Supply teaching. "We don't have to do this job"

I asked some middle school students what they would think of when they saw the supply teacher** in class. I got a lot of short answers, for example:

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  I do not know


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  I didn't think of anything


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  I just want to finish my work.


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  I think, who is that?


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  I think, my teacher is not here.


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  I will do some work, but not all

The answer that caught my attention was that "We don't have to do the job". It caught my attention because most supply teachers have experienced the influence of beliefs held by such deep-rooted students at some point.

The impact of this belief may include a total refusal to attempt to assign a task and/or to complete only a single task in many tasks. Having said that, there are exceptions to this rule. For students with or without a teacher, you can participate in all assigned tasks. According to my experience, I would say that these middle school students account for 1% or 2%.

What should a supply teacher do when a student acts according to his or her beliefs and does not work? There are many options available. But in this article, I will only focus on three.

One, Do nothing, let them continue whatever they want '. two Discuss this unclear, sometimes unconscious belief with the student. threeTake a form that helps encourage and motivate students to participate in assigned tasks.

The first solution highlighted here should be your final recourse. But only after using all possible alternatives. Unfortunately, sometimes things like serious disruptive behavior by students make this your only choice. Options two and three work well together because changes in student beliefs need to be discussed. But the teacher's actions should follow this discussion.

What is the action? First, give students the reasons, importance and benefits of assigning tasks. And, whether or not there is a teacher, do so. This is important because sometimes they don't understand. Second, tell them that you will check in the entire classroom whether they are completing the task. But you can also help them complete the assigned tasks. Third, leave a written note for the average teacher - usually one or two lines. The instructions should inform her or what he has done. If the student did nothing, it should be said, honestly!

These actions are very useful. As a supply teacher, this may be the only opportunity that affects students' thinking. Affecting their thinking is the ultimate goal of all teachers - regular or supply.

**Supply, insurance, access or replacement label Assigned to the teacher. Those who "fill in", "cover up" or take care of the responsibilities of absent colleagues.

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