Substitute Teacher - Socorro Independent School District
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TABLE OF CONTENTS
FOREWORD 1
ADMINISTRATION 2
DISTRICT INFORMATION 3
QUALIFICATIONS 4
EMPLOYMENT 4
SUBSTITUTE TEACHERS 4
STANDARDS OF CONDUCT – EMPLOYEE 5
SEXUAL HARASSMENT 5
DRESS CODE – EMPLOYEE 7
SMOKING – EMPLOYEE 7
STUDENT CONDUCT 8
SALARY SCHEDULE 8
PAYROLL DATES AND PROCEDURES 9
DIRECT DEPOSIT 10
RETIRE EMPLOYEES 11
SOCIAL SECURITY TAX (FICA) 11
SUB FINDER SYSTEM 11
NOTIFICATION - CHANGE OF STATUS 11
RELEASE FROM ASSIGNMENT 12
STARTING/DISMISSAL TIMES 13
REPORTING CHILD ABUSE OR NEGLECT 14
DUTIES AND RESPONSIBILITIES 15
PROFESSIONAL ETHICS 16
STUDENT ILLNESS/ACCIDENT 16
FIRE/EMERGENCY DRILLS 16
CLASSROOM INSTRUCTION 16
DISCIPLINE 17
EXTRA DUTIES 17
HINTS FOR SUCCESSFUL CLASSROOM MANAGEMENT 18
EVALUATION OF SUBSTITUTE TEACHERS – RESPONSIBILITY 19
TEACHER EVALUATION REPORT OF SUBSTITUTE TEACHER 20
TIPS TRICKS AND STRATEGIES 21
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Introduction
The purpose of this handbook is to provide information that will help answer employee questions and pave the way for a successful year. Not all district policies and procedures are included. Those that are included have been summarized. Suggestions for additions and improvements to this handbook are welcome and may be sent to the Department of Human Resources in writing or an email may be sent to sisdhr@ attention Substitute Teacher Department.
Please Note: This Handbook is not a contract, an amendment of any written employment contract, or a substitute for the official district policy nor is it intended to alter the at-will status of non-contract employees in any way. Rather, it is a guide to, and a brief explanation of district policies, administrative regulations, and procedures related to employment. These policies, administrative regulations, and procedures can change at any time; these changes shall supersede any handbook provisions that are not compatible with the change. In case of any inconsistency, the official district policy takes precedence over any information given in this handbook. For more information, employees may refer to the policy codes that are associated with handbook topics, confer with their supervisor, or call the appropriate district office. The district policies can be accessed on the district website at or employees may also contact the Department of Human Resources at 937-0000 for assistance.
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Board of Trustees
Policies BA, BB series, BD series, and BE series
Texas law grants the board of trustees the power to govern and oversee the management of the district’s schools. The board is the policy-making body within the district and has overall responsibility for the curriculum, school taxes, annual budget, employment of the superintendent and other professional staff, and facilities. The board has complete and final control over school matters within limits established by state and federal laws and regulations.
The board of trustees is elected by the citizens of the district to represent the community’s commitment to a strong educational program for the district’s children. Trustees are elected to serve 4-year terms. Trustees serve without compensation, must be registered voters, and must reside in the district
Current board members include:
The board usually meets the third Tuesday of the month at 6pm. Special meetings may be called when necessary. A written notice of regular and special meetings will be posted on the district Web site and at the District Service Center at least 72 hours before the scheduled meeting time. The written notice will show the date, time, place, and subjects of each meeting. In emergencies, a meeting may be held with a two-hour notice.
All meetings are open to the public. In certain circumstances, Texas law permits the board to go into a closed session from which the public and others are excluded. Closed session may occur for such things as discussing prospective gifts or donations, real-property acquisition, certain personnel matters including employee complaints, security matters, student discipline, or consulting with attorneys regarding pending litigation.
Board Meeting Schedule for 2012-2013 School Year
To access the Board meeting schedule, please click the link below:
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ADMINISTRATORS
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OFFICE OF THE SUPERINTENDENT
Patrick O’Neill Interim Superintendent
DEPARTMENT OF HUMAN RESOURCES
Juan I. Martinez Chief Human Resources Officer
Rudy Campoya Director
Joyce Zarowski Director
Renee O’Donnell Director
Lorena Rios Director
Coordinator
Claudia Rodriguez
(915) 937-0205
claudia@
Substitute Teacher Department
Sylvia Flores
(915) 937-0224
sflore01@
Anel Carreon
(915) 937-0218
Acarre11@
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Our Mission
The Socorro Independent School District exists to optimize our children’s academic, artistic, athletic and interpersonal skills.
Our Core Values
District core values include:
1. Our core business is teaching and learning.
The Socorro Independent School District will give its core business, teaching and learning, priority over all other functions of the organization.
2. Each student can learn at or above grade level and will have the opportunity to do so.
We will provide equal access to a quality education regardless of ethnicity, family income, gender, native language, special needs or area of residence. We will allocate resources to ensure equity for each student to reach his or her full potential.
3. The Socorro Independent School District can achieve higher levels of performance through clearly defined goals that set high expectations for student achievement.
We will eliminate achievement gaps between and within student groups.
4. The Socorro Independent School District believes in the value of each employee, in his or her personal and professional growth, and in empowering each one to be accountable to make decisions aligned with the vision of the District.
We will treat each employee with fairness, empower each employee to focus on high performance, and hold each employee accountable for results that contribute to student achievement.
5. The Socorro Independent School District believes that the education of all children is the responsibility of the family, the District and the community.
We will improve educational outcomes for our students by engaging our parents and community stakeholders.
District Goals
District goals include:
1. Ensure high expectations and increased academic achievement for out students;
2. Provide safe, secure, well-maintained, and adequate facilities conducive to learning;
3. Promote public trust and confidence by engaging our parent and community stakeholders; and
4. Commit to providing a highly qualified and well-trained staff.
Location
The Socorro Independent School District is located in the southeastern portion of the El Paso County of Texas. It serves Socorro, Horizon City, and the eastern portion of the city of El Paso. The District covers 136 square miles of El Paso County. The District’s northern boundary is on the Texas/New Mexico line. Its southern boundary is the Rio Grande River. We are in the Texas Education Agency Region XIX.
Facilities
Socorro I.S.D. is one of the fastest growing school districts in the state of Texas. The District has nineteen (19) elementary schools, six (6) pk-8 schools, eight (8) middle schools, seven (7) high schools, one (1) alternative school and a community education program. The Student Activities Complex includes an 11,000-seat stadium, and an adjacent Aquatic Center, with both indoor and outdoor pools that are open throughout the year.
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I. GENERAL INFORMATION
A. Qualifications
The Socorro Independent School District requires a minimum of 60 college semester hours before employment. A teaching certificate may be submitted, if applicable. The district also expects substitute teachers to possess the character and moral qualities required of all district employees.
B. Employment
1. Individuals desiring employment as a substitute teacher in the Socorro Independent School District are required to file an online application with the Department of Human Resources.
2. Documentation required in order for an application to be complete includes: three letters of recommendation, official transcripts for all college work and Texas Teacher Certificate (if certified).
3. Payroll – upon employment, substitute teachers will be placed on payroll after processing has been completed and all credentials have been filed.
4. Criminal History Record - The District shall obtain criminal history record information, including fingerprinting of all substitute teachers applicants.
C. Substitute Teachers
1. Names are added to the substitute list according to the current needs of Socorro Independent School District and the qualifications of the applicants.
2. Retired employees who are receiving Teacher Retirement System benefits, and/or Disability Retirement benefits must consult with TRS regarding their employment after retirement. The Employee takes full responsibility of informing themselves of the regulations set forth by TRS including maintaining their eligibility of their employment after retirement with TRS. Employees can contact TRS by calling 1-800-223-8778 or get more information online at trs.state.tx.us.
D. Standards of Conduct
Policy DH
All employees are expected to work together in a cooperative spirit to serve the best interests of the district and to be courteous to students, one another, and the public. Employees are expected to observe the following standards of conduct:
• Recognize and respect the rights of students, parents, other employees, and members of the community.
• Maintain confidentiality in all matters relating to students and coworkers.
• Report to work according to the assigned schedule.
• Notify their immediate supervisor in advance or as early as possible in the event that they must be absent or late. Unauthorized absences, chronic absenteeism, tardiness, and failure to follow procedures for reporting an absence may be cause for disciplinary action.
• Know and comply with department and district policies and procedures.
• Express concerns, complaints, or criticism through appropriate channels.
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• Observe all safety rules and regulations and report injuries or unsafe conditions to a supervisor immediately.
• Use district time, funds, and property for authorized district business and activities only.
All district employees should perform their duties in accordance with state and federal law, district policies and procedures, and ethical standards. Violation of policies, regulations, or guidelines may result in disciplinary action, including termination. Alleged incidents of certain misconduct by educators, including having a criminal record, must be reported to SBEC not later than the seventh day after the superintendent first learns of the incident.
The Educators’ Code of Ethics, adopted by the State Board for Educator Certification, which all district employees must adhere to, is reprinted below:
Texas Educators’ Code of Ethics
Statement of Purpose
The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty and good moral character. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. (19 TAC 247.1(b))
Professional Standards
1. Professional Ethical Conduct, Practices, and Performance
Standard 1.1 The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.
Standard 1.2 The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3 The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
Standard 1.4 The educator shall not use institutional or professional privileges for personal or partisan advantage.
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Standard 1.5 The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the
acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.
Standard 1.6 The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7 The educator shall comply with state regulations, written local school board policies, and other state and federal laws.
Standard 1.8 The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.
Standard 1.9 The educator shall not make threats of violence against school district employees, school board members, students, or parents of students.
Standard 1.10 The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state.
Standard 1.11 The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment.
Standard 1.12 The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13 The educator shall not consume alcoholic beverages on school property or during school activities when students are present.
2. Ethical Conduct toward Professional Colleagues
Standard 2.1 The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2 The educator shall not harm others by knowingly making false statements about a colleague or the school system.
Standard 2.3 The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4 The educator shall not interfere with a colleague’s exercise of political, professional, or citizenship rights and responsibilities.
Standard 2.5 The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6 The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.
Standard 2.7 The educator shall not retaliate against any individual who has filed a complaint with the SBEC or provides information for a disciplinary investigation or proceeding under this chapter.
3. Ethical Conduct toward Students
Standard 3.1 The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.
Standard 3.2 The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.
Standard 3.3 The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.
Standard 3.4 The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.
Standard 3.5 The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor.
Standard 3.6 The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student.
Standard 3.7 The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator.
Standard 3.8 The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard.
Standard 3.9 The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to:
(i) the nature, purpose, timing, and amount of the communication;
(ii) the subject matter of the communication;
(iii) whether the communication was made openly or the educator attempted to conceal the communication;
(iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;
(v) whether the communication was sexually explicit; and
(vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.
Dress and Grooming
The dress and grooming of district employees shall be clean, neat, in a manner appropriate for their assignments, and in accordance with any additional standards established by their supervisors and approved by the Superintendent
7. Discrimination, Harassment, and Retaliation
Employees shall not engage in prohibited harassment, including sexual harassment, of other employees or students. While acting in the course of their employment, employees shall not engage in prohibited harassment of other persons including board members, vendors, contractors, volunteers, or parents. A substantiated charge of harassment will result in disciplinary action.
Employees who believe they have been discriminated or retaliated against or harassed are encouraged to promptly report such incidents to the campus principal, supervisor, or appropriate district official. If the campus principal, supervisor, or district official is the subject of a complaint, the employee should report the complaint directly to the superintendent. A complaint against the superintendent may be made directly to the board.
The district’s policy that includes definitions and procedures for reporting and investigating discrimination, harassment, and retaliation is reprinted below:
Harassment of Students
Policies DF, DH, FFG, FFH
Sexual and other harassment of students by employees are forms of discrimination and are prohibited by law. Romantic or inappropriate social relationships between students and district employees are prohibited. Employees who suspect a student may have experienced prohibited harassment are obligated to report their concerns to the campus principal or other appropriate district official. All allegations of prohibited harassment of a student by an employee or adult will be reported to the student’s parents and promptly investigated. An employee who knows of or suspects child abuse must also report his or her knowledge or suspicion to the appropriate authorities, as required by law.
The district’s policy that includes definitions and procedures for reporting and investigating harassment of students is reprinted below:
Solicitation of a romantic relationship is located in DF (Legal) and FFH (Local) on line.
Reporting Suspected Child Abuse
Policies DF, DG, DH, FFG, GRA
All employees are required by state law to report any suspected child abuse or neglect to a law enforcement agency, Child Protective Services, or appropriate state agency (e.g., state agency operating, licensing, certifying, or registering a facility) within 48 hours of the event that led to the suspicion. Abuse is defined by SBEC and includes the following acts or omissions:
• Mental or emotional injury to a student or minor that results in an observable and material impairment in the student’s or minor’s development, learning, or psychological functioning;
• Causing or permitting a student or minor to be in a situation in which the student or minor sustains a mental or emotional injury that results in an observable and material impairment in the student’s or minor’s development, learning, or psychological functioning;
• Physical injury that results in substantial harm to a student or minor, or the genuine threat of substantial harm from physical injury to the student or minor, including an injury that is at variance with the history or explanation given and excluding an accident or reasonable discipline; or
• Sexual conduct harmful to a student’s or minor’s mental, emotional, or physical welfare.
Reports to Child Protective Services can be made to Assistant Superintendent for Elementary Education at 915.937.0316 or to the Texas Abuse Hotline (800-252-5400). State law specifies that an employee may not delegate to or rely on another person to make the report.
Under state law, any person reporting or assisting in the investigation of reported child abuse or neglect is immune from liability unless the report is made in bad faith or with malicious intent. In addition, the district is prohibited from retaliating against an employee who, in good faith, reports child abuse or neglect or who participates in an investigation regarding an allegation of child abuse or neglect.
An employee’s failure to report suspected child abuse may result in prosecution as a Class A misdemeanor. In addition, a certified employee’s failure to report suspected child abuse may result in disciplinary procedures by SBEC for a violation of the Code of Ethics and Standard Practices for Texas Educators.
Employees who suspect that a student has been or may be abused or neglected should also report their concerns to the campus principal. This includes students with disabilities who are no longer minors. Employees are not required to report their concern to the principal before making a report to the appropriate agency.
Reporting the concern to the principal does not relieve the employee of the requirement to report it to the appropriate state agency. In addition, employees must cooperate with investigators of child abuse and neglect. Interference with a child abuse investigation by denying an interviewer’s request to interview a student at school or requiring the presence of a parent or school administrator against the desires of the duly authorized investigator is prohibited.
Child Sexual Abuse
As an employee, it is important for you to be aware of warning signs that could indicate a child may have been or is being sexually abused. Sexual abuse in the Texas Family Code is defined as any sexual conduct harmful to a child’s mental, emotional, or physical welfare as well as a failure to make a reasonable effort to prevent sexual conduct with a child. Anyone who suspects that a child has been or may be abused or neglected has a legal responsibility under state law for reporting the suspected abuse or neglect to law enforcement or to Child Protective Services (CPS).
Employees are required to follow the procedures described above in Reporting Suspected Child Abuse.
Technology Resources
Policy CQ
The district’s technology resources, including its network access to the Internet, are primarily for administrative and instructional purposes. Limited personal use is permitted if the use:
• Imposes no tangible cost to the district.
• Does not unduly burden the district’s computer or network resources
• Has no adverse effect on job performance or on a student’s academic performance
Electronic mail transmissions and other use of the technology resources are not confidential and can be monitored at any time to ensure appropriate use.
Employees who are authorized to use the system are required to abide by the provisions of the acceptable use policy and administrative procedures. Failure to do so can result in suspension of access or termination of privileges and may lead to disciplinary action. Employees with questions about computer use and data management can contact the Director of Technology Services at 915.937.0318
Personal Use of Electronic Media
Policy DH
Electronic media includes all forms of social media, such as text messaging, instant messaging, electronic mail (e-mail), Web logs (blogs), electronic forums (chat rooms), video-sharing Web sites (e.g., YouTube), editorial comments posted on the Internet, and social network sites (e.g., Facebook, MySpace, Twitter, LinkedIn). Electronic media also includes all forms of telecommunication such as landlines, cell phones, and Web-based applications.
As role models for the district’s students, employees are responsible for their public conduct even when they are not acting as district employees. Employees will be held to the same professional standards in their public use of electronic media as they are for any other public conduct. If an employee’s use of electronic media interferes with the employee’s ability to effectively perform his or her job duties, the employee is subject to disciplinary action, up to and including termination of employment. If an employee wishes to use a social network site or similar media for personal purposes, the employee is responsible for the content on the employee’s page, including content added by the employee, the employee’s friends, or members of the public who can access the employee’s page, and for Web links on the employee’s page. The employee is also responsible for maintaining privacy settings appropriate to the content.
An employee who uses electronic media for personal purposes shall observe the following:
• The employee may not set up or update the employee’s personal social network page(s) using the district’s computers, network, or equipment.
• The employee shall not use the district’s logo or other copyrighted material of the district without express, written consent.
• The employee continues to be subject to applicable state and federal laws, local policies, administrative regulations, and the Code of Ethics and Standard Practices for Texas Educators, even when communicating regarding personal and private matters, regardless of whether the employee is using private or public equipment, on or off campus. These restrictions include:
o Confidentiality of student records. [See Policy FL]
o Confidentiality of health or personnel information concerning colleagues, unless disclosure serves lawful professional purposes or is required by law. [See Policy DH (EXHIBIT)]
o Confidentiality of district records, including educator evaluations and private e-mail addresses. [See Policy GBA]
o Copyright law [See Policy CY]
o Prohibition against harming others by knowingly making false statements about a colleague or the school system. [See Policy DH (EXHIBIT)]
Complaints and Grievances
Policy DGBA
In an effort to hear and resolve employee concerns or complaints in a timely manner and at the lowest administrative level possible, the board has adopted an orderly grievance process. Employees are encouraged to discuss their concerns or complaints with their supervisors or an appropriate administrator at any time.
The formal process provides all employees with an opportunity to be heard up to the highest level of management if they are dissatisfied with an administrative response. Once all administrative procedures are exhausted, employees can bring concerns or complaints to the board of trustees. For ease of reference, the district’s policy concerning the process of bringing concerns and complaints is reprinted as follows.
Alcohol and Drug-Abuse Prevention
Policies DH, DI
Socorro ISD is committed to maintaining an alcohol and drug-free environment and will not tolerate the use of alcohol and illegal drugs in the workplace and at school-related or school-sanctioned activities on or off school property. Employees who use or are under the influence of alcohol or illegal drugs as defined by the Texas Controlled Substances Act during working hours may be dismissed. The district’s policy regarding employee drug use follows:
Tobacco Use
Policies DH, FNCD , GKA
State law prohibits smoking or using tobacco products on all district-owned property and at school-related or school-sanctioned activities, on or off campus. This includes all buildings, playground areas, parking facilities, and facilities used for athletics and other activities. Drivers of district-owned vehicles are prohibited from smoking while inside the vehicle. Notices stating that smoking is prohibited by law and punishable by a fine are displayed in prominent places in all school buildings.
Equal Employment Opportunity
Policies DAA, DIA
Socorro ISD does not discriminate against any employee or applicant for employment because of race, color, religion, gender, national origin, age, disability, military status, genetic information, or on any other basis prohibited by law. Additionally, the district does not discriminate against an employee or applicant who acts to oppose such discrimination or participates in the investigation of a complaint related to a discriminatory employment practice. Employment decisions will be made on the basis of each applicant’s job qualifications, experience, and abilities.
Employees with questions or concerns about discrimination based on sex, including sexual harassment should contact Mr. Juan I. Martinez, the district Title IX coordinator. Employees with questions or concerns about discrimination on the basis of a disability should contact Rebecca O’Neill, the district ADA/Section 504 coordinator. Questions or concerns relating to discrimination for any other reason should be directed to the Superintendent.
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H. Salary Schedule:
60 + - $61.00 Certified/Retired – $71.00
Degreed – $66.00 Long Term – $80.00
The salary schedule will be determined on an annual basis. Salary information and the school calendar will be available to substitute teachers on the SISD website.
I. Payroll Dates and Procedures
Socorro Independent School District CFE regulation establishes the pay date provisions for substitute personnel. Under these provisions, substitutes will be paid on a semi-monthly basis based on the annually approved payroll schedule.
A. To facilitate timely processing of substitute time cards please adhere to the following guidelines:
1. Each substitute teacher is responsible for his/her own time card. It is advisable that the substitute keep a job log of dates, times, schools, and job numbers so that they may verify the accuracy of their paychecks at the end of each pay period.
2. Time cards must be signed by the Principal or designee at the end of each day or assignment.
3. All substitutes must also sign-in on the white substitute sheets that are located at each campus in which you are substituting.
4. Type/Print complete name and social security number (see Figure 1). Timecards submitted to payroll without a complete social security number will not be processed and will be considered a discrepancy time card.
5. If you are working a long term assignment make sure the information on the bottom of the time card is completed and signed by a principal (see Figure 1). The definition of long term substitute is “a teacher” in the absence of “the teacher” for more than 10 consecutive days. A long term assignment is for an employee who is out on leave, not for a vacancy. Your pay will be retroactive from past time cards on that particular assignment starting on the 11th day. Absences exceeding one day in any given pay period during a long term assignment my result in reversion from the extended rate of pay to the standard rate of pay.
6. In order to receive a paycheck by pay day all time cards are due in the Payroll Department by the due date established in the payroll schedule. Extra time cards are available at each campus.
7. Substitute teachers are paid semi-monthly with pay dates being the fifteenth (15th) of the month, and the last working day of the month. If the fifteenth (15th) falls on a weekend or holiday, the pay date will be the previous workday.
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8. Substitute teachers who work any time from the first (1st) of the month through the fifteenth (15th) are paid at the end of the month. Jobs worked from the sixteenth (16th) through the end of the month are paid at the middle of the following month, usually on the 15th. Time card due dates and pay dates can be found on the payroll schedule. The payroll schedule is e-mailed to active substitute teachers annually as well as posted on the website online (). A printed copy of the payroll schedule is available at the campuses and District Service Center.
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FIGURE 1 – Substitute Teacher Timecard
NOTE: You are hired as a substitute teacher for the district and you should perform the duties of your job only (see job description). Substitutes should not be tutoring, doing office work, working special programs or assignments, or performing other tasks that would be considered a different job. If you have a concern regarding this issue please contact the Human Resources department for clarification on your job duties.
B. Direct Deposit
The district requires employees to have direct deposit. Employee paychecks will be electronically deposited into an account at any bank or credit union. To sign up for direct deposit please complete a Direct Deposit form at the District Service Center. Please note that a 10 days grace period is necessary to activate this service with your financial institution.
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Employees can then access their pay voucher online by logging into the Employee Service Center through My. ( ) from anywhere at anytime through an internet connection. If you would like a hardcopy of your pay stub you will be able to retrieve it from this site, the payroll department will not provide paper copies on each pay date.
If you change banks, you must notify payroll as soon as the change is made so your funds will not go to the wrong financial institution.
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J. Social Security Tax (FICA)
Effective July 1, 1991, final regulations were enacted under Section 3121 (b)(7)(F) of the Internal Revenue Code. These rules apply to services performed by an employee after July 1, 1991. Under this section all part-time, seasonal, and temporary employees of the District who are not covered under the Teacher Retirement System, are now subject to tax under the Federal Insurance Contribution Act (FICA). These employees will be taxed FICA 6.2% and Medicare 1.45% of salaries with a matching tax contribution by the District.
K. Substitute Teacher Calling System
The Socorro ISD uses the Automated Substitute Calling System to call substitute teachers. With this system, substitute teachers can call the system or log onto the SISD website at any hour of the day to review and accept available jobs. When offered a job, the substitute teacher should receive the following information from the system:
1. Name of the school
2. Name of the teacher who will be absent
3. The grade or subject he/she teaches
4. The time and date he/she should report to the school
5. Job number
L. Notifying Human Resources of Change of Status
1. The substitute teacher should notify the Department of Human Resources of any change in address. If he/she wishes to be removed from the list, a resignation letter or email must be submitted to the department of Human Resources. Contact the Department of Human Resources at 937-0000. Changes in the telephone number or available days of the week should be entered into the Substitute Finder System.
2. When a substitute teacher will not be available to substitute for an extended period of time, the unavailable date range should be entered into the Sub Finder System so the system will not call you. A maximum of three months of unavailability is allowed. If the substitute teacher is unavailable for a longer period of time, the Director of Human Resources may remove their name from the substitute calling list.
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3. If a substitute teacher continually rejects assignments he/she will be contacted by the Department of Human Resources and could result in being dropped from the active list.
M. Release from Assignment
When a substitute teacher is on duty, he/she should continue in the assignment and follow the campus start and end times. In case of an emergency, a substitute teacher is required to notify the campus principal or Assistant Principal before leaving early. Under no circumstances is a sub teacher allowed to leave prior to the ending time of their assignment without approval from the campus principal or Assistant Principal.
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SCHOOL DAY TIMES
SOCORRO INDEPENDENT SCHOOL DISTRICT
School Day Times
(for Substitute Teachers)
HIGH SCHOOLS MIDDLE SCHOOLS Kinder-8th Grade
7:45 am – 4:00 pm 7:30 am – 3:30 pm 7:30 am – 3:30 pm
Pre-Kindergarten
7:30 am – 11:00 am
11:00 am – 3:30 pm
Please note that these schedules may change as determined by the Principal of each school.
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What to do if you suspect Child Abuse or Neglect
See policy: Student Welfare: Child Abuse and Neglect (FFG exhibit)
1. Any person who has cause to believe that a child’s physical or mental health or welfare has been adversely affected by abuse or neglect by any person shall immediately make a report as required by law.
2. Failure to report child abuse or neglect violates the Educator’s Code of Ethics and may result in sanctions against an educator’s certificate. The District will also consider a written warning for the employee failure to report incident(s)
3. The Child Protective Services division of the Texas Department of Family Protective Services (1-800-252-5400) or on the Web at )
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II. DUTIES AND RESPONSIBILITIES OF SUBSTITUTE TEACHERS
A. General
1. The substitute teacher is expected to be on duty the entire day and is required to perform the duties, both curricular and extracurricular, of the regular teacher, with the exception of half day assignments.
2. The substitute teacher is expected to preserve the regular routine of the class and to perform all the duties of the regular teacher. The substitute teacher should follow the plans left by the regular teacher, unless otherwise instructed by the Principal.
3. A substitute teacher placed in an assignment of long duration may call upon the Principal for assistance.
4. The substitute teacher should not receive money from children unless instructed to do so. If money is collected, the substitute teacher should deposit it with the secretary before leaving the building. Substitute teachers should not lend Students money for any purpose. If a substitute teacher has occasion to take up an item of value from any student, they are responsible for the article until it is returned to the student or turned in to the Principal.
5. The substitute teacher should not leave the building during the day without notifying the Principal.
6. A short summary of the day’s activities should be prepared and left for the regular teacher, or may be e-mailed to the teacher’s SISD e-mail.
7. Under no circumstances should a substitute teacher take a book to read, take homework to complete, use a laptop, use the classroom computer for personal use, or be using their cell phone while on duty. Students require full-time supervision.
8. Elementary students cannot be released at the end of the day until their parent/guardian has picked them up. Substitute teachers must remain at the campus until all students in their classes have been picked up by their parent/guardian or sent on the school bus.
9. You must report to all assignments on time. If you cannot be at the school on time due to the lateness of the call you may either not accept the assignment, or call the school to explain why you will be late. After talking with the school staff, you must arrive at your assignment site no later than one hour of accepting the late call or you will not be paid for that job. If you are late, the school has the right to ask you to leave and not pay you for that job.
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B. Professional Ethics
1. The substitute has a professional obligation even though they are not the regular classroom teacher. The substitute teacher should use extra caution in expressing personal opinions and reactions about any subject.
2. Under no circumstances should a substitute teacher criticize a regular teacher or a student in the presence of other teachers or students.
3. The substitute teacher must avoid comparing one school with another or comparing the children of one neighborhood with those of another neighborhood.
4. The schools exist for the students. The first obligation of the teacher is therefore to those students.
5. Be prompt and professional in making and keeping an agreement to work.
6. Complaints, comments, and/or questions should be directed to the campus Principal.
C. Student Illness or Accidents
1. If a child becomes ill while at school, or has an accident, the child should be sent to the nurse’s office. In the case of a serious accident or injury, send for the school nurse or an administrator immediately.
2. Under no circumstances should a substitute teacher administer medicine to a student.
D. Fire and Emergency Drills
The substitute teacher should be familiar with emergency drill procedures at the campus they are substituting, usually an emergency exit map is posted in each classroom.
E. Classroom Instruction
1. The substitute teacher is as responsible for students, equipment, and materials assigned to his/her care, as the regular teacher for whom he/she is substituting.
2. The substitute teacher should make every attempt to carry on the work of the regular classroom teacher. The substitute teacher is the teacher of record for the day they substitute.
3. The substitute teacher should make every effort to keep in close contact with the regular teacher. If the assignment is to be for more than one day, the substitute teacher should contact the Principal concerning the advisability of contacting the regular teacher.
4. The substitute teacher must follow all instructions and lesson plans provided by the classroom teacher and or campus Administrator.
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F. Discipline
1. The substitute teacher must never administer corporal punishment to any child.
The use of corporal punishment in any form can result in dismissal and removal from the Socorro ISD calling list.
2. The substitute teacher is expected to maintain a level of discipline in the classroom that is conducive to learning. The substitute teacher should follow the discipline plan established by the classroom teacher.
3. When students cause behavior problems that are disruptive to the learning process, the substitute teacher should apply the applicable steps of the Assertive Discipline Plan.
4. The substitute teacher must never leave the class unattended.
5. Firm, fair and consistent treatment of all students, combined with explicit explanation and direction will preclude many disciplinary problems.
G. Extra Duties
1. The substitute teacher may be expected to fulfill all extra duties that have been assigned to the regular classroom teacher. These duties may include bus duty, lunch and hall duty, or other special duties assigned by a campus administrator.
2. If necessary, the substitute teacher should also attend faculty meetings or grade level meetings in the place of the regular teacher.
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III. HINTS FOR SUCCESSFUL CLASSROOM MANAGEMENT
A. Start the day promptly, firmly and concisely. Be pleasant. Appear confident. Let the students know “anything doesn’t go.” The substitute’s first words and actions usually go a long way to set the day’s discipline. You must command respect with your actions.
B. Get the students busy at the beginning of the day. Keep them busy!
C. Problems might be eliminated if questions are phrased so only one student will answer or so children will raise hands. For example:
1. “Raise your hand if you can tell me where the attendance folder is.”
2. “Raise your hand if you know the names of the absent students.”
3. “John, where is the handwriting paper?”
D. Students are likely to say: “This is not the way our teacher does it.” Tell them at the beginning, “Don’t worry if I don’t do things exactly the way your teacher does. There is usually more than one good way, and a change can be fun for you.” However, children often feel more secure when they follow an established routine, so try to adhere to the time schedule and other “anchor” routines.
E. Compliment things in the room (if applicable) and inquire about the things around the room.
F. Put things on their level. Involve the students.
G. In the primary grades...
1. Give students exercises (finger plays, active songs, follow actions of leader up front) to allow a break time.
2. Games like “spell downs” allow breaks in routines and children learn in spite of themselves.
3. Teach a favorite good morning song.
H. With any group...
1. Do smile.
2. Be friendly.
3. Show enthusiasm.
I. Know their names! Pick out the “disruptive children” and have them help you. Even the smallest tasks can put them on your side.
J. Remain calm and relaxed. Don’t lose your “cool.”
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K. Maintain established routines as much as possible.
L. Be positive. Try and see that every student experiences some success or receives praise each day. A pleasant word and/or and appreciative smile works wonders.
M. Keep students on task.
N. Firmness is important. Children need to know that you can and will control the situation.
O. Solve problems “on the spot”. Don’t degrade the student in front of the others, but do handle situations when they occur.
P. Incorporate the Assertive Discipline Plan that is posted in the room. The learners are familiar with the expectations.
Q. Deal with the individual student, not the group, when corrections are necessary. Be sure to have all the facts. Listen to both sides of the story. Focus attention on the problem. Give the child the benefit of the doubt.
R. Be firm. Rather than issuing an ultimatum, give the student a choice (e.g., meeting the needs of classroom for that day, or not taking part in the classroom activities by moving his desk to the back of the room.) Give the child only one chance, and if he/she makes the wrong choice, and has difficulty following instructions, follow through with natural consequences.
S. If you do send a student to the office, send a detailed note, which explains not only the incident, but your attempts to resolve it.
T. If you anticipate problems, let an administrator know in advance.
IV. EVALUATION OF SUBSTITUTE TEACHERS
A. The campus Principal or Assistant Principal will be responsible for evaluating the performance of the substitute teacher. The teacher report of the substitute teacher may be used in evaluation.
B. Principals or Assistant Principals may request that certain substitutes not be assigned to that school. This request must be made in writing and must include a signed, completed Substitute Teacher Evaluation. A copy of the evaluation will be emailed to the respective substitute teacher via the SISD email account by the Human Resources Department.
C. When two or more unfavorable reports on a substitute teacher have been received, or one report of misconduct of a severe nature, the substitute teacher’s name may be removed from the substitute teacher calling list. The Department of Human Resources will send notice to the substitute to inform him/her of the decision to remove their name from the Socorro ISD substitute calling list.
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Tips Tricks and Strategies Handbook
How Should I do that?
When substituting, you are expected to cover the material outlined in the permanent teacher's lesson plan. However, sometimes lesson plan instructions are general and very nonspecific with regard to lesson presentation. Here are several techniques for presenting lesson plans that will cover the material in a positive and creative way.
Lesson Plan: Have students read chapter 18 and answer questions.
1. Pre-test and Post-test: Ask students to guess what will be covered before they start reading. Share ideas aloud and write down five facts or ideas as predictions. Afterward, conduct a post-test by checking the accuracy of their predictions.
2. Togetherness: Read the assignment out loud with students to find the answers. By making the assignment a class activity, you promote classroom cooperation.
3 Group Effort: Divide the class into groups and ask each group to report on part of the reading. This method is best used with material that does not require continuity to be meaningful.
4. Quiz Board: Give the assignment and tell the students that you will stop 15 minutes before the end of the class and establish a quiz board. Appoint three to five students or select volunteers to be members of the board. Ask them to come to the front of the room. The rest of the students pose questions to these students about the day's reading. After a certain number of questions have been answered, a new board may be selected. This technique works well for review. An added advantage is that you need not know the subject well in order to handle it.
Lesson Plan: Have the class write a composition about X Y Z
1. Sentence Starters: To make any topic more meaningful, encourage students to relate to it personally. One way is to write sentence starters that use the students' natural speech pattern, such as, "I wish," "I like," "I'm glad I'm allowed to," "I think."
2. Whole Class: If the students are assigned to write a story, suggest that they first decide on a cast of characters, a setting, a time, etc., as a class. By doing the groundwork together, the students will be "into" the story before they lift a pencil.
3. Brainstorm: If the assignment is an essay, consider using a brainstorming technique. Ask students to say whatever comes to mind about the topic and write their ideas on the board in some quick, abbreviated form. When everyone has had a chance to study the list, students can begin to write using whatever brainstorming ideas they wish
4. Free Association: Whatever the topic, propose that the students write free association word lists about it. Tell them to start with the given word, such as "freedom," "pets," or "winter," and then add up to ten other words that immediately come to mind about the key word. Now the students can write their own compositions.
Lesson Plans (continued)
5. Clarify Values: Before students start to write, initiate a values clarification exercise that will help students relate an abstract subject to their own lives. For example, if the topic is “conservation of electricity," have the students start by listing five electrical gadgets or appliances they use, that they could do without. Record their answers on the board. From this specific exercise, the students can move on to the broader issue.
Lesson Plan: The class has a test tomorrow. Have them study and review.
1. Games: Try a game format for drill material, such as spelling, number facts, state capitals, and
vocabulary. Use familiar games like tic-tac-toe, Jeopardy and baseball, etc.
2. Model Tests: Have pairs or small groups of students make up model tests. Assign one group true
and false questions, and another multiple choice questions, etc. Spend the last part of the class
going over the questions. Ask each group to read their test, while the rest of the class gives the
answers.
3. Students as Teachers: Have the students teach each other:
A. Give five minutes in which students are to write five to ten things they know about the material covered without opening their books or using their notes.
B Ask students to compare their list with the student next to them. In pairs, have them add additional items during the next ten minutes.
C. Have the students remain in pairs and open their books and notes. Add to their lists using their notes and text during the next ten minutes.
D. Allow each student pair to join an adjacent pair and ask the groups of four to compare their lists and add additional information during the next ten minutes. Encourage students to discuss and clarify their knowledge.
E. In a full class discussion, have students consider all known knowledge. Allow students to ask questions of one another and have knowledgeable students clarify misunderstandings.
Lesson Plan: Discuss topics A B C with class.
1. Students take Lead: Have a student lead the discussion, or call on two or three students.
2. Speak their Minds: Have the class spill out all sorts of ideas related to the discussion topic. Do not judge the ideas -anything goes! Just encourage the students to speak their minds. After about five minutes, start the discussion again, this time arranging their ideas in a more orderly fashion.
Lesson Plans (continued):
3. Debate: If the topic is controversial, divide the class into sections, each representing a special interest group. During the discussion, each group will give its point of view on the subject.
Lesson Plan: Show the film or filmstrip, then discuss
1. Pre-Test and Post-Test: To heighten student interest in the audio visual materials, use the pre-test and post-test technique. Introduce the activity with the comment such as, "If you were making a movie about crocodiles, earthquakes or China, what would you include?" As they watch, have students check their lists against the film. How does the film compare to the students' expectations?
2. Questions: As students watch, have them write down three questions that are answered in the
film or video, then discuss the questions with the class after the presentation.
Verbal Guidance
Throughout the day a teacher will need to convey instructions, warnings, directions, reprimand, and encouragement to students. Of the many ways to convey these messages, the most common is by speaking directly to the student or students. To be most effective, verbal guidance should be brief, firm, and positive.
SAY: DO NOT SAY:
Talk in a quiet voice Don't shout
Use both hands when you climb. You will fall if you don't watch out.
Climb down the ladder. Don't jump.
Keep the puzzle on the table. Don't dump the puzzle pieces on the floor.
Turn the pages carefully. Don't tear the book.
Be sure the ladder is safe. Be careful, you might fall.
Sit on your chair. Don't rock in your chair.
Time to go inside. Are you ready to go inside?
You will find it necessary to acquire techniques in keeping with your personality. However, the following general rules should be observed.
DO
1. Speak in a calm, kind voice.
2. Speak directly to the student; do not call across the room.
3. Speak in short, meaningful sentences which the student can understand.
4. Try to express your request in a positive way.
5. Keep your voice and facial expressions pleasant.
DO NOT
1. Make fun of the student.
2. Give students a choice if they cannot have one.
3. Compare one student with another, "Look at how many questions
Susan has completed."
Advantages to Being a "Sub"
• Regular work
• Excellent interim job
• Different assignments daily
• Offers a flexible working schedule
• No teaching experience necessary
• Many chances to express creativity
• Substitute responsibilities are over at the end of the day
• Great experience for anyone wanting to enter the profession
• Quick job entrance
• Good substitute teachers are in demand
• You the choose age level of students you'd like to teach
Tricks of the Trade
Your success will depend on your ability to manage a classroom and to motivate students. Keep the students informed and on task. Follow the lesson plans. You are the teacher, be firm, fair and consistent. Do not assume you are alone. There is always an administrator or staff member willing to answer your questions.
Dress Professionally
Sloppy or trendy dressing can be a distraction. Slacks, shirt and tie are acceptable for men. Women need to look professional, whether in a dress or slacks.
Train Your Voice
Your voice is very important to your role as a substitute teacher. The volume and tone of your voice can display pleasure or displeasure, whether you are in or out of control. The first words out of your mouth will determine how the class responds. Become conscious of the tone of your voice and practice before you arrive on how you will greet the class.
Things to Take to School in your Sub Pack
• Frequently the teacher's desk is locked
• #2 pencil
• pen Marker
• Paper clips
• Notepad 4' x 6" note cards (unlined can be used for name cards)
• One to three prewritten hall passes
• Lunch or money for lunch
• Jacket if there is a possibility of having recess duty
• Whistle-outside use only
Things to Do Before Class (continued)
Things to Do Before Class
• Be at assigned school 1/2 hour before you were asked to be there
• Check in at the office
• Find the room
• Familiarize yourself with the setup of the room
• Find the substitute folder
• Review discipline plan
• Review lesson plans
• Find the class schedule
• Find the roll sheet(s)
• Find the emergency exit route
• If you can't find lesson plans ask for help from the office
• Write assignments on the board
• Write your name on the board
• Look over the material
• Plan your own strategy for teaching the lesson
• Place name cards on desks or use the seating chart for taking attendance
• Talk to the first student who comes to class for helpful information
When Class Begins
• Greet the students Introduce yourself
• Give an assignment before taking attendance
• Take attendance while they are occupied
Taking Attendance
Taking attendance at the beginning of the period is one of the worst possible times because it gives kids too little to do. They get into trouble. Subs are handed a list with students' formal names, so the big guy in the back row whose official name is Frances is called “Biff” by his friends. If you call “Frances” you’ll evoke laughter and ridicule. Here are several suggestions to help with “Taking Attendance”.
• Get Kids Working
During the first ten minutes of class, get students working. Call a student up to the front of the room and have your helper identify all the names on the roll while you mark the attendance. Then double check the counting names and heads.
• Use Seating Charts
When available, use seating charts. Tell students that you’ll take attendance by the seating chart. They’d better be in their assigned seats or they’’ be marked absent.
Taking Attendance (continued)
• Use a Sign-Up Sheet
Simply use a notebook paper, and label he top: Attendance—write two columns, last name, then first name. Send the sheet around the room. Double-check your signatures against the names on the roll.
• Student Call Out Names
Have students call out their names and you mark it on the roll.
End of the Day
• Grading
If the teacher who is absent leaves an answer key, or if there is some way you can get the correct answers, it is a good idea to check homework papers. At the very least have assignments clipped together in alphabetical order by last name.
• Straighten the Room
Return equipment, books and materials to their proper place. Erase
chalkboard, straighten desks, etc. Pick up markers, pens, etc. that have
dropped on the floor. The teacher does not want to return to a room
that looks like it has been hit by a tornado.
• Leave a Note
It is strongly recommended that you leave a brief account of the day for
the returning teacher. Be positive but to the point about difficult
students. Include if anyone dropped out of class, if anything was broken
or how the hamster died!
• Check in at the School Office
Sign the employee absence report; verify your social security number and
job number. If you don't have an assignment for the following day, ask if
you will be needed back in the same position or another position on that
campus.
• Make A Note to Yourself
Write down the name of the school and the teacher's name and a few comments about the class. Also, make notes to yourself about whether you found the sub folder, whether you found lesson plans, if there was a discipline plan to follow, etc. This will help you to plan for the next time.
Positive
Expectations
Teacher Behaviors that Communicate Positive Expectations
Instructional personnel are relied upon to encourage student learning and active participation. The behaviors listed below will contribute to success for students.
Use Wait Time
After calling on a student, mentally count to eight to give the student time to respond and to convey your expectation that she/he has an answer.
Call On All Students
Devise a system so that you call on all students in the class, not just the ones who raise their hands or are being disruptive.
Use Wrong Answers to Produce Right Answers
When students give wrong or incomplete answers probe further with prompts or other questions to help them locate and correct the error themselves. Give them the question to which their answer would be accurate. Then rephrase your question again. (“That would be right if the question were_______. What about_________?”)
Give Clear Feedback
When commenting on a student’s performance, say specifically what was right or wrong, acceptable or unacceptable, and give specific areas in which improvement is expected. (“You gave all the information for the second part. Go back and try to give more for the first part.”)
Distinguish Clearly When Giving a Choice or Direction
Be clear about the difference between situations in which students should be given a choice to do something (“Would you like to use this time to start on your work for tomorrow?”) or a specific direction (“Everyone please do one of the problems for tomorrow before the bell rings.”)
Monitor the Room
Walk around the room as you are teaching, and/or as students are working. This allows you to see what is going on with every student.
Demonstrate Respect for All Persons
Do not make or allow anyone in the class to make remarks that put people down because of race, religion, ethnicity, sex or disability. Do not tell jokes or refer to stereotypes based on such factors.
Teacher Behavior that Communicate Positive Expectations (continued)
Give a Compliment
Giving a sincere compliment will help win co-operation. “I see that many
of you have opened your books to the right page. You're ready to work.
I appreciate that. This is a good class.”
Use Group Work
Have students work in pairs or trios to check homework, read together, or to begin working on an assignment. Put students in small groups for a first round of responses to a discussion question.
Ask Students When You Don't Know
If a question arises that you are not sure how to answer, ask the students. This not only allows you to get away with not knowing the material, but encourages the students towards finding the answer on their own. Students are quick to test substitute teachers to see if they are qualified to teach the class room subject. The best response to the student’s challenge is to ask, “What do you think?" If they persist, instruct the student to look for the answer in the book, or go on to the next question.
Intervention Confrontations
Whenever a student or group of students misbehaves, you should remember that at this time your object is to calm the students and get them back on task. For you the most important nonverbal messages should be “I am calm, confident, and in control."
Limit Setting
Practice this sequence when you must deal with a disruptive student who is testing your ability to control the classroom:
• Stand and look at the disrupter; hold their gaze.
• Move within about 3 feet from the student and face him/her and quietly call the student by name.
• Maintain unwavering eye contact; wait.
• Take relaxing breaths and keep your body relaxed.
• Keep a bland facial expression. (no emotion)
• Call student by name quietly again; wait.
• Lean toward the student and give verbal direction (Do not tell the disrupter what to stop doing, but tell him/her what to do); Stay there until the student follows the direction.
• Thank the student when he/she complies, thank the other students for waiting, and return to teaching.
• If disruptive behavior continues, you may have to send the student to the office.
Effective discipline depends more on your nonverbal communication skills than any other control mechanism. Analyze your present communication system and begin to modify your classroom and yourself in ways that effectively express nonverbal control.
Games Students Play
Be Aware of the Games
Students try to get you to talk about subjects other than the lesson. This is an avoidance game. The following are some examples of the games and ploys that students will use to avoid class work.
Eat the Clock
A favorite ploy is to ask you personal questions. If you start talking about yourself they won't have to work.
What Time is it?
Arrive early and wear a watch. Students have been known to arrive early and change the time on the classroom clock. Be wary if the time seems a little off from your watch.
"I Don't Understand"
This is also a way to avoid work. Just keep the sub busy re-explaining the assignments. Tell the students you will be walking around the room. This way the students who already understand the assignment can get started.
I Need to Go to the.....
Locker, bathroom, library, office, etc. If you grant every request, there
won't be anyone left to teach. Try to find out if this is a real emergency.
Remember when you are twelve everything is an emergency. Try to put
them off until the end of the class.
I Forgot my.....
Book, paper, pencil, homework, etc. Carry extra pens and pencils into the classroom. The teacher usually has an extra textbook, just be sure and get it from the student at the end of the class period. For paper, ask someone in the class if they have an extra sheet or two that they will share with the student.
Don't Turn Your Back
As you write on the board, angle your shoulders out so you can watch the group. If you're lecturing and writing on the board at the same time, maintaining eye contact will keep the kids interested.
Avoid Arguments
The question, “Why are we doing this?" isn't a question. It's an invitation to do battle. Students love to argue, and they'll beat you every time. Don't argue. If they persist in wanting a reason, just say their regular teacher requested the assignment.
Learning Styles
Understanding a students learning style helps a teacher understand the student and expedites instruction.
Visual Learners
Characteristics:
• Ignores verbal directions and often requests they be repeated
• Sometimes has low vocabulary and/or poor articulation
• Frequently appears to daydream; often has a blank expression during lectures or class discussion
• Causes trouble when the teacher is explaining on the board
• Watches others and then begins when the directions are given
• Prefers to show or demonstrate than to tell or explain
• Dislikes speaking before a group and does not like to listen
• Frequently cannot remember verbal information
• Doodles during class instruction
Teaching Strategies
• Present material visually (overheads, charts, flannel boards, flash cards, etc.)
• Teach so that students can see your mouth as you talk
• Use color coding on worksheets and when using the blackboard or overheads
• Allow student to read silently rather than orally
• Color code folders, classroom rules etc.
• Use gestures as visual cues
• Turn your body in the direction of the object being discussed
• Use a pointer to indicate an object
• Motion with your hands
• Raise an eyebrow for emphasis
• Clap your hands
• Teach students to visualize acronyms
• Teach students how to take notes
• Encourage students to keep assignment logs
• Teach students to visualize math story problems
• Try to eliminate excess notes
• Use visual materials
• Visually sequence the order of independent assignment
• Keep instructions brief and use lots of visual aids to emphasize key points
Auditory Learners
Characteristics
• Inattentive to visual tasks (worksheets)
• Frequently rubs eyes or complains that eyes bother him/her
• Writing includes inversions, reversals, omissions and letters formed incorrectly
Auditory Learners (continued)
• Cannot understand what he has read to him/herself
• Remembers materials discussed in class or in small groups
• Does not like art or drawing
• Often omits words or parts of words when copying from the board
• Lays his head on the desk or holds his face close to work
• Likes to talk
• Knows hundreds of jingles
• Math errors show consistent patterns; inattention to signs, confusion of numerals, reversals of numerals
• Has difficulty completing maps and diagram activities
• Difficulty of matching
• Dislikes copies and will search for the clearest, sharpest one
• Papers are poorly organized and very messy
Teaching Strategies:
• Give oral directions
• Provide for lots of small group and paired learner activities to accommodate the learner’s need for verbal interaction
• Teach students to talk through a task
• Use jingles, catch stories, mnemonic devices, cheers, or songs
• Read test questions aloud whenever possible
• Repeat written instructions orally
• Give credit for verbal classroom responses
Tactile / Kinesthetic Learners
Characteristics:
• Touches everything
• Moves a great deal
• Gets up and walks around frequently
• Often writes things over & over
• Has many things to play with at school
• Enjoys doing things with his hands
• Well coordinated but may be hyperactive
• Cannot keep his hands to himself
Teaching Strategies:
• Provide as many tactile/kinesthetic materials as possible
• Use classroom demonstrations when possible
• Allow student to build models
• Use role play situations
Tactile / Kinesthetic Learners (continued)
• Teach students to take notes
• Allow students to doodle when listening
• Use timelines for historical dates
• Use manipulative, especially in math
• Allow alternatives to written reports
• Give instructions first then pass out materials
• Seat students close to you
• Color code handouts and materials
• Locate students away from distracting objects (i.e., trash can)
• Let student make materials for you and create bulleting boards
ACTIVITIES
(What to do with no lesson plans, early finishers and extra time)
Line Up Activities for Elementary Students
Purpose of activities: Ideas to aid elementary students to line up and/or move through the school in a safe, quiet, and controlled manner.
Use Color:
1. Ask first for the students, who are wearing something “red”, then blue, green, etc.
2. Use eye color
3. Use hair color
4. Use shoe color
Alphabet:
1. Have students line up alphabetically according to last name or first name
2. Call out a letter and have students line up
Numbers & Dates:
1. Students who are oldest/youngest
2. Students who’s birthday that is May, Sept, etc
3. Students who has the most siblings
4. Students who’s birthday is in summer
5. Students who’s birthday is during Holiday Break
Ask Questions:
1. If you have an older brother, sister, younger sister, only child, etc.
2. Use syllables. Does you last name have one, two or three syllables.
3. Ask about pets, cousins, number and kind
Keeping students quiet in line:
1. Ask students to make a shape with their body. Use the alphabet and numbers as they work well. End the activity with an “L” or “1” as this will be easy to accomplish and help them move to their destination.
2. Have each student tell you what they learned in the lesson
3. Have students point to eyes, ears, and noses as in the game “Simon Says”.
ESC12/Tips and Strategies/March 2006/School Support
Sample Primary Sponge Activities
Managing Instructional Time
Beginning Sponges
1. Be ready to tell one playground rule ......
2. Be ready to tell me the names of the children in our class, which begin with 'J' or 'Ma, etc.
3. Be ready to draw something that is only drawn with circles.
4. Be ready to tell a good health habit ...
5. Have a color word on the board. Have students draw something that is that color.
6. Flash fingers -students tell how many fingers.
7. Say numbers, days of the week, months -and have students tell what comes next.
8. “I went to the sporting goods store and I bought...”-each student names an item.
9. What number comes between these two numbers: 31-33, 45-47, etc.?
10. What number comes before/after, 46, 52, 13, etc.?
11. Have a word written on the board. Students make a list of words that rhyme.
12. Have a word written on the board. Students list words with the same long or short vowel sound.
13. Put spelling words in alphabetical order.
14. Count to 100 by 2's, 5's, lo's, etc. -either oral or written.
15. Use T squares to drill math fundamentals.
16. Think of animals that live on a farm, in the jungle, in water, etc.
17. Give names of fruits, vegetables, meats, etc.
18. Hangman, using the names of the children in the class or colors or numbers
19. Simon Says
20. List things you can touch, things you can smell, big things, small things, etc.
21. List the colors you are wearing.
22. Clapping games
23. Finger plays
Dismissal Sponges
24“1 Spy”, who can find something in the room that starts with M, P etc.?
25. Who can find something in the room that has the sound of short a, long a, etc.?
26. Number rows or tables. Teacher signals # of table with fingers; children leaving accordingly.
27. Those children who have all crayons put away may leave now, etc.
28. Those with freckles, buckled shoes, new front teeth/etc., may leave.
29. Count in order or by 2's, 5's, etc.
30. Say the days of the week, the months of the year.
31. What day is it, what month is it, what is the date, what is the year, how many months in a year, how
many days in a week, etc.?
Dismissal Sponges (continued)
32. Reward activity: 'we have had a good day! Who helped it be a goal day for all of us? Betty, you
brought flowers to brighten our room. You may leave. John, you remembered to raise your hand.
Good for you. You may leave. Ellen showed us that she could be quiet coming into the room today. You may leave, Ellen. Bob remembered his library book all by himself. Dawn walked all the way to the playground -she remembered our safety rules. Lori brought things to share with us. Tom surprised us with a perfect spelling paper -he must have practiced, etc., etc." So that students can be grouped together for good deeds to speed things up, teacher can finish, 'You're all learning to be very
thoughtful. I'm very proud of all of you, and you should be very proud of yourselves.'
33. Use flash cards: A first correct answer earns dismissal.
34. To review the four basic shapes, each child names an object in the room either in the shape of
triangle, circle, or square, etc.
35. Say a word that begins or ends with certain consonants, blends, etc.
36. Dismiss by color of eyes, color of clothing, type or color of shoes, month of birthday, season
of birthday, beginning letter of first name, beginning letter of last name.
37. Name an object that begins with B, C, etc. Pretend you are this object as you leave.
38. What will we remember for tomorrow?
Sample Upper Grade Sponge Activities
Managing Instructional Time
1. List the continents of the world.
2. Make up three names for rock groups.
3. Name as many kinds of windstorms as you can.
4. Take a number. Write it. Now make a face out of it.
5. Name as many gems or precious stones as you can.
6. Write the names of all the girls in the class.
7. Name as many teachers at this school as you can.
8. List as many states as you can.
9. Write: (a) an abbreviation (b) a Roman numeral (c) a trademark (d)a proper name-(biographical) (e) a proper name-(geographical)
10. How many countries and their capitals can you name?
11. How many baseball teams can you name?
12. Write down as many cartoon characters as you can.
13. List as many kinds of flowers as you can.
14. Turn to your neighbor. One of you tells the other about an interesting experience you have had.
the listener must be prepared to re-tell the story to the class.
15. List all the things in your living room.
16. Write what you would do if you saw an elephant in your backyard.
17. Name as many kinds of ice cream as you can.
18. List five parts of the body above the neck that have three letters.
19. List one manufactured item for each letter of the alphabet.
20. List as many nouns in the room as you can.
21. List the mountain ranges of the US.
22. Write the twelve months of the year correctly. Stand up as soon as you are finished.
23. Make a list of five things you do after school.
24. List one proper noun for each letter of the alphabet.
25. Write one kind of food beginning with each letter of the alphabet.
26. Name as many holidays as you can.
27. How far can you count and write down by 6's?
28. Name as many balls as you can that are used in sports games.
28. List as many U.S. presidents as you can.
29. List all the work tools you can think of.
30. List as many models of cars as you can.
Upper Grade Sponges (continued)
32. Name all the colors you know.
33. How many parts of an auto can you lists?
34. How many animals can you list that begin with vowels?
35. List as many kinds of trees as you can.
36. Name as many countries of the world as you can.
37. List as many personal pronouns as you can.
38. List as many kinds of transportation as you can.
39. How many different kinds of languages can you name?
40. Write as many homonyms as you can. Example: past-passed
41. You have five children. Make up their five names.
42. Name as many things as you can that are made of cloth.
43. Name as many things as you can that you can wear on your head.
44. Name as many movie stars as you can (not N).
45. List all the musical instruments that begin with 9."
46. Name as many TV game shows as you can.
47. Name as many politicians as you can.
48. Name as many breeds of dogs as you can.
49. Write the days of the week correctly in order. Stand up when finished.
50. List all the kinds of sandwiches that you can.
51. Scramble five spelling words, trade with someone, and unscramble them.
52. List as many things as you can that make people the same.
53. List as many kinds of soup as you can.
54. List all the places you find sand.
55. List as many breakfast cereals as you can.
Sample Secondary Sponge Activities
Managing Instructional Time
1. List as many states as you can.
2. Write: (a) an abbreviation (b) a Roman numeral (c) a trademark (d)a proper name-(biographical) (e) a proper name-(geographical)
3. How many countries and their capitals can you name?
4. How many baseball teams can you name?
5. Turn to your neighbor. One of you tells the other about an interesting experience you have had. The listener must be prepared to retell the story to the class.
6. List all the things in your living room.
7. Name as many kinds of ice cream as you can.
8. List five parts of the body above the neck that have three letters.
9. List one manufactured item for each letter of the alphabet.
10. List one proper noun for each letter of the alphabet.
11. Write one kind of food beginning with each letter of the alphabet.
12. Name as many holidays as you can.
13. List as many U. S. Presidents as you can.
14. List as many models of cars as you can.
15. How many parts of an auto can you list?
16. Name as many countries of the world as you can.
17. List as many personal pronouns as you can.
18. List as many kinds of transportation as you can.
19. Write as many homonyms as you can (Example: past -passed).
20. Name as many movie stars as you can (not TV).
21. Name as many politicians as you can.
22. List all the places you find sand.
23. List as many breakfast cereals as you can.
24. Make a list of the ten largest things you know.
25. Name as many planets as you can.
26. List all the sports you can think of.
27. List all the foods you can that have milk in them.
28. Name as many rock groups as you can that begin with the letters A-F.
29. Name as many teachers at this school as you can.
30. Name all of the parts of speech and give an example of each.
31. Why were these dates important: 1492, 1606, 1776, 1812?
32. Find these rivers on you map: Mississippi, Rio Grande, Colorado, and Hudson.
33. Which TV series can you name that have high school-aged characters as regulars?
34. Name as many airlines as you can.
35. Name the different sections of the newspaper.
36. Name as many islands as you can.
37. Name all the types of musical instruments you can think of.
38. Name all the foods you can think of that contain protein.
39. Name as many kinds of fish as you can.
40. Name all the words you can that begin with the prefix (in).
41. Name as many of the CD’s titles of records by: Beyonce, Usher, Maroon 5
42. Name all the countries that have the letter "E in them.
HINTS SUGGESTIONS
&
Tips
Substitute Hints and Suggestions
1. Know the teacher next door. Introduce yourself so you can call on someone to answer questions about schedules or material for the class throughout the day.
2. When students need to go to the restroom or the library, send only
one student at a time.
3. When the first one returns, a second one may go. If there is not a seating chart left by the teacher, quickly make one. It is much easier to maintain discipline when you can call students by name.
4. If a student doesn't respond when you call him/her by name, you may suspect the students have switched seats. Tell them it is better if you have their correct names so the wrong student doesn't get in trouble and written about to the permanent teacher.
5. Do not let students start any name calling or being rude to other students. It is much easier to stop a verbal disagreement than pushing or fighting.
6. Try to be in the hall between classes. It is a good idea to stand in the doorway so you can keep one eye on the hallway traffic and one eye on students coming in the classroom. If the students see a teacher, they are less likely to behave inappropriately.
7. Have a couple of extra pens or pencils with you for students who have "forgotten" and would rather go to their lockers and walk the hall than be in class.
8. If you give a student a pen or pencil and would like it back, be sure to ask the student for his lunch card, or something of value that she/he will be sure to remember they want back. Many students just forget that it isn't their pen.
9. Try to identify the names of one or two trustworthy students who will tell you the truth and help out in class.
10. Never let a class go early for lunch or the next class unless the teacher for whom you are substituting or the teaching next door says it is okay. Some schools have very strict rules about the number of students in the cafeteria/hallways at a time.
11. Never let a student have a pen without an ink cartridge. It might be used as a spit ball thrower.
12. Establish your rules and expectations very clearly at the beginning of the day.
13. Do not let students use a phone in the classroom. Have them use the phone in the office.
Substitute Hints and Suggestions (continued)
14. Do not discuss the teacher's class with other people, especially out of school. You are a professional and shouldn't discuss individual students or problems.
15. If you need to talk to someone about a problem, talk to the principal.
16. Beat neat in your appearance.
17. Follow the lesson plans the teacher has left. Incorporate you own ideas if there is extra time.
18. Correct the students' work for the day if possible.
19. Even though a few students can upset your plans, try to find out the names of the students who have been good or helpful, and let the teacher know about them also.
20. Most students will acquiesce to your leadership, but there will be some who will question your plans or authority. It is better not to argue. Instead say, "1know this may not be the way Mr. Smith does it, but this is the plan for today. "
21. If you are not sure how the teacher wants an assignment done, ask another teacher or develop your own plan. Then be sure to leave a note for the permanent teacher explaining what you assigned.
22. Be assertive so students don't feel they can manipulate your decisions and authority. Use statements such as:
a. I need you to start reading now
b. I want everyone to pass their papers forward.
c. I don't need ...
d. I don't want ...
23. Don't let students manipulate you by protesting or saying, "We never to that!" Calmly tell them, "I understand, but today we will read aloud instead of silently.”
24. Walk around the room. Don't just sit by the desk, especially during independent work or a test. Students will be less likely to talk or cheat when you are close by them.
25. Don't let students wear hats during a test. Sometimes they have been known to write answers in the brim.
26. Don't try to catch a student by grabbing an arm or clothes. They could fall and you could twist his/her am, or rip his/her clothes.
27. Don't let any students possess a knife or any other weapon. Report suspected violators to the principal's office, or send a reliable student to the office.
Substitute Hints and Suggestions (continued)
28. Do not touch the blood of a bleeding child. Use a napkin, towel, or a cloth to cover the cut. Whenever possible, have the student treat the injury until the proper individuals have been notified.
29. If a teacher has classroom sets that are used by the students, be sure to have them a1 returned before the entire class leaves. It is easier to locate one book or calculator in a class of 30 than trying to find it in the whole school. Hopefully, the calculators or books are numbered and have been assigned in a given order so you know who has the missing book.
30. Don't make statements lightly -"Students remember!"
More Tips:
A substitute teacher should always be aware of what is happening with the activities of his/her students. This includes foreground activities, background activities, and activities not directly under your control, but
still under your responsibility.
You may want to devote more time to "watching" the student who left class to 'go to the office", than any of the students in the classroom.
Substitutes may have to write loaded referrals. This is an effective method of discipline for a class with more than its share of troublemakers. Referrals are usually kept in the folder given to the substitute or in the teacher's desk. After these forms are filled out a copy often goes to the student's parents. This can be a scary proposition for the student. The proper use of this method is to complete the referral except for the student's name. For “REASON for REFERRAL" simply write "Continued disobedience of a substitute teacher”.
Tell the entire class of your behavior expectations at the beginning of class. Tell them that students not meeting these expectations will be given the referral, complete with the disruptive student's name written on it. This usually calms the troublemakers. If it doesn't use the referral!
Remember that substitute teachers are held up to the same ethical and legal standards as regular classroom teachers. Think about it like this: if you were a parent and a babysitter did something unethical, unsafe, or illegal with your child--you would certainly hold the caregiver responsible. Subbing isn't any different. Be safe, ethical and legal. Err on the side of caution.
When alone with a student, leave the door open.
Never strike or grab a student or touch a student in an angry manner.
Avoid any sarcasm in the classroom.
Tips (continued)
Some classes have firmly entrenched diversions such as "let's make the sub cry". It is important to keep perspective and remember that nothing that can happen in the classroom should shake you so emotionally that you break down. You are in control and you can assign disciplinary action.
Sometimes the Substitute has to go with blind faith, rather than analytical reasoning!
Are They Doing Their Work?
Kids are great at looking busy. Walk around the room. Check to see if they are on the right page. Your presence will encourage them to stay focused. Troublemakers typically sit at the back of the room if given a choice.
No Lesson Plans? Now What Do I Do?
Check with the teachers next door. Many times the absent teacher will have left the plans with a fellow teacher or a fellow teacher knows what you are up against and will be more than willing to get you started with something the students can work on. If help from another teacher is not available, make your own plan.
Look at the previous chapter or the next chapter in the book and assign questions or outline of the chapter. Get the students busy doing something. Elementary students can always review math facts or spelling words. This assignment can be anything; past/present/future homework, student ideas, student experiences,
handouts you brought with you, extra work not originally assigned or other work found in the classroom. Sponge activities can be useful in getting students busy.
Advice from Students
a. Trust us.
b. Be fair to everyone.
c. Punish only the troublemakers.
d. Make learning fun.
e. Give us our assignment and let us go to work.
f. Allow study time in class.
g. Show concern and be willing to help with assignments.
h. If I raise my hand, don't ignore me.
i. You can be both strict and nice.
j. Don't yell.
k. Be straightforward with us.
l. Be organized.
m. Speak quietly and be patient.
n. Give us something to work toward.
o. Leave your personal life at home.
p. Think positively of every student.
q. Speak clearly.
r. Be reasonable in your expectations.
s. Have a sense of humor.
t. Follow through with promises and consequences.
Additional information
Activity
Questioning Strategies for Substitutes
We tend to ask question in the “knowledge” category 80% of the time. These are not bad questions, but using them all the time is. Try utilizing higher order questions. These higher level questions force our students to use more “brain power”.
The levels of questions are based on Bloom’s Taxonomy.
|Thinking level |Some Common Verbs |Possible questions |
|Knowledge |tell, list, state, who, what, when, where, |How many____? |
|Remembering, memorizing, recognizing, |describe and name |List the persons_____. |
|recalling of information | |Which is true or false___. |
|Comprehension |explain, discuss, retell, predict, compare |Write a brief outline |
|Interpreting, translating from one to |and interpret |Discuss what happens next. |
|another, describing in own words, retell | |Explain the differences. |
| | |Compare the two items. |
|Application |solve, show, use, illustrate, |Can you classify the _ ? |
|Problem solving, applying information to |construct, classify, predict, demonstrate |Predict the outcome __? |
|produce some result, use of facts, rules |and complete |Complete the story___? |
|and principles | | |
|Analysis |examine, compare, contrast, |Outline the story. |
|Seeing patterns, identifying motives, |identify, explain, outline, analyze, |Compare the hero to someone you know. |
|recognition of hidden meanings, |select, explain |Can you explain what must have happened? |
|identification of components | | |
| | | |
|Synthesis |create, invent, predict, plan rewrite, |Predict a possible solution…. |
|Creating a unique ideas from original, |generalize, what if?, integrate, compose, |What would happen if…..? |
|combination of ideas, predict and draw |rearrange |Devise your own way |
|conclusions | |Create a use for….. |
|Evaluation |judge, rate, assess, verify, justify, rank,|Rank the characters in the story. |
|Compare and discriminate between ideas. |assess, measure, recommend, prioritize |How would you decide? |
|Assess value of evidence | | |
CONFIDENTIALITY
Confidentiality means protecting all personally identifiable data, information, and records collected, used, or kept by the school district about a student. Confidentiality requirements also apply to discussions about a student and the student’s records.
LEGAL BASIS FOR CONFIDENTIALITY
FERPA
Family Educational Rights and Privacy Act
FERPA is the federal law that sets forth basic privacy requirements for personally identifiable information contained in educational records maintained in schools.
IDEA
Individuals with Disabilities Education Act
The federal law orders the Department of Education to take appropriate action to assure the protection of confidentiality of personally identifiable information maintained by school districts and state educational agencies. The Department of Education took such appropriate action by promulgating the IDEA regulations that confirm and reinforce school districts’ confidentiality duties with respect to personally identifiable information relating to IDEA-eligible students. In addition, IDEA requires that state plans (required for federal funding eligibility) contain policies and procedures to ensure protection of confidential information located in the schools.
Confidentiality Tips
Tips to help keep confidentiality from becoming a problem …
1. Be careful with whom you share information. Is that person directly involved with the student’s education?
2. Don’t point out or label students in public, outside of school, as “your students”.
3. If you are asked about your job avoid using specific names.
4. Suggest that questions about a student are best directed to the teacher or other school professionals.
5. Be careful not to distort, exaggerate, or confuse information.
6. Never use information about a student as gossip or as a joke.
7. Focus comments on the student’s strengths and be positive.
8. Be prepared to respond to questions. No matter who asks you a question about a student, if you don’t feel comfortable answering it…don’t. You can do this gently and politely. Be direct and honest with, “I’m sorry, I can’t say” and refer the person to someone else, such as the teacher.
Confidentially Speaking Scenarios
Read the following case situations. They describe a problem which may be encountered by a paraeducator. Indicate whether or not you think each is a “do” or “don’t”.
1. While in the teachers’ lounge with others present, you respond to a general education teacher’s question about the behavior of specific students with special needs.
2. You interject into a conversation taking place among teachers in the hallway that Lisa acts that way because she has autism.
3. You share information on the student’s school performance with the student’s coach from a community soccer association.
4. When a student asks about his own I.Q. score, you refer him to the school counselor.
5. While chatting with the physical therapist, you tell him/her that the father of one of your students has moved out and the boyfriend has moved into the home.
6. When asked by a mother in the grocery store about how her son is “doing” you respond with “John is progressing, you many want to call his teacher for more information”.
7. You allow a volunteer parent to enter information into a student’s cumulative files.
8. When questioned about a student’s disability, you offer to provide general written information on that particular disability.
9. A teacher asks you who the diapers are for and you simply say, “a student”.
Tangrams
Filler activity: Tangram Grades: K-10
History of the Tangram: A theory about tangrams is that the word tramgram comes from an obsolete English word meaning “puzzle” or “trinket”. Another, less likely theory is that a tile maker name Tan accidentally invented them when he dropped a tile and it broke into seven shapes. Another story, which later has proved to be a hoax was perpetuated by Sam Loyd in 1903. He wrote a book called The Eight Book of Tan. It told the story of the god Tan, who invented tangrams 4,000 years ago.
How To Play: Playing tangrams is as simple or as difficult as you want to make it. Sometimes the shapes come easily and other times it is more difficult. The way a student plays with the tangrams is only limited by their imagination. Thus making the tangram a great activity for those early finishers.
Classic play is for one player and is the most common way to play. The idea is to manipulate the tans to create a shape. All pieces must touch in at least one spot, lying flat with no overlapping. The student is to use all seven “tans”.
Tangram Activity: The tangram is called the “wisdom” puzzle. The instructions for playing tangrams are simple and very easy to understand. The objective of the puzzle is to form a figure using the tangram pieces. People find this seven-piece tangram puzzle fascinating because there are a large variety of ways of putting these pieces together.
Stories: Have the students construct a bird, a person, a shape or even a cat and then tell them to make up a story about the object they created.
To make your own tangram: Using the pattern on the following page, copy the tangram pattern(below) onto different colored heavy cardstock.
(When cut apart the results should be 7 pieces consisting of 5 triangles, a square and a rhomboid). The heavily darkened lines are the indicated pieces.
Laminate the cardstock before cutting the shapes apart.
Have students experiment making various shapes.
Make several sets and keep in baggies.
Suggestions to make: Christmas tree, goblet, arrow,
Tangram Pattern
[pic]
Additional Tangram Notes
If you want to purchase commercial tangrams they are available through several school supply companies or your local book stores. Ideally the substitute should have 3 or 4 sets to use with the early finisher..
If you choose to make you own tangrams here are some suggestions.
1. Copy tangrams onto different colors of heavy card stock.
2. Be sure the template sheet is flat against the copier, otherwise the shapes will be distorted and not fit together properly.
3. Laminate the sheets of printed card stock before cutting the shapes apart.
4. Take the copied, laminated sheets, along with a few extra pair of scissors to school with you and let the students, who finish early, cut them apart. Another option is to turn it into a class project. Have students cut them apart and then experiment making shapes while you read aloud from a good book.
5. Keep sets in sturdy zip-lock bags for storage and distribution.
6. If you really want to be creative, you could have the pieces cut from wood, sanded and either painted or painted with polyurethane.
Purchasing or making tangrams may seem like a lot of work, but they are a versatile tool that can be used for many activities, at any grade, level and are well worth the effort and area. These are great items for the GT student or your early finisher. You should have at least three sets in assorted colors in your sub pack.
Substitute Teacher Report
Substitute:_________________________________ Date:_______________________________
Phone #:____________________________________ Grade:____________________________
Permanent Teacher:______________________________________________________________
|Period |Notes Regarding lesson plans |Student Behavior Notes |
| | | |
|1 | | |
| | | |
|2 | | |
| | | |
|3 | | |
| | | |
|4 | | |
| | | |
|5 | | |
| | | |
|6 | | |
| | | |
|7 | | |
| | | |
|8 | | |
Additional notes
ESC12/form/February2006/SS-Substitute
Substitute Teacher Report
Substitute:_________________________________ Date:____________________________________
Phone #:____________________________________ Grade:__________________________________
Permanent Teacher:____________________________________________________________________
Notes on Lesson Plans:
Activities that I conducted:
Helpful Students:
Absent Students:
Notes to teacher:
................
................
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