Certificated Handbook - Chula Vista Elementary School District

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Classroom Management: Teachers anticipate a substitute will be capable of maintaining the same kind of order and discipline which they themselves use daily. This is often difficult when a substitute has not had the opportunity to establish rapport and routines with students during those first weeks of school. Classroom teachers have the first few weeks of each school year to establish routines that work. This handbook provides you with some ideas on how to bring your own routines and successful practices to each classroom. Establish your Rules: One of the most repeated requests to substitute teachers from permanent teachers is “to be positive and assertive in taking control of the class, immediately!” 1. Inform students of the type of reward system that will be used, then make sure students are rewarded in front of the class when they do something right. 2. Set a management goal for the class to reach, then reward them in a specific way for reaching the goal. 3. Set the rules, first those of the teacher’s, the schools and lastly yours…always be sure you know the rules, so you can have students adhere to them. Many experienced and successful substitute teachers bring a variety of rewards with them and have their own system of using them. The main concern of the classroom teacher for a substitute is to establish and maintain an orderly and productive day. If the students are disorderly in the halls, classroom, or an assembly, the teacher feels it to be a reflection on not just the substitute but on the teacher as well. Lesson Plans: It is the policy of the school district that the weekly lesson plans of the regular teacher be followed as closely as possible. If lesson plans are not available, the substitute should seek assistance of the principal and be prepared with a plan that is appropriate and educationally sound. Follow the Lesson Plans: Teachers spend an extensive amount of time writing lesson plans for their substitute to follow. Teachers feel it is very important that their outlined plan is followed. Not knowing the substitute and their level of experience, explains why teachers feel quite strongly about having things ready for their class. On the other hand, you may enter a classroom where you are unable to locate lesson plans or necessary materials. Whatever the challenge may be for that particular day, your best approach is to act quickly, quietly, calmly and with confidence. Be sure to have some items in your “Bag of Tricks” that can help you. Most teachers, however, take time to leave detailed plans that should be followed. One substitute teacher lists the agenda prepared by the teacher and tells the class, “If there is time after we get the required work done, I have brought some fun activities for the class.” Not surprisingly, this particular substitute teacher is called upon often because the regular teacher can guarantee the work will get done and that students will have fun at the same time. Substitute Reports: The classroom teacher is interested in your accomplishment during his/her absence. A brief written summary of your work with the class and any problems encountered would be greatly appreciated. Teachers have high expectations of others who come into their classroom. We have shared with you some of the expectations that might be asked of you as you enter this rewarding experience. You are a valued and important part of our district. Teachers appreciate having a substitute come into their classroom that is caring and capable by being prepared, poised and professional. Professionalism: Substitute teachers are expected to maintain the same professional and ethical standards as the permanent teachers. Professionalism is an area that is very important for the substitute teacher who wants to excel and enjoy their chosen profession. Here are some key points to consider: Page 11
1. Dress the part – A professional substitute teacher wears attire that is appropriate for an educational setting. 2. Be Positive – Permanent teachers care about the students in their class. They know each student’s individual strengths and weaknesses, and will want to see those areas handled appropriately. They anticipate the substitute teacher will appreciate the good in all students by bringing out the best in them. When a substitute teacher uses good judgment, avoids criticism, and adapts to circumstances in a positive way, the substitute becomes a good role model for both the children in the classroom and other staff members. 3. Respect the Students – Treating the students as individuals is important. Talk “one-on-one” with students that are misbehaving and do not blame the entire class, punishing the group for the misdeeds of a few. It is best to reprimand in private and reward in public. Page 12
Page 1 and 2: Chula Vista Elementary School Distr
Page 3 and 4: OUR SHARED VALUES EQUALITY EQUITY W
Page 5 and 6: INTRODUCTION Welcome The Chula Vist
Page 7 and 8: All materials including room key, m
Page 9 and 10: Working Conditions at the School Si
Page 11: Discipline: You are encouraged to t
Page 15 and 16: 50 Opportunities to Say “You’re

Certificated Handbook - Chula Vista Elementary School District

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