|Teachers.Net Gazette Vol.5 No.12||December 2008|
Cover Story by Bill Page|
At-Risk Students: A Point of Viewing
“At-Risk Students: Children who are expected to fail because teachers cannot motivate, control, teach, or interest them using traditional methods and prescribed curriculum.” ~ At-Risk Students: Understanding Their Defensive Ploys
|Harry & Rosemary Wong: Effective Teaching|
|The Sounds of Students|
Learning and Performing
|»||Teacher's Inquiry ProcessHal Portner|
|»||December Survival GuideSue Gruber|
|»||Words Can InspireLeah Davies|
|»||Windy City Top TenTodd R. Nelson|
|»||Tapping Into Internal MotivationMarvin Marshall|
|»||The Busy Educator's Monthly FiveMarjan Glavac|
|»||Dear Barbara - Advice for SubsBarbara Pressman|
|»||The 2 W’s and a H: Finding the Main Idea in Students’ Behavior Kioni Carter|
|»||A World of ZippersTim Newlin|
|»||Recipes - Cinnamon Applesauce Dough Ornaments, Gingerbread Playdough, Gingerbread, Rudolph Sandwiches|
|»||The End of the D and F Grade: Welcome to Lake WobegonAlan Haskvitz|
|»||December 2008 Writing PromptsJames Wayne|
|»||Education Accountability Version 2.0: A Letter to the Next PresidentTony Wagner|
|»||Sometimes It’s Easier to Just Suck It UpMrs. Mimi|
|»||Using Photographs To Inspire Writing IIHank Kellner|
|»||Parents and FailureBruce J. Gevirtzman|
|»||Apple Seeds: Inspiring QuotesBarb Stutesman|
|»||Today Is... Daily CommemorationRon Victoria|
|»||The Lighter Side of Teaching|
|»||This is why we do it…|
|»||The Kelly Bear C.A.R.E.S. Program|
|»||Printable Worksheets & Teaching Aids|
|»||The Economy Is Not A Morality Play|
|»||School Photographs for December 2008|
|»||Lessons, Resources and Theme Activities: December 2008|
|»||Video Bytes: The Benefits of Student Blogging; Unbelievable Water Fountain; George Washington Inauguration; Change is Gonna Come by Sam Cooke; Flight Physics; & Claymation Surrealism a la Magritte!|
|»||Live on Teachers.Net: December 2008|
|»||Newsdesk: Events & Opportunities for Teachers|
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No Time to Prepare
How Can I Earn Extra Income?
Substitute teachers seek advice about facing unfamiliar content and earning extra money to supplement a Sub’s low pay.
Dear Barbara - Advice for Substitute Teachers
by Barbara Pressman
The author of Substitute Teaching from A to Z (McGraw-Hill, 2008)
Regular contributor to the Gazette
December 1, 2008
No Time to Prepare
I arrived right on time for my subbing assignment. I was in school a half hour before the children arrived. Normally, this routine gives me plenty of time to look over the day’s plans.
When I checked in at the office, the principal asked me, with panic in her voice, if I would mind taking bus duty. Generally, she explained, this job is not given to a sub, but many teachers were away for in- service training, and they were short handed.
Being a flexible person, I said, “Of course, glad to help!”
Bus duty was easy, and I was glad that I was able to be of assistance.
When I entered my fifth grade class, the children were filing in. They approached me with permission slips and questions about last night’s homework. I felt as if I couldn’t catch my breath. Before I knew it, I heard the Pledge and morning messages on the PA system. Math time was immediately after that.
The lesson was on perimeter and circumference. Of course these topics are not difficult, but this content area is one that I needed to review before teaching. Concepts like Pi = 3.14, diameter, radius and circumference were included in the lesson. Some students got it immediately, but many struggled.
I was totally flustered. I am embarrassed to admit that I forget some important details of the content area.
Any suggestions on how to recover from this situation?
Samantha in Utica, NY
Since you had bus duty that morning, time was not on your side. When a situation like this occurs, try to delay the math lesson by giving the students a ten minute assignment of independent work, such as a review page, journal writing, or a problem of the day.
While they are “busy”, review the material for yourself. Find the Teacher’s Guide, do the first few problems to gain experience and refresh your memory. When you feel ready, begin the lesson. It’s always better to appear prepared. If you stumble during the first few minutes of the day, you will loose respect instantly. It will be difficult to recover.
After doing the first few problems on the board, ask volunteers to come up and do the next few. Now you are in control and students will see that you are have some knowledge of the content.
The Boy Scouts and Substitute teachers share a motto: