**The information provided is intended as a resource only.
Please follow any instructions provided by the classroom teacher or building administration.**
General Information
Q: What should I do if I can't find the lesson plan?
A: Check to see if it’s attached electronically through Frontline's Absence Management (AESOP) or another substitute teaching management portal. Check with the main office or a neighboring teacher for a copy of the lesson plan. If you still can't find it, have a prepared backup plan, such as educational activities, discussions, or silent reading related to the subject.
50 Quick Activities for when sub lessons run short
Q: How should I handle disruptive behavior?
A: Be proactive. Greet each class at the door. Introduce yourself at the start of the class period, and share your expectations using positive vs. punitive language (i.e., "Let's make sure we communicate with each other respectfully. This way, we can make sure our time together is positive and productive.”)
Use active supervision strategies, “scan, move, and interact.” Use a calm and respectful tone when addressing student disruptions. (i.e., Is everything okay with you? Is there a question you have about our assignment?) Use de-escalation techniques. If the behavior escalates and additional support is needed, ask a student to summon a colleague nearby. If necessary, call the office for additional administrative support.
Iris Behavior Management Module (specifically for 7-12 teachers)
Iris Learning Modules: Module 8 De-escalation
Iris Learning Modules: Key Principles of Classroom Behavior Management
Effective Behavior Management Toolkit for Substitutes
Using Trauma-Informed Strategies to De-Escalate Classroom Conflict
Q: What if a student asks to go to the nurse or restroom?
A: Verify specific policies regarding hall passes. Generally, allow students to go to the nurse if they feel unwell and use your discretion for restroom requests, ensuring it doesn't disrupt the class. If the student is visibly ill or has a medical plan (i.e. diabetic), ensure the student is accompanied by a peer (age-appropriate) or notify the office to have the nurse paged or to send an adult to assist the student.
Q: How do I take attendance?
A: Follow the school's attendance procedures, which may involve a physical attendance sheet or an electronic system. Ensure you mark all students present or absent accurately. In the event the electronic student management system is not accessible (no login credentials) take attendance by using the seating chart or by sending a student sign-in sheet around the room (grade appropriate).
Q: How can I keep students engaged? Or what if they finish their work early?
A: Use a variety of activities, including group work, discussions, and hands-on tasks. Stick to the lesson plan, but be prepared to adapt if necessary to maintain engagement. Have a list of additional activities or enrichment tasks related to the subject. Encourage students to read, work on ongoing projects, or complete extra credit assignments.
50 Quick Activities for when sub lessons run short
Q: How do I handle a student who refuses to work?
A: Approach the student calmly and privately to understand the issue. Offer support or alternative tasks if appropriate. If the behavior persists, follow the school's policy for non-compliance. If the student becomes verbally combative, calmly ask the student to discuss the issue in the hallway. At the MS/HS level, students are seeking mutual respect from adults.
Example: “Hey, I’m not upset with you for refusing to work, I just want to talk with you to find out if there is something else going on. Let’s go in the hall to see how we can solve this.”
If the behavior escalates, do not engage student with threats of consequences or removal or power struggles. Follow de-escalation strategies above or calmly contact a peer colleague nearby or the office for assistance.
Q: What if I'm not familiar with the subject I'm teaching?
A: Do your best to follow the lesson plan. If you're unsure about specific content, facilitate a review session or group work where students can collaborate. Use available resources like textbooks or online materials.
Q: How should I handle science labs or hands-on activities?
A: Ensure you understand the safety protocols and procedures for the activity. If you're unsure or uncomfortable with the setup, seek assistance from another teacher or modify the activity to a safer, more manageable format.
Q: How do I manage technology use in the classroom?
A: Follow the regular teacher’s guidelines for technology use. Monitor students to ensure they're on task and using devices appropriately. Be prepared to troubleshoot common tech issues or seek help from the school's tech support.
Q: How should I communicate with the regular teacher about the day's events?
A: Leave a detailed note about what was covered, any issues that arose, and any accomplishments or positive moments. Include information on attendance and any disciplinary actions taken.
Q: What if a parent wants to speak with me?
A: Refer the parent to the main office or the regular teacher. As a substitute, it's best to avoid direct communication with parents unless explicitly instructed otherwise by school administration.
Q: How do I report any serious incidents?
A: Follow the school's reporting protocol for serious incidents. This may involve completing a written report and informing the principal or designated administrator immediately.
Q: What should I wear as a substitute teacher?
A: Dress professionally and appropriately for the school environment. Business casual is typically a safe choice unless the school has specific guidelines.
Q: How can I prepare for a successful day?
A: Arrive early to familiarize yourself with the classroom, review the lesson plan, and gather any necessary materials. Introduce yourself to neighboring teachers and school staff who can offer assistance if needed.
Q: What resources should I have as a substitute teacher?
A: Grade-level appropriate toolkit of activities.
50 Quick Activities for when sub lessons run short