HELP!!!!!!!!!!! I am a true fan of whole brain teaching and have had nothing but success since implementing it, but I have found a snag. I have had to be gone lately for meetings and workshops and have returned to horrible reports from the sub. I didn't quite know what to think of this the first couple of times but now that it has happened more than 4 times I'm stressing. I leave a short little note explaining the score board but most of them choose not to use it. I feel that my students are so trained on the call backs that when the sub doesn't use them it rocks their little worlds. I finally sat my kiddos down and asked why this was happening. One of them raised their hand after awhile and said "Miss Olson, I think it's because you teach in such a different way than the substitute does. We don't know what to do for them." It made me take a HUGE step back and ask myself if I'm doing a disservice for my students. We have even practiced pretending that I'm a sub and not do power teaching the week before a sub but it from the sub note it didn't pay off. I'm at a loss! Any ideas?

Hi there!

I happened to know that I would be out quite a bit for trainings and workshops this year, as well. I actually wrote out an about 8 page Rules, Routines and Procedures document for my subs. I explained each item briefly and what to say to the students for each procedural item and how the students were to respond.
It may sound a little wacky, but I have recieved positive feedback from subs about it. There are however, some subs that will choose not to use it and then, well, that is their choice, I suppose.
I have found taking time to write it out has been very helpful and less stress on my students...

Has anyone one else done something differently?

I am a sub. in an urban district and have some thoughts on WBT. I've watched videos til I was cross-eyed and I've read everything I can lay my hands on. My initial reason for exploring new methods was classroom management as a sub. I have come to believe that there may be ways to also incorporate real teaching as well. Remember, a sub does not have any expectation of anything other than the immediate day we are on-site. There may well never be another assignment to build from, like rapport, trust, perfecting "mighty groans" and such. If I were to show up 30 to 60 minutes before the students and have to read 8 pages of WBT and understand it, I would chuck it and do what every I could to get through the day.

I actually started with WBT today for the first time. I have to try to get through the regular teachers instructions, so I can't spend the whole day learning and teaching WBT with the students. There is no tomorrow, only today. We learned the 5 rules and drilled them for about 20 minutes. Instead of "teach" and the other methods, I pretty much had to keep with the stringent district and regular teacher schedule and plans, but I tried to do everything in small bits. We incorporated the point system and they loved it and all the behaviors were many times better than the last time I was in the same room. I'm still looking forward to incorporating more methodology into the class. It was on balance a spectacular day.

Going the other way however, as a regular teacher, expecting a sub to get through your lesson plans and schedules AND do it with something the sub has never been exposed to until they show up for the assignment may be a bit much. Talking to the class and maybe give the sub the 5 rules and how to start the day with them, may be a good bridge to get through the day and the sub will likely be enthused and want to know more. Once you have one or two subs converted, you've got a couple of reliable and enthusiastic subs for the future. Give me a mighty "oh yeah".

I'm substitute teaching while finishing up my education degree.

I think there are 3 things to consider.

1) I think I would leave a note for a sub with the VERY basics. The students will do better and the sub will like at least having class/yes to gain basic control. If you use "hands and eyes" or some variation (my friend's son's teacher does "1st grade position."), let them know that also. I don't think a sub is likely to fully get the scoreboard though. It is so much more involved than tally marks under positive and negative headings.

2) The students should know that YOU will handle things when you come back. They may be less sure of the procedures with a sub, but they know how to behave! They know right from wrong. And I think you CAN and should hold them responsible if they refuse to mind, are disrespectful, etc.

3) The sub. It has been my experience that some people have NO business subbing! It may take you a little while to find the right sub for your classroom. I wonder if you have a way to talk to subs or could put in a special request with the sub coordinator. I regularly chat with various teachers and they can easily find me if they wanted to talk to me. Could you ask around a little and find a couple subs willing to learn the basics? And they would know that you would regularly request that small number that have learned for you. Subs like requests! A LOT! Just make sure that you put your sub requests in WAY ahead of time in order to get one of those few.

HTHs a little! I wish I could find a local WBT classroom for practice before I get my own!

PamelaTexas is on the right track...it's really hard to expect a sub to come in and do any of this justice. They'll actually have more problems because the kids will tell them they're doing it wrong.

After 10 years of this and being gone some also, the kids have one rule to follow while I'm gone...Rule 5. Their job is to keep the sub happy...that's it. They know, to quote a famous movie, "I'll be back!" so they better do their best.

Also, PamelaTexas you mention that you want to see a WBT classroom. Try and get to the 2nd annual WBT National Conference at Louisiana College in Pineville, Louisiana June 14-16, 2010. It'll be a great time.

Keep looking in this forum under the Texas side and see if there is anyone in your area.

Power to the Teacher!
Chris R.