Each grade level presents unique challenges for substitute teachers. High school students are developing independent ideas and plans, while middle schoolers tend to be focused on and motivated by their peers. Elementary students, meanwhile, look to the adults in their life for structure, security, and leadership.
Students “learn in a state of positive emotion much more effectively than we can learn in a state of negative emotion,” states Stanford education professor Linda Darling-Hammond. “The science says to us that, in fact, the way the brain functions and grows, it needs safety, it needs warmth, it actually even needs hugs.”
Thus, to be successful in educating elementary school students, substitute teachers must learn to implement lesson plans in a way that promotes a sense of security and nurtures students’ developmental needs. This requires training, experience, and flexibility, especially in elementary school classrooms.
Engaging Elementary Students Successfully
Though following an absent teacher’s lesson plan is always important, nowhere is it more essential than in an elementary classroom. Young children often temporarily transfer their dependence from their parents to the adults who are with them for a sizable portion of the day–their teachers. But the confidence and security students develop with their elementary teachers can be tested when those trusted adults must be away from the classroom due to illness or professional development.
The sight of an unfamiliar face in the teacher’s place can cause some students to experience anxiety, which may impede their ability to learn. Besides greeting them with a smile, the most effective way to put young students at ease is to closely recreate the structure of their normal routine, and the most valuable tool for guiding that process is the lesson plan left by that knowledgeable and trusted adult.
How to Effectively Implement Lesson Plans as a Substitute Teacher in Elementary School
Successful elementary teachers write lesson plans based on an understanding of students’ developmental needs and a willingness to nurture this age group. Substitute teachers who thrive in elementary placements have a similar willingness. By adhering closely to the guiding documents left by the absent teacher, these substitutes attempt to replicate the structure and routine of a typical school day in the classroom. Here are a few key considerations:
Calling students by name
The first step toward establishing rapport with elementary students involves addressing them by their first names. Seating charts are helpful here, as are name tags. Some elementary teachers include prepared name tags with their sub plans, or may keep a pack of inexpensive, write-on name tags and a marker in their classroom kit. The familiarity established by calling students by name helps elementary substitutes recognize this important first step toward establishing a relationship.
Utilizing familiar signals
When teacher lesson plans specify the signal or method used to quiet students and get their attention, this familiar management strategy helps to keep students on track. This makes a substitute’s job easier. But if there are no such suggestions available, experienced substitute teachers will often teach students a hand signal or call-and-response to get their attention in a fun and non-threatening way. For example, the substitute teacher calls out “Ready to rock?” and students respond, “Ready to roll!” then take their seats quietly, waiting for directions.
Easing transitions
With the uncertainty associated with a teacher’s absence sure to put some elementary students on edge, adding a bit of novelty and fun can help to put students at ease. Using music, exercise, or a game for periodic brain breaks can be very helpful. Transparent and thoughtful communication ahead of transitions is also reassuring. Using a timer and writing the schedule on the board will help students know what to expect.
Willingness to nurture
Substitute teachers who excel in elementary school classrooms are patient and have a warm and nurturing presence. They are willing to provide a secure and structured learning environment that makes young students feel safe, comfortable, and able to learn.
Emphasizing active learning
With the understanding that elementary students use all of their senses to observe and learn about the world, exceptional substitute teachers keep kids actively engaged. With hands-on activities, cooperative learning, and various other strategies teachers specify in their plans, experienced elementary substitutes are comfortable with purposeful noise and movement that indicates students are learning.
Substitutes Should Support the Status Quo
Substitutes who excel in elementary school placements understand the importance of structure and routine for helping students feel secure during their teacher’s absence. This includes an attempt to maintain the status quo by carefully following teachers’ lesson plans. In addition, successful substitutes will display a warm and friendly demeanor, anticipate some student uneasiness, and be empathetic to their concerns.
Consistency and commitment on the part of an elementary substitute will calm students’ fears, help them to feel safe, and allow them to get actively engaged in learning. In other words, it will recreate a routine but productive day in the elementary classroom.
Contact ESS for access to exemplary professional substitutes capable of implementing elementary lesson plans and putting young students at ease. With thoughtful training and ongoing support, our substitutes will provide cohesive and consistent coverage, nurturing your youngest students so that learning continues despite teacher absences.