六合彩彩票

I teach middle school, and when I鈥檓 out of my class for a lesson, a day, or God forbid a week, I need someone who can fill my shoes without my having to write a novel to explain everything they need to know. Substitute teachers are most often fantastic teachers themselves. Nevertheless, even fantastic teachers put into a placement where students don鈥檛 know them well can struggle. 

Recently, I鈥檝e discovered that a simple three-to-five-minute video can help any substitute teacher tackle my classes. It saves me a ton of time; the substitute teachers love it. And the best part? My students absolutely love it, too.

Here鈥檚 how it works.

set clear expectations

The first thing I do when making my video is put away those worksheets. In the past, I often copied busy work for the substitute. However, because students will be watching me explain my expectations for their day, I can easily link to what we鈥檝e done in previous classes without needing to compose pages of what I call 鈥渟ub summary.鈥�  For example, if the students have just finished writing certain types of poetry, I can ask them on video to pull up that information in Google Classroom and refer to class charts or resources that they keep in their notes or portfolios. Then, I can simply ask them to write a few poems according to the rubric we used last time. 

Next, I gather my materials, my computer, and anything I think the students will need while at their desks. I then place my cellphone on my selfie-stand, and I hit record. Personally, when I can, I like to videotape in places my students don鈥檛 often get to see. It always engages them, and it鈥檚 a lot of fun to show them areas of my life they don鈥檛 get to see in class. Nevertheless, so that I can literally walk around the room to show them physically how to access a chart, materials, or other scaffolds.

In my videos, I engage with a bit of humor, and I let my students know genuinely that I will miss their silliness. Then, I point, show, or describe the exact product and outcome I expect them to do for the day. Most important, I always explain what my expectations are for student behavior and my expectations for the work. There鈥檚 always a portion of my video where I explain what students who finish early can and can鈥檛 do. I always remind students that our classroom is a place I care deeply for, and that the respect they display toward our visiting teacher is a reflection of their care.

I like to make my classroom videos through my YouTube account. In the Content section of my channel, I select 鈥渦nlisted鈥� for my live videos so that all students can access them, but also so they aren't available to strangers on the web.

Write a (Much Shorter) Sub Plan

With the knowledge that you鈥檒l be making a video, your sub plans are a lot shorter and easier to write. I used to write pages and pages of notes. Now? Everything fits on one page. I list basic information about each class, including confidential or medical information that a substitute would need. I include allergies, pull-out and push-in times, and bell schedules. I include basic classroom norms and procedures and offer a list of students who would make great leaders if one is needed in class. Finally, I explain where my video is, how to access it, and how students can access it. 

It鈥檚 important to note that because I鈥檓 making a video for the class, this document changes only a little each time I need it. When I鈥檓 absent, it usually takes me only five to 10 minutes to update.

Make Your Video Available and Rewatchable

I find it essential to provide students with the ability to access the video themselves. This makes sure that they can rewatch it, or that it will be available to them even if a substitute can鈥檛 access it on the interactive whiteboard (technological issues can and do happen). 

I post a daily agenda in Google Classroom with a link to my video. During an absence, it鈥檚 simple to post a link there so kids can watch the video independently or along with the visiting teacher. My preference is that the visiting teacher will show it to the whole class from my teacher computer. This way, they can then pause the video and add anything else they鈥檇 like to say before sending students off to do work. Posting the link on whatever platform you keep for your class is therefore a great idea. It鈥檚 also a great idea in case a student comes in late or was inattentive to the video when it was first played. Rather than arguing with disengaged students, a visiting teacher can simply walk around and remind students to watch my video. 

When I鈥檓 gone, it鈥檚 always for a very good reason, and whether I鈥檓 sick or at a conference, the day nearly always requires my full attention. I find that updating the basics of my short sub plans and creating a fun, clear, and personalized message to my students is far quicker than spending an hour or more writing lengthy sub plans. When I come back, I鈥檝e noticed that kids鈥� work is stronger. Substitute notes are shorter. Kids鈥� faces are happier, and I feel a whole lot better about being sick or鈥擥od forbid鈥攕unburned from a well-deserved vacation.