Rowman & Littlefield Publishers
Pages: 84
•
Trim: 7½ x 10
978-1-61048-942-3 • Spiral bound • July 2014 • $53.00 • (£41.00)
978-1-61048-943-0 • eBook • July 2014 • $50.00 • (£38.00)
Sid Gilford, Ed.D. has more than 20 years experience in education and with nonprofit organizations. He has worked with teachers, subject specialists, and school and district administrators. He is adjunct faculty in undergraduate and graduate education and conducts workshops at state and national education conferences. Sid was a substitute teacher in California and in Connecticut.
IntroductionNew ExperiencesWhere to Find WorkHow to Use This BookHow the Book is OrganizedStand Alone Resource vs. Training BookPurpose and Ultimate OutcomePart I. Substitute Teaching and YouChapter 1: The Importance of Substitute TeachingWhy Substitute Teaching is ImportantAdding ValueNo Empty ClassroomQuality Education and Learning OpportunitiesContinuityProfessional Development for TeachersSeamlessnessExposure to New PeopleChapter 2: Your Role as a Substitute Teacher: Responsibilities and BoundariesResponsibilitiesBoundariesObserve and Report / Diagnose and DecideChapter 3: Know Yourself, Confidence is the GoalStrengths and WeaknessesFear FactorA Key to SuccessChapter 4: What Grades and Days do You Prefer?Comfort Level: Grades / AgesAvailability: Days of the WeekA Note about Being FlexibleChapter 5: Flexibility: A Key to Getting AssignmentsBeing FlexibleFlexibility: the Key and the WarningGeneral CategoriesWhen to Say NoBeing ProactivePart II. Before and at the School. In the ClassroomChapter 6: Being Prepared to Get “The Call”Being PreparedWhat to Have ReadyGetting “The Call”Automated Phone SystemsWeb-Based Systems“Preferred” ListsIf Your Availability ChangesChapter 7: What to Expect: A Typical DayPreschool, Elementary, Middle and High SchoolActivities Throughout the DayA Day with Ms. JonesPrior to the ClassroomIn the Classroom: Before Students ArriveStudents Enter the ClassroomDuring the DayEnd of the DayAfter Students LeaveChapter 8: The End of the Day and the Next DayClassroom Clean UpMini-ChecklistNote for the Regular TeacherPause and ReflectLeaving the SchoolThe Next DayChapter 9: Some Tips and Reminders for Your Day in the ClassroomNervous is NormalArriving at the SchoolWhat to Take with YouSub PackAssert Your Command of the Class Early OnClassroom InstructionWho Else is in the Classroom?You’re Not Alone at the SchoolSafety FirstGet Invited BackPart III. Tools, Tips, and TeachingChapter 10: Lesson PlansWhat is in a Lesson Plan?How to Use Lesson PlansObjectivesInstructional ProceduresMaterialsAssessmentWhat if There is No Lesson Plan?Chapter 11: The Balancing Act: Teaching Strategies vs. Classroom ManagementInterrelationship of Strategies and ManagementNeed for Corrective Classroom ManagementTipping the BalanceChapter 12: Teaching StrategiesFactors That Affect LearningLearning Conditions and SituationsCommunicationTeaching for LearningGround Rules for Group Exercises and ActivitiesTeaching StylesTeacher-CenteredStudent-CenteredTeaching Strategies and Exercises- Small Group Discussion
What Is It?Some Advantages of Small Group DiscussionSmall Group Discussion Exercise- Brainstorming
What Is It?Some Advantages of BrainstormingBrainstorming Exercise- Pros and Cons Chart
What Is It?Some Advantages of Pros and Cons ChartPros and Cons Chart Exercise- Cooperative Learning
What Is It?Some Advantages of Pros and Cons ChartPros and Cons Chart Exercise - Guided Discovery
What Is It?Some Advantages of Guided DiscoveryGuided Discovery Exercise - Mind Mapping
What Is It?Some Advantages of Mind MappingMind Mapping Exercise - Concept Mapping
What Is It?Some Advantages of Concept MappingDifferences between Concept Mapping and Mind Mapping Concept Mapping Exercise- Interactive Multimedia (Audio-Visual).
What Is It?Some Advantages of Interactive MultimediaInteractive Multimedia ExerciseChapter 13: Classroom ManagementWhat is Classroom Management?Who’s in Charge?Classroom Management TechniquesA Word about KidsA Reminder about Your Role and BoundariesChapter 14: Special EducationDefinitionsSpecial EducationMainstreamingInclusionFull InclusionSelf-Contained ClassroomCollaborative, Team TeachingLeast Restrictive EnvironmentControversyMainstreaming AdvantagesSpecial Education StudentsNon-Special Education StudentsCostsMainstreaming DisadvantagesSpecial Education StudentsNon-Special Education StudentsCostsSpecial Education and Substitute TeachingIn a Regular (Non-Special Education) ClassroomSome Additional TipsIn a Self-Contained Special Education ClassroomChapter 15: Drills and EmergenciesEmergency and Crisis Response PlansTypes of Emergencies and CrisesDrillsA Note on DrillsWhat to do During a Drill or EmergencyLockdownsWhat to do During a Lockdown or a Lockdown DrillSome Additional Lockdown Tips:SimulationsReporting EmergenciesChapter 16: Teaching Assistants, Student Teachers, and Non-Classroom ActivitiesNon-Classroom ActivitiesTeaching Assistants and Teacher AidsStudent TeachersChapter 17: The Effective TeacherA Reminder about Learning StylesAttributes of an Effective TeacherClassroom managementInstructionSelf-ImprovementChapter 18: Do’s and Don’tsDo’sGeneralInstructionMaterialsClassroom ManagementSafety and EmergenciesProfessional Development and GrowthAvailabilityDon’tsGeneralPersonal ControlProfessionalismInstructionClassroom ManagementHealth and SafetyProfessional Development and GrowthPart IV. The FutureChapter 19: Your FutureTrying Other GradesSecond NatureGetting Called Back to a School or DistrictLong-Term AssignmentsFull-Time, Permanent Teaching PositionsA Final NotePart V. Some Notes for TrainersChapter 20: Some Notes for Trainers of Substitute TeachersGoal and Training ObjectivesGoalTraining ObjectivesAbout TraineesAssorted BackgroundsLearning StylesBring Out the StrengthsGetting StartedIce Breaker: Trainee Introductions Staying Up-to-DateTraining by ExampleSome Training TipsBefore the Training SessionDuring the Training SessionAt the End of the Training SessionAfter the Training SessionAssessment and Evaluation“Pop Quiz”Appendix A: Filler ActivitiesAppendix B: ResourcesAppendix C: Sample End of the Day Letter for the Regular TeacherAppendix D: Sample Ground Rules for Group Activities and ExercisesAppendix E: Sample Lesson PlanAppendix F: Sub PackAppendix G: What to Take with You ChecklistAppendix H: End of the Day Checklist
Substitute teaching is hard work deep in the trenches of school. Gilford’s outstanding manual covers all the bases of how to be an effective sub because it will generate the confidence and communicationskills necessary to teach and control all grade levels of students. For new and experienced subs, the book provides attention-grabbing lessons and strategies that are creative, entertaining, and educational along with key managementskills that should be required reading before walking into any classroom: newbie and veteran substitute teachers alike will be better for reading it.
— Jeffrey Pflaum, teacher, education writer and blogger, and photographer
Sid Gilford has done it! He has put together a masterful work for those who step into the mix as substitute teachers. Theirs is a difficult job, but Gilford's work is comprehensive and includes everything necessary for substitute teacher success. The author's detailed approach covers "taking the phone call" from a district, to "filler activities" at all grade levels – and everything in-between. Gilford has thought through the "what-ifs" of classroom management and has answered them with practical and tangible applications. His work deals with both the professional and personal sides of substitute teaching. Lo-and-behold: Substitute teachers are humans too! As a lifelong educator, adjunct university professor, and district-level professional development leader, I am thrilled that someone has provided the requisite tools for substitutes to continue to advance learning. I highly recommend Gilford's book.
— Ernest J. Zarra III, PhD, educator, professional development leader, Kern High School District, Bakersfield, California, and author of Teacher-Student Relationships: Crossing into the Emotional, Physical, and Sexual Realms
This is book provides an excellent resource for professionals who wish to become substitute teachers, regardless of the grade level or discipline of interest. Unlike so many other sources in the field of education that devote little attention to this topic, the author has rightfully identified the important role that substitute teachers play in schools and has provided a roadmap to assist them with understanding their interests and preferences as well as the skills and knowledge needed to be successful. Practical exercises are also included to assist with ensuring that all class time is committed to important learning activities. Given the useful and practical nature of the subjects covered, this book is a must-have reference for not only aspiring and current substitute teachers but experienced teachers and administrators who are responsible for assisting them.
— Nicholas D. Young, superintendent, South Hadley Public Schools, Massachusetts, and 2010 Massachusetts Superintendent of the Year
This book skillfully links the social and academic responsibilities of the substitute teacher and makes a solid connection to the student learners' needs and opportunities for experiencing enjoyment of learning. This is regardless of grade level. The foundational relationship between teacher and student is clearly examined for effective educating that's meaningful for all present. Materials and attitudes are aptly addressed, and the eight Appendices round-out this book's comprehensive attention to 'best practices' for successful substitute teaching. The author has left "No stone unturned," with a plethora of teaching styles, differentiation of instruction ideas, and application of varied modalities/activities/methodologies.
— Marjorie S. Schiering, Ed.D, English language arts and reading, children's literature teacher/professor