For the last month I’ve really enjoyed the opportunity to work as a casual teacher. In January I had a gorgeous baby girl and therefore have been on maternity leave this year. But as Term 4 commenced I was keen to get back into the classroom and so commenced casual teaching part time. It has been an interesting experience and a wonderful opportunity to learn from a range of teachers across a number of schools. It’s been fascinating to discover that even though the regular teacher is absent, the classroom tone and expectations are still so evident. I’ve learnt that a successful casual day is the responsibility of the substitute and classroom teacher. There are many things that both can do to ensure the class is well cared for and students are engaged in learning. Below are 5 tips for substitute and classroom teachers to make casual days successful.
Casual Teacher: The classroom teacher usually has set routines and expectations that the students are accustomed to. I have been amazed at how unsettled a class becomes when these routines are not followed. Conversely, if you can pick up on the class routines and guidelines the day runs very smoothly. Take time before the school day commences to read over notes left by the teacher and ask students about the classroom routine. Students enjoy being the experts and explaining behaviour management, reward systems, morning setup and lesson transitions.
Classroom Teacher: Leave notes for your casual teacher about your behaviour management strategies. Indicate clearly routines that the class automatically follow such as student jobs, lesson routines and systems for transitioning to specialist lessons. I had a teacher leave a note to say that students had magic lines for moving to specialist lessons. When I said ‘Okay Year 1, move into your magic lines’ the students quickly lined up and were in an order that made transitions around the school seamless. She also left notes about students moving their pegs above and below the behaviour line. I started the day using my own behaviour system, but found one student particularly disruptive. As soon as I moved his peg below the behaviour line he immediately settled down because it was the routine he knew.
Casual Teacher: Simple tasks often take longer than expected. But as a casual teacher you want to make a good impression by appearing calm and organised. Therefore, you need to allow additional time to avoid rushing the class as they then become unsettled and anxious. For example, it helps to mark the roll promptly, arrive early to assembly and pack up early for dismissal. At one school I taught at the dismissal took place in the front foyer of the school. I underestimated how long it would take to transition the class to the foyer. Consequently I was the last teacher to arrive and many of the parents were already waiting. This made the signing out process quite chaotic as students rushed to their parents and it was tricky keeping track of who had left. The next day I was the first to arrive for dismissal and the process went smoothly.
Classroom Teacher: When I used to set work as a classroom teacher, I often included additional activities so that the casual teacher wasn’t stuck with nothing to do. I have now learnt that this actually creates additional pressure on the casual as they feel they have to get through more work than is reasonable in the time frame. Instead leave straight forward lessons that can be lengthened or shortened depending on how time is progressing. It can be helpful to then leave a list of suggested ‘fast finishing’ activities students can go on with if the casual completes lessons early.
Casual Teacher: I always make sure all work is marked before leaving at the end of a day casual teaching. Comments from other teachers have made it evident that this is greatly appreciated because not all casual teachers are diligent in marking work. However, it is not advisable to be marking work during lessons, particularly if students are not able to work independently. It is worthwhile marking some activities while the class is focused on a task such as silent reading or touch typing. But if students need support it is better to be present for the class and leave marking to break times.
Classroom Teacher: It is helpful to leave marking expectations for the casual teacher. For example ‘Mark the maths activity as a class and then sign and date each page’ or ‘Students can mark their own work by taking one of the answer folders located under the SMART Board’. It is also worthwhile noting where your marking tray is located so the casual can remind students where to put their books when they are finished.
Casual Teacher: It is incredibly difficult teaching a class when you don’t know student names. Calling students to attention or asking them to answer a question is hard when you can’t identify the student by name. Therefore it can be helpful to start the day with a name game that helps you to at least remember some of the student names. You might decide to take sticker labels and have students write their name and decorate the label. Use activities such as marking the roll and handing out books to remind yourself of student names. At the very least ask the teacher in the neighbouring classroom which students to look out for and who will need additional support so you are equipped with their names.
Classroom Teacher: Leave notes for the casual about students with learning or behaviour difficulties and where they sit in the classroom. Name tags on desks are extremely helpful as the casual teacher can practise recalling names as they move around the classroom. Consider having a box with student name tags that can be pulled out for casual teachers, visitors or specialists.
Casual Teacher: It is a privilege to be booked by a school to work as a casual teacher. Look forward to this opportunity and be grateful. Approach each day with positivity and a smile on your face. You have a unique opportunity to make a fresh start with every class you teach. Start your day with energy, greeting the students with enthusiasm and tell them how happy and excited you are to be their teacher for the day.
Classroom Teacher: In your notes to the classroom teacher ensure a positive and hopeful tone. Rather than ‘There are a number of difficult students in the class’ instead say ‘The class responds really well to our class contract and will be motivated by Dojo points’. End your notes by wishing the teacher a lovey day and thanking them for taking the class so that they feel valued and appreciated.
