I know - it is November. I am an inconsistent blogger. It is the first time I feel like I can take a breathe since school started. Yes - I have a real job. I am officially a teacher.
All summer I applied to every job posted. I interviewed 7 times and just missed out every time. It was so depressing and frustrating to keep interviewing and not getting the job. Not knowing what they wanted, not knowing what I could do different to get the job.
Then 36 hours before school started I got a call. Would I be willing to start the first day of school with a new 2nd grade class. YES! But - because of the time, it wouldn't officially be my class. The school would have to go through the whole posting job, interviewing, screening and hiring. I would be starting as a long term sub for the first few weeks, with no guarantee of getting the job.
I spent the next day putting together my first class. Pulling out items I have gathered over the past few years. Things I have saved or purchased in anticipation of having my own class some day. Pulling out all my children's old books.
I think in some ways, just having one day to get my class ready and get ready for the first day of school was a blessing, because I had no chance to get nervous, or over think things.
The first day was so exciting. My class was everything I hoped for and more. I started with only 19 students. Because they split the other two classes and added one, my class was small.
It was almost 3 weeks into school, when I had become so attached to this group of kids I couldn't imagine leaving them, that I interviewed for the job. I finally felt like I did OK in an interview. I got the job!
I have been running every since. Start of school, curriculum night, conferences... it has been a whirl wind of activity. I have loved every minute of it.
Friday, November 26, 2010
Saturday, August 28, 2010
Books to Read
One thing that this year of teaching has done for me is that it has really helped me with my classroom management skills. I was ok during student teaching, but I was nervous, insecure, afraid of alienating the students... the list goes on. As a sub, or guest teacher, you can't afford to have weak classroom management skills. It makes your day exhausting.
I am big on studying a problem to death when faced with one. Mine this past year was, ' How on Earth am I going to do this?'
I read a TON of books. The two I found my helpful were " Substitute teaching from A to Z' By Barbara Pressman and
Advice one year out
Well I have finished my first year subbing. I admit, when school started, and I didn't have a job I was CRUSHED. I thought I was a failure. I was terrified of subbing. I have my own memories of subs, and have heard horror stories from my own kids. Could I do it?
My husband had been unemployed for about 6 months at that point, which in a way was good because it pushed me to sub as much as I could. It forced me to get over my fear in order to take care of my family.
Our state was experiencing severe budget cutbacks and few districts had even opened up their sub pools so it was tough to even get onto sub lists. I contacted the substitute coordinators at my 3 closest districts, and all districts I had either volunteered in, done an internship or student teaching in. All three told me I could get a principal to override it and recommend me for the sub pool and I was in.
I subbed 155 days our 180 last year. I didn't get entered into the sub pool for the first district I worked until 10 days into school. There were only 5 days that I wanted to work but couldn't find a job.
How did I work so much? How did I get my foot in the door? Networking. I printed up business cards, and flyers with my picture on it. I hate pictures of myself, so this was a huge step for me, but one I think helped. I started with teachers I know. Teachers I had volunteered in class for, teachers my kids had, teachers at where I student taught. I contacted everyone I know.
Next, I stalked the substitute online service. Some districts do have a phone call service, but you only get that call if a)someone has requested you b)someone has put you on their favorites list c) they have found no one else. The phone can be a very lonely companion for a sub starting out. When you stalk the sub site, hitting refresh every 20 seconds, you can catch a job between calls, if it a phone service district, or catch it as it pops first pops up. At first I would look, think, bite nails -- can I do this? and by the time I decided yes - poof -- it was gone. Snapped up by some other sub. I needed the jobs so desperately that I took anything at first.
I think that willingness to take anything is a key to success. You get your foot in the door.
Once in the school , make sure you are VERY nice to the school secretary. She can be your key to a year full of jobs. She can also put you on the black list. Make sure you introduce yourself to EVERYONE! The classes on either side, people in the breakroom, teachers at the copy machine, principal. Pass out your cards like you are entering a drawing for a free lunch. You are.
Flyers -- I have heard mixed feedback on the flyers. Some don't think they are professional. Mine has my picture on it. I feel like this helped put a name to a face. People could see it and think , "hmmmm... I have seen her around. She must be ok. I'll call her." I had several people mention the flyers when they contacted me. It just depends on your comfort level.
At the end of the day always leave the classroom better than it was when you got there. Do whatever you can to make the teachers life easier. Write a nice letter telling them what happened during the day. Try to stay positive. No one wants to come back to a list of complaints after a day off.
Lastly - when you next come to that school, seek out the people you have subbed for, say hi, introduce yourself. Ask them something about their students, their curriculum, compliment something you liked about their classroom. This is how you get added to their favorites list and get that first chance at the next job.
Good Luck!
My husband had been unemployed for about 6 months at that point, which in a way was good because it pushed me to sub as much as I could. It forced me to get over my fear in order to take care of my family.
Our state was experiencing severe budget cutbacks and few districts had even opened up their sub pools so it was tough to even get onto sub lists. I contacted the substitute coordinators at my 3 closest districts, and all districts I had either volunteered in, done an internship or student teaching in. All three told me I could get a principal to override it and recommend me for the sub pool and I was in.
I subbed 155 days our 180 last year. I didn't get entered into the sub pool for the first district I worked until 10 days into school. There were only 5 days that I wanted to work but couldn't find a job.
How did I work so much? How did I get my foot in the door? Networking. I printed up business cards, and flyers with my picture on it. I hate pictures of myself, so this was a huge step for me, but one I think helped. I started with teachers I know. Teachers I had volunteered in class for, teachers my kids had, teachers at where I student taught. I contacted everyone I know.
Next, I stalked the substitute online service. Some districts do have a phone call service, but you only get that call if a)someone has requested you b)someone has put you on their favorites list c) they have found no one else. The phone can be a very lonely companion for a sub starting out. When you stalk the sub site, hitting refresh every 20 seconds, you can catch a job between calls, if it a phone service district, or catch it as it pops first pops up. At first I would look, think, bite nails -- can I do this? and by the time I decided yes - poof -- it was gone. Snapped up by some other sub. I needed the jobs so desperately that I took anything at first.
I think that willingness to take anything is a key to success. You get your foot in the door.
Once in the school , make sure you are VERY nice to the school secretary. She can be your key to a year full of jobs. She can also put you on the black list. Make sure you introduce yourself to EVERYONE! The classes on either side, people in the breakroom, teachers at the copy machine, principal. Pass out your cards like you are entering a drawing for a free lunch. You are.
Flyers -- I have heard mixed feedback on the flyers. Some don't think they are professional. Mine has my picture on it. I feel like this helped put a name to a face. People could see it and think , "hmmmm... I have seen her around. She must be ok. I'll call her." I had several people mention the flyers when they contacted me. It just depends on your comfort level.
At the end of the day always leave the classroom better than it was when you got there. Do whatever you can to make the teachers life easier. Write a nice letter telling them what happened during the day. Try to stay positive. No one wants to come back to a list of complaints after a day off.
Lastly - when you next come to that school, seek out the people you have subbed for, say hi, introduce yourself. Ask them something about their students, their curriculum, compliment something you liked about their classroom. This is how you get added to their favorites list and get that first chance at the next job.
Good Luck!
Special Ed
Special Ed is another class where many fear to tread. Don't. It is a very educational and eye opening experience. I have subbed in behavior, life skills, adult transition, LAP, and many other special education classrooms. Remember that all special education classrooms have PARA's who know what is going on and can pretty much run the show. I always ask for their help, advice, guidance. They hate subs who come in and try to boss them around, because often - no always- they know more about these kids than we do.
Remember to be patient, calm, sympathetic, and keep a sense of humor. I have a HUGE amount of respect for special education teachers. I don't have the ability to do this on an everyday basis, but I can do it here and there and give those spec ed teachers a break.
Remember to be patient, calm, sympathetic, and keep a sense of humor. I have a HUGE amount of respect for special education teachers. I don't have the ability to do this on an everyday basis, but I can do it here and there and give those spec ed teachers a break.
PE
PE is not as intimidating to teach as many people think. You get to shed the fancy clothes for a day, where sneakers, and play all day. Big advice? Bring a whistle. The first time I subbed in a PE class I didn't have one, and it is hard to shout loud enough for everyone to hear you, you can't turn out the lights to get attention, and the regular tricks don't work. It is just too loud for anyone to hear you clap, sing, etc.
If you don't have PE plans for the day, and the equipment is locked up, which happened to me one day, here is a great idea for a game to play. Sharks, Minnows and Seaweed. Depending on the size of the class, you pick 1 -5 sharks. The day I had no plans and no equipment I was in a middle school with about 50 kids, so we had 5 sharks. Everyone but the sharks lines up on one side of the gym. When you blow the whistle, or shout" SWIM, MINNOWS, SWIM!" They run to the other side of they gym. Anyone who is tagged by the shark becomes seaweed. The seaweed is planted in place, but can reach out to tag and capture minnows who are swimming by. When all the untagged minnows get to the other side, you begin again, but this time they must avoid the sharks and the seaweed. Soon the "sea" is clogged with seaweed and it is very difficult to swim across. The last few players become the sharks for the next round.
This is a great activity. It is fun for Kindergarten through high school. The "out" players are still participating so you don't have any classroom management issues from them. It really gets their heart pumping.
If you don't have PE plans for the day, and the equipment is locked up, which happened to me one day, here is a great idea for a game to play. Sharks, Minnows and Seaweed. Depending on the size of the class, you pick 1 -5 sharks. The day I had no plans and no equipment I was in a middle school with about 50 kids, so we had 5 sharks. Everyone but the sharks lines up on one side of the gym. When you blow the whistle, or shout" SWIM, MINNOWS, SWIM!" They run to the other side of they gym. Anyone who is tagged by the shark becomes seaweed. The seaweed is planted in place, but can reach out to tag and capture minnows who are swimming by. When all the untagged minnows get to the other side, you begin again, but this time they must avoid the sharks and the seaweed. Soon the "sea" is clogged with seaweed and it is very difficult to swim across. The last few players become the sharks for the next round.
This is a great activity. It is fun for Kindergarten through high school. The "out" players are still participating so you don't have any classroom management issues from them. It really gets their heart pumping.
Wednesday, February 17, 2010
Music
I have subbed several times in Music classrooms this year. I am not a music teacher. I can read music, and took violin lessons many, many years ago, but I can't sing well, can't really play any instruments and wasn't sure I could do it.
Luckily all the music classrooms I have been in have been great. I have found a great game/activity that is great to do in music classes to fill in time, or if you are left without plans. One of the first classes I went into had this in the lesson plans.
It is a musical hot and cold game. This class had a little statue of Mozart and called it Mozart Hide and Seek, but you could use anything you have handy. In order to make it more musical you could use an instrument, or something else from the classroom to hide.
First you choose a student, now called the seeker, to wait in the hall, or in a corner --- NO PEEKING! Next pick another student to hide the object, -ex. Mozart. Everyone else in the class has to pay attention to where it is being hidden. The first student comes in and begins wandering around the classroom. Depending on the age of the students you can either have a student pick the songs to sing, or you can have a list of songs for the students to pick from. The students sing and when the seeker gets closer to Mozart they sing louder, and when the seeker gets farther away from Mozart the students sing softer.
I have played this with several classes, of all ages. The students enjoy it, and it gets them singing and practicing songs they know, and learning songs they may not know.
Another fun activity is with rhythm instruments and with it you have the students copy each other. One drums out a pattern, the rest repeat it. You can have the class do it all together, or go around in a circle and have each individual repeat the pattern. We have also done drum mail. Where the first student drums out the syllables in a question-- for example - " what is your fav-or-ite col-or?" Then you go around the circle and each student drums out the syllables in their answer. This is a great game for 1st and 2nd graders who are learning about breaking up words. "La-ven-der"
Take a chance -- teach the world to sing, or maybe just work in a music class for a day.
Luckily all the music classrooms I have been in have been great. I have found a great game/activity that is great to do in music classes to fill in time, or if you are left without plans. One of the first classes I went into had this in the lesson plans.
It is a musical hot and cold game. This class had a little statue of Mozart and called it Mozart Hide and Seek, but you could use anything you have handy. In order to make it more musical you could use an instrument, or something else from the classroom to hide.
First you choose a student, now called the seeker, to wait in the hall, or in a corner --- NO PEEKING! Next pick another student to hide the object, -ex. Mozart. Everyone else in the class has to pay attention to where it is being hidden. The first student comes in and begins wandering around the classroom. Depending on the age of the students you can either have a student pick the songs to sing, or you can have a list of songs for the students to pick from. The students sing and when the seeker gets closer to Mozart they sing louder, and when the seeker gets farther away from Mozart the students sing softer.
I have played this with several classes, of all ages. The students enjoy it, and it gets them singing and practicing songs they know, and learning songs they may not know.
Another fun activity is with rhythm instruments and with it you have the students copy each other. One drums out a pattern, the rest repeat it. You can have the class do it all together, or go around in a circle and have each individual repeat the pattern. We have also done drum mail. Where the first student drums out the syllables in a question-- for example - " what is your fav-or-ite col-or?" Then you go around the circle and each student drums out the syllables in their answer. This is a great game for 1st and 2nd graders who are learning about breaking up words. "La-ven-der"
Take a chance -- teach the world to sing, or maybe just work in a music class for a day.
Monday, February 15, 2010
Subbing -- the First 100 Days
This week is the 100th day of school. I have worked 75 days, and considering I didn't get added to the sub list until the 15th day of school, I think that is pretty successful.
I have subbed in 3 districts, numerous schools, kindergarten through 12th grade. Music, PE, special ed, regular classrooms, behaviorally challenged, adult special ed transition center and more. I have gone into classrooms with elaborately laid out plans, uber-organized teachers, classrooms with no plans at all, unorganized teachers -- it has run the gamut.
And I have really loved it all. I really have loved the kids in every classroom. Sure they aren't always perfect, but I'm not either.
I was really petrified to sub. I thought of all the scary stories I have heard. I was so crushed not to have my own class. I was worried about getting jobs. I worried about kids treating me terribly, misbehaving, not knowing what I was teaching.
I am so glad that I have been able to sub this year. It has taught me so much . My classroom management skills are improving every day. I am still trying to determine if I go into a class and the kids are good for me, is it because of the regular teacher and the systems they have in place? Or is it me? Alternatively, if the class is crazy and I really need to come down hard on them is it the regular teachers lack of something or is it me? What can I do when I am a classroom teacher to have those well behaved classrooms? Or are the kids the variable? Maybe that teacher just has a tough group this year? Or maybe the kids are having a bad day, or maybe I am. I have yet to figure that out.
My motto this year has been taking risks. Stretching, growing, trying new things - taking all sorts of classroom jobs I wouldn't normally try.
When I was student teaching I would get so nervous, sweating, sure I was going to do something to ruin their lives forever. I have gained a great deal of confidence in being in front of the kids too. The biggest thing for me is learning to admit when I don't know something or if I have made a mistake. Being in so many classrooms, where I don't now the routines, the habits, the rules -- I make lots of mistakes. The kids are always very helpful and understanding. Why wouldn't they be? If I see someone makes a mistake, I try to helpful and understanding. I don't expect everyone to be perfect. Why shouldn't the kids see that I am human. It has been a relief.
I have subbed in 3 districts, numerous schools, kindergarten through 12th grade. Music, PE, special ed, regular classrooms, behaviorally challenged, adult special ed transition center and more. I have gone into classrooms with elaborately laid out plans, uber-organized teachers, classrooms with no plans at all, unorganized teachers -- it has run the gamut.
And I have really loved it all. I really have loved the kids in every classroom. Sure they aren't always perfect, but I'm not either.
I was really petrified to sub. I thought of all the scary stories I have heard. I was so crushed not to have my own class. I was worried about getting jobs. I worried about kids treating me terribly, misbehaving, not knowing what I was teaching.
I am so glad that I have been able to sub this year. It has taught me so much . My classroom management skills are improving every day. I am still trying to determine if I go into a class and the kids are good for me, is it because of the regular teacher and the systems they have in place? Or is it me? Alternatively, if the class is crazy and I really need to come down hard on them is it the regular teachers lack of something or is it me? What can I do when I am a classroom teacher to have those well behaved classrooms? Or are the kids the variable? Maybe that teacher just has a tough group this year? Or maybe the kids are having a bad day, or maybe I am. I have yet to figure that out.
My motto this year has been taking risks. Stretching, growing, trying new things - taking all sorts of classroom jobs I wouldn't normally try.
When I was student teaching I would get so nervous, sweating, sure I was going to do something to ruin their lives forever. I have gained a great deal of confidence in being in front of the kids too. The biggest thing for me is learning to admit when I don't know something or if I have made a mistake. Being in so many classrooms, where I don't now the routines, the habits, the rules -- I make lots of mistakes. The kids are always very helpful and understanding. Why wouldn't they be? If I see someone makes a mistake, I try to helpful and understanding. I don't expect everyone to be perfect. Why shouldn't the kids see that I am human. It has been a relief.
Subscribe to:
Posts (Atom)
Posts
