This has truly been a challenge for me this year! Although my students lead many aspects of the day, there are several other times when my students rely on me to teach them some skills to get them started. Many of these skills are not easy to ask a substitute to do!
For example, imagine a day that looks like this:
9:05 - 10:05 Hands-On Science (Using Temperature Probes to Measure Water Temperature w/Various Insulators)
10:05 - 10:50 Writing (Teach how to add transitions between paragraphs/Grade eight students' stories as they write)
10:50 - 11:05 Recess (You are on recess duty)
11:05 - 12:05 Math (Teach the six ways of comparing and ordering fractions)
12:05 - 12:35 Passion Time (Some students need to get new essential questions approved)
12:35 - 1:35 Lunch
1:35 - 2:35 Global Literature Circles (Students use iPads to read on Subtext, write/answer questions & research)
2:35 - 3:20 Social Studies Simulation (Students move westward on the Oregon Trail while dealing w/problems)
3:20 - 3:35 End-of-the-Day Routine
To start my day, students check in on their own and I have two Attendance/Lunch Count people who will handle all of the beginning of the day duties.
For the first lesson of the day, students are using laptops and temperature probes, so that means that one of my students will get the laptop cart, the substitute needs to check out the temperature probes from the LMC, and the sub needs to set up the water stations with ice, bottles, and get the directions up on the projector. Tables need to be moved and everything needs to be set up like this:
For example, imagine a day that looks like this:
9:05 - 10:05 Hands-On Science (Using Temperature Probes to Measure Water Temperature w/Various Insulators)
10:05 - 10:50 Writing (Teach how to add transitions between paragraphs/Grade eight students' stories as they write)
10:50 - 11:05 Recess (You are on recess duty)
11:05 - 12:05 Math (Teach the six ways of comparing and ordering fractions)
12:05 - 12:35 Passion Time (Some students need to get new essential questions approved)
12:35 - 1:35 Lunch
1:35 - 2:35 Global Literature Circles (Students use iPads to read on Subtext, write/answer questions & research)
2:35 - 3:20 Social Studies Simulation (Students move westward on the Oregon Trail while dealing w/problems)
3:20 - 3:35 End-of-the-Day Routine
To start my day, students check in on their own and I have two Attendance/Lunch Count people who will handle all of the beginning of the day duties.
For the first lesson of the day, students are using laptops and temperature probes, so that means that one of my students will get the laptop cart, the substitute needs to check out the temperature probes from the LMC, and the sub needs to set up the water stations with ice, bottles, and get the directions up on the projector. Tables need to be moved and everything needs to be set up like this:
For writing, the teacher needs to start the lesson by teaching students how to write transitions to connect paragraphs together. Then, students have to practice writing some in isolation. Finally, students are given a prompt and they need to write transitions between paragraphs within the 15 minute writing period. The teacher's role will be to monitor the entire class, read eight students' stories while they write, give positive and constructive feedback in real-time, and assign a grade. Here is what that looks like:
Next is recess - the substitute is on duty and needs to walk the kids out, monitor behavior outside, and walk them back in. After recess, students change classes and a math lesson begins. The lesson starts by checking in homework and giving immediate feedback and a grade, while everyone else works on independent and table-activities. The next step is to teach the actual lesson while the students take notes. In this lesson, students learn (quickly) the six ways to put fractions in order from least to greatest. After instruction, students practice and the teacher monitors understanding. If all goes well, they are partnered up and begin their classwork. If there are misunderstandings, the teacher re-teaches and the rest of the lesson is postponed until the next day. (Click here to see how my math class operates in a 21st Century way.)
Once math homework is assigned, students return to their homerooms and it is time for "Passion Time!" Since students are all working on different projects, they are finishing at different times. Some students are done with a project and need to get a new Essential Question approved, while others are researching or creating their final product. The substitute would need to know how to approve "PHAT questions" instead of skinny questions (Pretty Hard And Tough questions to answer - Credit: @JohnFritzky). They also need to monitor student progress and behavior.
Lunch Time!!! Some kids will come in during lunch recess to work on things. You can tell them not to if you don't plan to be there! After lunch, students will work in small groups or partnerships to read books on our iPads and classroom computers. They are using the Kindle for Mac program or the Subtext app to read, write notes, ask and answer questions, and enter links from their research. The teacher will need to troubleshoot tech problems and monitor and assess comprehension while they read aloud together.
The last instruction component of the day is our Westward Movement simulation called, The Oregon Trail. Every day, students travel along the Oregon Trail a certain number of miles, encounter a problem that the pioneers really faced, and have to work collaboratively as a class to solve it. They start with research, they post their findings on Today's Meet, and read what everyone came up with. They make their decision and live (or die) with the consequences. They end the period doing one of 12 reflection assignments such as the tableaux vivants seen below:
During the last 15 minutes of the day, the students run something called REARJMCL. The first part has the students writing down their homework, while one student writes it on the board. Next, they evaluate how they thought the day went, making sure to point out areas where they need to improve. After that, one student makes sure that all announcements are made and written down. Lastly, patrol members leave while the rest of us do our classroom jobs, get our mail, stack our chairs, straighten up the room, and line up to leave!
Although many aspects of the day are student-run, this would be a difficult day to give to a substitute. How would I write the directions clearly enough to make each lesson successful? He would he or she make split-second decisions without the background knowledge of each unit? What I often end up doing is giving alternate lessons to substitutes, like Time for Kids, spelling practice, and CNN Student News. But what happens when I'm out for two or three straight days? Students can't do those activities for three straight days! Time is too valuable to waste on filler!
As my classroom has become more 21st Century, my days off have become less frequent. Despite wanting to participate on district committees, attend workshops and conferences, and have doctor and dentist appointments during the work week, I have had to change my plans due to the constraints of Sub Plans! I just don't know what to do! Please help! What suggestions can you offer? What have you tried that has worked? How do others do this in a PBL-type environment? Thanks!!!
As my classroom has become more 21st Century, my days off have become less frequent. Despite wanting to participate on district committees, attend workshops and conferences, and have doctor and dentist appointments during the work week, I have had to change my plans due to the constraints of Sub Plans! I just don't know what to do! Please help! What suggestions can you offer? What have you tried that has worked? How do others do this in a PBL-type environment? Thanks!!!
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