Transcript Substitutes - Kent County Public Schools
2013-2014
• • • • • • • • Equal employment opportunity Substitutes are important Roles and responsibilities of the substitute teacher Classroom management and discipline Need assistance, who do you ask?
The daily routine Substitute teacher notification procedure-AESOP Resources
• Kent County Public Schools does not discriminate against any employee or applicant for employment because of race, color, religion, sex, national origin, age, disability, military status, genetic information, or on any other basis prohibited by law. Employment decisions will be made on the basis of each applicant’s job qualifications, experience, and abilities.
• We value and appreciate you- our substitutes.
• Students and our schools benefit when substitutes are well trained when they enter the classroom and actively instruct.
• Substitute teaching, just as full-time teaching, comes with many responsibilities.
• SCHOOL SAFETY- First and foremost- You assist the district in keeping all students safe.
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Remain attentive and focused on your students at all times. Awareness of what is transpiring in your classroom is crucial.
Reading newspapers, working on the computer, reading books is not allowed during class time.
Personal calls on cell phones are to be made at lunch and during planning periods.
Never leave a class unsupervised.
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Confidentiality—Confidential student information is protected by state law. As a substitute teacher, you will come into contact with knowledge of grades, behavior, and socio-economic conditions. **There is NEVER a reason to take this information from school and discuss it with others. Internet- The district has a protective filter. Attempts to view inappropriate websites is unacceptable, traceable, and can be against the law.
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Sharing political, religious, and/or social beliefs.
Your ideas, opinions, and beliefs are a part of who you are as an individual. However, it is required that you adhere to the teachers’ lesson plans and follow his or her instructions as closely as possible.
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Desired professional demeanor- Enthusiastic, compassionate, and positive attitude.
You are responsible for a climate of mutual respect which can be established with genuine concern for the students. Keep the classroom door open when talking with students.
Avoid any behavior that could be misinterpreted when interacting with students.
• Use verbal praise and reinforcement.
• Candy may not be used as an incentive.
• Avoid losing your temper.
• Do Not take children home with you and never transport them in your car.
• Do Not make telephone calls, text message, use Facebook or write notes of a personal nature to students.
• Respect students and their cultural/diverse backgrounds.
• Use only proper humor (avoid sexual and racial jokes or humor).
• The information you may hear from students is confidential.
• Avoid criticizing others.
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Legal Aspects
Supervision of Students A teacher (or substitute) is required to exercise care and caution for the safety of the students in his/her charge. This means act reasonably and with safety in mind, being able to explain circumstances and your actions, as well as following school safety policies and procedures.
Release of Students Due to possible restraints on who may have custody of a child, children should not be allowed to leave the building during a school day without consent from the office.
Administering Medicine Medication should only be administered by school nurse or other appropriate personnel, not the classroom or substitute teacher.
Advice from School Nurses: • Refer all students with injuries (even minor) to the school nurse or the office.
• Wear protective gear with any bodily fluids.
• Any child that is bleeding, provide a bandage or send to the school nurse.
• Prevention is the best antidote for emergencies. Always stay with students and never leave students unattended.
7. Records/Notes on Incidents Maintaining notes on particular incidents in the classroom can protect you in problematic situations. If you feel that your actions might be questioned, note the date and time, the individuals involved, the choices for action considered, and the actions taken. (Notes to Teacher – Brief description of the day)
• 8. Discipline Procedures When sending a student to the principal for discipline issues, the substitute teacher maintains the duties of supervision and care for both the individual child and the remainder of the class.
• Actions to consider include: utilize the intercom to call the office have another student accompany the student send a student to bring someone from the office or, have another teacher watch your class while you take the child to the office.
9. Safety and Crises Drills • • • All visitors in KCPS buildings must wear a badge that indicates they signed in at the front office.
Review the Crises Procedures when you come to a new classroom – exit route, location of the “go bucket”, attendance clipboard and sign out sheets.
When the fire drill bell sounds, take the “go bucket” and clipboard, line up the students in an orderly fashion, and follow the evacuation route.
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Engaging Students—be sure you have the attention of everyone in your classroom before you start your lesson. Do not attempt to teach over the chatter of students not paying attention.
Direct Instruction—begin each class by telling the students exactly what will be happening. The teacher outlines what he/she and the students will be doing this period. Time limits may be set for some tasks.
State expectations for behavior prior to the activity or lesson.
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Monitoring—Actively move around room. Check on progress and provide individualized instruction as needed.
Modeling—Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for students through their behavior. If you want students to use quiet voices in the classroom while they work, you too will use a quiet, but assertive voice as you move through the room helping students.
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Non-Verbal Cues—Non-verbal cues can be facial expressions, body posture, hand signals, or proximity to a student. Care should be given in choosing the types of cues you use in your classroom. Take time to explain what you want the students to do when you use your cues.
Low-Profile Intervention—Intervention should be quiet and calm between teacher and student. De-escalation techniques should be used if a student becomes upset. Proactive measures will decrease the chance of a student misbehaving.
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Positive Discipline—use classroom rules that describe the behaviors you want instead of listing things the students cannot do. Instead of “no running in the room,” use “walk from one station to another.” Refer to the rules as expectations. Let your students know this is how you expect them to behave in class. Redirecting Behavior—Describe the problem, describe the desired behavior, check for understanding, and provide positive feedback.
• If possible, talk privately with students who need redirection.
• Watch attention spans—it is important to pace a lesson and recognize when to change activities, speed up, or slow down.
• • • • Treat all pupils with fairness and impartiality Be alert—spot potential behavior problems in the early stages and take action before the situation escalates Remember that some students will test a substitute teacher to determine his or her behavior limits. Stress to students that they must assume some responsibility for their own actions.
Students will sometimes suggest certain activities or procedures which vary from the regular teacher’s routine. If such a situation arises, be pleasant but firm as to how things are going to be done that day. Try to adhere as closely as possible to the regular teacher’s schedule.
• • • • Special Needs If a student does not comply, consider what might be the problem Use visual cues to support appropriate behavior for all students Do not allow students to move their seats, etc. When most students have completed an activity, move on
• Talk with grade level or content area teachers • • Secretaries are great resources Principals are here to help
• Arrive on time • • • Dress professionally—appearance makes a difference Substitutes are not allowed to bring their personal children to the assigned classroom.
Follow the teacher’s lesson plan and schedule as given to you.
Prior to Entering the Classroom
• • • • • • • Check-in at the campus office Obtain any keys that might be necessary Ask about special procedures and schedules Extra duties associated with the assignment – lunch, after school, etc.
School-wide events planned for the day- assemblies, field trips, etc.
Attendance procedures Student medical concerns
In the Classroom Prior to Students Arrival
• • • • • • • Write your name on the board (Mr. Smith) Review any posted expectations and rules Review evacuation maps and any emergency data Read through the lesson plans Locate books and materials which will be needed throughout the day.
Study the seating charts Greet students with confidence as they enter the classroom
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Throughout the Day
Carry out the lesson plans and assigned duties to the best of your ability.
Be positive and respectful in your interactions with students and school personnel.
At the end of each class period or day
• • • • • • • • Account for all classroom materials Have students straighten and clean the area around their desk.
Remind students of homework Write a brief report of your day and leave it for the classroom teacher Neatly organize the papers turned in by the students.
Close windows and turn off lights and equipment.
Make sure the room is in good order before you lock the door.
Turn in keys and any money collected to the office
• Talk with grade level or content area teachers • • Secretaries are great resources Principals are here to help • You can email Krystal Proctor,
[email protected]
or call her at her desk 410-778-7140.
You arrive at the school 15 minutes early and the lesson plan that were left make no sense at all. You look for the materials and they are not there. What should you do?
You accept a third-grade position at one of the elementary schools, and when you arrive you are moved to an assistant position with a special needs child. There are no plans, and you are told that you need to stay with the child for the whole day. You have never worked with a student like this and you feel very uncomfortable. What do you do?
You are placed in a classroom for the day. The lesson plan seems complicated and when you try to teach the lesson, the students complain that the work is too hard. The students become very chatty, and when you try to bring them back on task, they moan that they can’t do the work. What do you do?