of participants Activity 11 SubPack Activity 12 3 x 5 card for each participant Activity 13 None Activity 14 Labeled chart paper (see p. 57) Tape or a way to hang paper Marker for each group Activity 15 *Task Sheet for each learning station (pp ) Stopwatch Activity 16 Challenging Scenarios for each participant (p. 65) Activity 17 Chart paper, white board, or overhead Appropriate marker for recording Sample Interaction Scenarios for each pair (p. 69) 100

109 Appendix Activity 18 None Activity 19 White paper for each participant Activity 20 Chart paper, white board, or overhead Appropriate marker for recording White paper for each participant *Task Sheet for each color group (pp ) Activity 21 Copies of the Sample Issues Scenarios worksheet for each participant (p. 79) Activity 22 Blank paper for each participant Activity 23 Markers for each group Chart paper for each group Activity 24 Copies of the Sample Lesson Plans for each pair (p. 86) Activity 25 Copies of the Fill-In Scenarios for each participant (p. 91) Activity 26 SubPack *These task sheets may be copied and laminated for repeated use. 101

110 Appendix Online SubSkills Training Additional Resources SubSkills Training is the online substitute teacher training program that is designed to be used individually. SubSkills offers expert analysis of substitute teaching issues, video examples of effective practices, and step-by-step instructions and details regarding many elements of teaching as a substitute teacher. SubAssessment The SubAssessment that comes with the Online SubSkills Training is a carefully-designed online assessment that provides feedback to both the substitute teacher and the district on vital information necessary for success in the classroom. This tool provides you with the facts and figures that allow you to know exactly where your substitute teachers rate. Classroom Management CD This 2-disc audio CD set is a must for all substitute teachers! The teachings of Dr. Glenn Latham enable substitute teachers to understand human behavior as never before equipping them to effectively deal with most behavior management issues that may arise in the classroom. Easy to follow, this CD duo contains 100+ minutes of practical applications easily listened to while driving or performing household tasks. SubOrientation Video This introductory video shows the basics of how to be an effective substitute teacher. SubTrainers and SubManagers can use it as an introduction to substitute teacher training, as a wrap-up following a training session, or as an orientation to new substitute teachers. The video includes teaching and management examples, as well as walks through important concepts. SubReady Improve satisfaction and communication between on-site staff and substitute teachers by implementing SubReady! The SubReady SubKit includes the SubStory video for faculty and staff, a Principal Guide with administrative implementation instructions, and a CD with templates of forms for use at the school sites. STEDI.org Workshops STEDI.org offers a variety of workshops that can help districts manage their training load or troubleshoot specific training or administrative issues related to teaching as a substitute teacher. Substitute Teacher Training Workshop: STEDI offers training workshops for substitute teacher that help them learn and practice proven classroom management and teaching skills. SubManagement Workshop: This one-day training provides an overview of the best practices in SubManagement and a look at low- and no-cost solutions to many of the problems faced by HR directors, staff developers, substitute teacher coordinators, and administrative staff. SubTrainer Workshop: This workshop introduces effective methods and techniques for training substitute teachers using the Substitute Teacher Handbook and other STEDI resources. A combination of modeling and practice, the SubTrainer Workshop prepares trainers to train substitute teacher efficiently and effectively, using the SubTrainer Manual as a guide for training. 102

111

112 Participant Evaluation Thank you for participating in this professional development workshop. Please answer the following questions and return this form to the facilitator prior to leaving. Name: You are a substitute teacher, primarily at which school? You are a substitute teacher, primarily for grades? Phone: Response Box Question q Yes q No 1. Did the session(s) meet the expected outcomes? q Yes q No 2. Was the pace of the session(s) appropriate? q Yes q Yes q No q No 3. Will you use the new information, materials, and/or skills in your classroom or work site? 4. Was the environment, equipment, and room setting supportive to learning? q Outstanding q Exceeded Expectations q Met Expectations q Ineffective Other comments: I suggest How would you rate the overall effectiveness of this professional development series/workshop? I learned I appreciated I need Action Plan: Plan 1 Plan 2 104

113 Certificate of Completion from to for completion of Substitute Teacher Training.org Date Trainer

114 Appendix 106