so introduce yourself to everyone you meet, whether that’s the caretaker (often a fountain of practical knowledge), office staff or teachers themselves. A smile and a polite ‘hello’ can give a great first impression.
Lesson Plans
In some cases, the school will have plans they want you to use and in other cases you’ll be left to your own devices, so it’s always a good idea to have something with you to fall back on. Whilst it might be tempting to do your own thing, if a plan has been left for you, always follow it to a T. This will not only keep the permanent teacher you’re replacing happy, but will provide a level of consistency for pupils, which – ultimately – will contribute towards productivity and behaviour.
When it comes to preparing your own ‘just-in- case’ lesson plan, focus on lesson starters, rather than full lessons, as they can then be adapted in any way necessary to ensure the children in your care achieve the desired learning outcomes.
Managing Behaviour
Even the most meticulously planned lessons can go to pot if students misbehave. Fortunately, there are a number of strategies that supply teachers starting at a new school can employ to manage classroom behaviour efficiently and effectively.
Introduce yourself in a positive way and make a point to talk to pupils before school starts. You could try holding the class door open for them as they come in – not only does this make a statement that 'this is my space, I am in charge', but it provides you with the opportunity to build rapport (a simple “good morning” or a friendly
compliment can go a long way).
Best practice in the classroom End of the Day
When you’re ready to take the register, get the class's attention and introduce yourself. While you have their attention, use positive language (and body language) to establish authority, and provide no more than three simple behaviour rules for the day. Be assertive and explain that you will be writing up a performance overview of the class to leave with their teacher, and that pupils have a choice to behave well (‘you can choose to follow my directions, but if you don’t, there will be consequences’).
Even the best behaved children have the potential to ‘act-up’ for a supply teacher, so make the class aware that you’re not just there to supervise them – you’re there to teach! Those that allow you to do so will be rewarded (have a few treat ideas up your sleeve should you need them), and those that are disruptive will be dealt with accordingly.
As we all know, an unsettled class will try to test your boundaries. For those that refuse to play by your rules, refer to the school’s behaviour policy and take care to administer it fairly and consistently. Inform the pupil-in-question what is about to happen if their behaviour doesn't change, and what you expect them to do about it. Give the individual enough time to adjust their behaviour, but do not show weakness if they continue to push you. Escalate the behaviour to 'time out' or even to 'internal exclusion' – but try to do this as a real last resort. Humour can often diffuse a situation, just make sure you don't do it at a child's expense.
And remember, the ability to demonstrate strong behaviour management strategies such as these will give any supply teacher a significant advantage when securing future work.
Have some fun ideas prepared for time fillers, or in the event of your lesson finishing early – you could even use these as an incentive for good behaviour. For younger classes, this could involve a quick story or the appearance of a classroom puppet, and for secondary school students, how about asking them to share their funniest (appropriate-for-the-classroom) YouTube videos with their peers?
If you’re expected to mark work, be fair and consistent in your approach, paying attention to the school’s marking policy. Leave a few encouraging comments to illustrate where children have done well or have tried especially hard – this will pay real dividends if you’re asked back.
Leave a note at the end of the day for the teacher you’re covering, outlining what you have done with the class, how the pupils responded to tasks throughout the day/lesson, as well as any children who have been well behaved/have worked hard and those whose behaviour wasn’t up to scratch.
Before you leave the classroom, return things to their rightful place, or at least back where you found them, and leave the room tidy – small things like this are often picked up by the permanent teacher and can work in your favour when it comes to securing future work. Finally, make sure you de-brief a manager or head of department before you leave, giving them a quick rundown of the day or lesson, any incidents that occurred, and which students worked hard or deserve praise.
October 2015
www.education-today.co.uk
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