The Biggest Challenges for a Substitute Teacher and How to Approach Them

Substitute teachers prevent schools from grinding to a halt. They step in when full-time teachers need to stay home sick, take a personal day or attend a professional development opportunity. These individuals are essential to a school’s health; however, they also need their own guidance as they encounter situations unique to their profession.

A substitute teacher’s role shifts, with a need to adapt to new classes, new school buildings and new districts. It’s a profession where every day brings something different, which comes with its benefits and challenges. The work is never boring, however, learning new names every day has the potential to overwhelm those new to the position.

To help stomp out potential stress, we’ve outlined common challenges for substitute teachers and the best ways to navigate them.

A new classroom setting every day

With the exception of permanent subs, substitute teachers are likely to work in a new classroom every day, sometimes even in a different building. This factor makes things exciting, introducing new environments, work and personalities with each day.

These job traits are great at building excitement and keeping substitute teachers engaged, but they also create challenges. A different classroom every day means learning new names, a different lesson plan and an entirely new class personality, then starting over from scratch. That’s a lot for substitute teachers to keep up with.

A few tips to help bring stability to the daily chaos include:
 

Being OK with mistakes

Nobody expects perfection on the first go, which means substitute teachers have the grace to make mistakes, whether that’s mispronouncing a name or mixing up students. When this happens, apologize, correct the mistake and move on. Dwelling on mistakes communicates vulnerability that students quickly pick up on. Make mistakes with confidence.

Asking for and repeating names regularly

Repetition is the best way for information to stick, and when substitute teachers see dozens of new names per day, repetition is their best friend.

Have the class list nearby for reference, and ask students for a name refresher with each interaction. Identify students who are eager to help and ask them to assist with remembering names. The class will see the effort and appreciate the individual acknowledgement.

Staying adaptable

A substitute teacher does their best to bring structure to a classroom that’s out of its element. Staying adaptable is one of the best ways to maintain structure. Every classroom operates differently, so keeping as close to standard operation as possible helps students. This means substitutes must shift into different teaching styles, engagement strategies and work delegation.

Disengaged students and limited resources

Substitute teachers are in a unique position because their responsibilities are contained in one day. This limited time creates a disconnect between the teacher and the students, with both parties unfamiliar with one another.

Additionally, students know substitute teachers are only in school for a day and, in some situations, may not return to the classroom soon. This vulnerability leads to a casual classroom mentality that can quickly get out of hand. Students are also more likely to engage in disruptive behaviors when their environments lack sufficient structure and engagement.

This is where it’s important to be prepared for anything, especially because a classroom teacher’s sub resources vary. While some teachers leave detailed lesson plans and instructions, others trust the substitute to navigate the day using their own experience. Always assume a classroom teacher will not have materials; that way, there are no surprises if a teacher doesn't have a substitute plan ready.

Many substitute teachers have a set of engaging activities, games and prizes to help students enjoy the time they have with their temporary teacher. The Rutgers Alternate Route blog is filled with quick, digital resources that are easy to implement for all subjects. Allergy-safe candy like Jolly Ranchers, Smarties and Skittles is an affordable way to reward students for participating and showing good behavior.

Substitutes can also rely on support from staff and administrators as a backup plan if the limited resources and disengagement foster disrespect. 

Smartphones and wearable tech cause distractions

Smartphones have gone from a privilege to a necessity for youth. On average, children receive their first phone at 11, with almost all children having one by 15. Meanwhile, children eight and younger spend an average of two-and-a-half hours with screen media daily, with many (40%) two year olds having a tablet of their own.

Recently, Rutgers Alternate Route explored this topic in a blog that features helpful articles and digital resources for educators.

Below are a few resources pulled from the blog that can guide substitute teachers through this challenge:

4 Mistakes Educators Make Trying to Manage Cellphones in Schools
Making mistakes is one of the best ways to learn, and this article gathers four learning opportunities. Most importantly, it explains why these common mistakes aren’t effective and what to do instead. 

A Community-First Approach to Cellphone Bans
We’re all in this together. That’s the message from this article, which shares how an involved community can support better smartphone etiquette.

Guiding Students to Develop a Clear Understanding of Their Cell Phone Use
This article outlines five strategies for educators, plus shares why the old way of doing things doesn’t align with our modern times.

Read the blog and see the full list of resources here.

A program that caters to substitute teachers

If substitute teachers in New Jersey want to take the next step, there is an accessible option available.

ParaPreppED is a new teacher apprenticeship program that provides necessary resources for substitute teachers and paraprofessionals to become certified full-time teachers.

“Though the need for student support professionals is exceptionally high, individuals who serve as teacher aides and paraprofessionals face significant professional barriers, which impact recruitment and retention,” said Kwamé Floyd, founder and executive director of Teacher Apprenticeship Network.

The program’s format accommodates the unique experiences and needs of substitute teachers and paraprofessionals, making the appropriate channels easy for them to reach.

Overall, the program aims to:

• Increase the number of Registered Teacher Apprenticeships in the state;
• Expand the teacher pipeline, leveraging the existing district talent;
• Address barriers for aspiring teachers through targeted support like Praxis prep; and
• Conduct and disseminate ongoing research on the implementation and impact of the initiative.

ParaPreppED is driven by the expressed interests of district leaders who wish to identify overlooked or hidden teaching talent among eligible paraprofessionals and substitutes the district can support to fill teaching vacancies, including those in Special Education, Science and Math, and English as a Second Language or Bilingual Education.

If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter and sign up for Alternate Route’s monthly newsletter for more information and stories from the field of education.