Working with Students who misbehave for

Substitute Teachers

Billy is a sixth-grade student who, under anticipated and routine days, shows
no problem behaviors and will often sit quietly and stay on task. However,
when a substitute teacher is introduced into the classroom, Billy shows
significant problem-behaviors, often causing larger disruptions for the entire
class.
Step One: Universal Supports (to help everyone have a positive
experience)
Have clear expectations about behavior before the substitute teacher
comes in
Use the term guest teacher to indicate the welcoming tone that
should be present.
Designate student helpers that have specific tasks when there
substitute teacher
Have a substitute teacher plan already developed containing
schedules, seating plans, regular classroom rules and other specific
pertinent information about support plans.
Have engaging, manageable learning activities planned that students
are already familiar with.
Have the substitute teacher provide feedback. Share this feedback with
the students, including specific desired behaviors that were

Step Two: Targeted Supports (for

Social stories are simple stories

students who have more specific needs,
that describe a social situation
such as Billy)
and how the student is expected
Pair students with positive peer
to behavior in that situation.
models
The checkout/check in strategy can
Develop a personalized visual
help students successfully manage lesschecklist to reinforce behavior
structured activities
(such(for
as substitute
Step Three: Specialized
Support
expectations specific to substitute
Please visit
teachers
in
the
classroom)
the
students with more extreme needs than Billy)wherein
teachers.
http://www.learnal
and student
and
establish
berta.ca/content/ie
1:1 support teacher
may be necessary
tomeet
facilitate
social
Develop and review social
ptlibrary/
expectations
before
an
activity
interactions between certain students and and for
stories
elaboration and
substitute
teachers. Students
with encourage
sensory,
Self-monitoring
strategies
students
more excellent
physical,
cognitive,
or
behavioral
needs
may
to collect, record, and reflect on information
resources on
require
moretheir
individualized
interventions.
with
about
own behaviors.
Here isdealing
an example
of
what that could look like:

Eachofthesestrategieshelpsfacilitatestudentsthatexperiencedifficultieswhen
asubstituteteacherisintheclassroom.Thesestrategiescanbeappliedtoallgradelevels.
Theuniversalsupportsarebeneficial,regardlessofthegradelevel.Preparingstudents
andtheclassroomforasubstituteteacherisintegraltoasuccessfulexperiencefor

everyone(teacher,students,andsubstituteteacher).Thetargetedsupportsarealso
applicabletoeverygrade.Thesesupportswould,however,requireacertainamountof
variationdependingontheindividualneedsofthestudent.Forexample,the
checkout/checkinstrategywouldusethesameprincipleofhavingaprivateconversation
withtheteacherbeforethesubstitutecomesintotheclassroomtosetexpectationsand
afterwardstoseeiftheseexpectationsweremet,however,theconversationsmaylook
differentdependingontheage/abilitiesofthestudents.
Theexpectationsforeachstudentcouldbemorebasicormorecomplicated.
Usingyourinstinctsasateacherwillhelptoevaluatehowtoadaptthesestrategiesto
meettheneedsoftheindividualstudents.Thespecializedsupportscanalsobeappliedto
eachgradelevel.Regardlessofthegrade,ifastudentisunabletodemonstrate
appropriatebehaviourswhenasubstituteteacherisintheclassroom,1:1supportsand
differentiatedassignmentsmaybenecessary.

KSA#

Explanation
Howcontextualvariableaffectteachingandlearning.Knowhowtoanalyzeandrespondto
manyvariablesatoncebymakingreasoneddecisionsaboutteachingandstudentlearning.

ThestructureoftheAlbertaEducationSystem.Knowtherolesandresponsibilities,howthey
arecommunicated,enforcedandheldaccountable,theexpectationsundertheCertification
ofTeachersReg.A.R.261/90asamendedandtheirschoolauthoritysteachersevaluation
policy.
Studentsneedforphysical,social,culturalandpsychologicalsecurity.Knowhowtoengage
studentsincreatingeffectiveclassroomroutines.Knowhowandwhentoapplyavarietyof
managementstrategies,inkeepingwiththesituation,thatprovideforminimaldisruptionsto
learning.
Importanceofrespectingstudentshumandignity.Knowhowtoestablish,withdifferent
students,professionalrelationshipsthatarecharacterizedbymutualrespect,trust,and
harmony.

15

Theimportanceofcareerlonglearning.Knowstrategiestoindependentlyandcollegially,
enhanceandmaintainthequalityofyourschooltobenefitofstudents,parents,community,
andcolleagues.

2
7

UsingthesestrategieswillhelptomeetKSAs#1,2,7,8,15.
References:
Perry,N.,Winne,P.H.,&Woolfolk,A.(2013).EducationalPsychology(6thed).UpperSaddleRiver,NJ:
Pearson.
SupportingBehaviourandParticipationofAllStudents:Substituteteachers.(n.d.).RetrievedNovember1,
2015fromhttp://www.learnalberta.ca/content/insp/html/substitute_teachers.html.