Educational Psychological Foundations for

Teachers
November 3, 2015
Hawley Massel, Amanda High, Alyssa Winkelaar, Makinna
Pitcher

Presentation Link:
https://www.powtoon.com/online-presentation/bOOphjroLsD/ed-psych-finalproject/#/

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Potential Causes of Poor Behaviour for Substitutes
Substitute teachers can be a lifesaver in times of trouble for a teacher. Coming
into an unfamiliar classroom and taking over a lesson plan can be daunting for many
people, teachers and substitutes alike. However, many teachers do not think about how
this sudden change can impact students. In some cases, students may be uncomfortable
with new teachers in the classroom. This can stem from the fact that teachers have
developed interpersonal relationships with their students over a period of time. It can be
uncomfortable for students to suddenly have an adult in the room that they are unfamiliar
with instructing them on their learning. In preparation for potential substitute, teachers
could leave detailed lists of seating plans of students and for students who may suffer
from anxiety or authority issues an outline of expectations and strategies for preparation
for a substitute. This satisfies KSA no. 7 and the importance of implementing good
classroom management practices that can be continued on a day to day basis. Substitutes
could also elect students in the classroom to be their helper for the day. Having a
student helper can be beneficial to the substitute for aid in the classroom but also the
student can feel needed and validated and that they are helping their teacher and being
knowledgeable of classroom procedures. Having students be a part of this leadership role
can benefit the students so they are able to set an example for other students but also
ensure that they are checking in with what is expected of each of them.
It is crucial to understand that different students have different needs in the
classroom. Routines can be make or break for students. If the routine is out of order
students feel that disruption and it affects their work and can in turn disrupt the work of
their peers. It is important for both the teacher and the substitute teacher to acknowledge
that students can feel anxious in new situations. Anxiety can interfere with student
learning in that it detracts from a students ability to perform well. (Woolfolk et al) In the
case of a substitute teacher, students feel out of routine and then feel uncomfortable in
their learning. Regular teachers know the student and understand the different ways that
they learn and how to deal with the various factors that can detract from student learning.
This is when it is vital for students and teachers to help ensure there are strategies in
place for students to refer to when they are in a situation of a substitute teacher. This
helps reinforce the importance of self-regulated learners, as highlighted by Albert
Bandura (Woolfolk et al.) When students are self regulated, they are able to monitor their
own learning, regardless of the teacher at the front of the room. This can be demonstrated
by the check in and check out strategy for teachers and students, another classroom
management strategy (KSA 7). Students are able to self monitor their behaviour and
check in with their progress and presence in the classroom. This is not something that a
teacher can introduce to a student and expect them to understand right away. This is a
strategy that needs to be practiced constantly so students are able engage in self
regulation even without the guidance of a their regular teacher. While students are likely
still uncomfortable with change in routine, they are able to understand that their role as
students is to participate in the classroom and be a positive learner in their classroom
environment.
Teachers need to have a set of expectations and potential consequences for
students in their classroom when they are not around. For many students there can be a
sort of idea when the teacher is away, regular rules do not apply for that particular day.
This correlates with Banduras social learning theory in which behaviour was modelled

3
by others and reinforced or punished depending on the behaviour. Teachers do not
necessarily need to make an example of students who misbehave but rather they need to
acknowledge the behaviour and deal with it accordingly. Other students can see the
reaction of the teacher to the adverse behaviour and realize that just because the teacher is
not present does not mean that they are not going to pretend that bad behaviour does not
happen in the classroom. This classroom climate and structure is beneficial to the
students in that it helps to define the expectations that a teacher has for their students and
help reinforce positive behaviour and minimize detrimental behaviour when a teacher is
not around.
While is seems like an extra amount of work, it is beneficial for teachers to have
set expectations for their students and procedures for students on days when there will be
substitutes in the classroom. When possible teachers should inform their students about
days when there will be a substitute in the classroom. While it is not always possible for
teachers to always be able to inform their students of substitutes it is important that
students understand that their teacher cares enough about them to inform them that there
will be a disruption in the regular classroom routine. This helps to satisfy KSA no.8 and
the importance of building relationships with students that help to enhance learning so
they feel safe and respected.
This allows for students who potentially feel anxious in this particular situation to
mentally and physically prepare for a new leader in the classroom.
Providing engaging activities and lessons for a substitute teacher to take over can
also help eliminate poor behaviour from students. When the students are excited about
what they are learning it is easier to keep them on task and focused on their work.
Ensuring that the substitute is aware of what is happening with the class enables them to
help guide student learning in a beneficial way. When the substitute teacher is fully
engaged in the classroom, the students can then feel more comfortable with them, helping
to minimize the anxiety that may have been previously felt.
Acting out and poor behaviour could also not have any underlying issues other
than a student feels that they have a free pass when their regular teacher is away. It
could be nothing more than testing a substitutes patience and power in a classroom.
While this is no excuse, it is something that is a reality for many students. It is vital that
the teacher ensures that there are expectations of each student when a substitute is present
and that if there are any reports of poor behaviour for any reason that the teacher does a
follow up with each student to ensure that this behaviour does not happen again and that
this is not something that is acceptable for a student. That being said, it is crucial that the
regular teacher reinforces positive behaviour by the students so they are acknowledged in
a positive way. It is just as important, if not more important to reward good behaviour for
the students.
References
th

Perry, N., Winne, P.H., & Woolfolk, A. (2013). Educational Psychology (6 ed). Upper Saddle
River, NJ: Pearson.

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Action Plan
Goal: Students will be expected to understand specific
classroom rules and expectations of their behaviour
established by the classroom teacher for when a substitute
teacher is present.
1) Recognize students needs for reminders of
appropriate behaviour
All students act differently when a substitute teacher is
present in the classroom. It is important, as teachers, to
recognize the different needs of students in regards to being
reminded about proper behaviour with a substitute teacher
(Perry et al., 2013). Some students may need one-to-one
personal assistance in order for them to facilitate proper
behaviour in the classroom. Special attention needs to be
given especially when a substitute teacher will be the leader
in the classroom. Other students may require frequent
reminders from their teacher of proper behaviour, especially
with substitute teachers. Some students do not require
frequent reminds to exhibit proper behaviour, but only on
occasion. These students generally are good role models for
other students who need to be reminded frequently about
what is expected of them in terms of behaviour
(http://www.learnalberta.ca/content/insp/html/substitute_teachers.html).
2) Develop a substitute teacher plan at the beginning of
the school year.
Have a plan ready for a substitute teacher, and keep their
plan in your desk at all times just in case of unplanned
absences. Have this plan contain class schedules and seating
plans. It should also identify students who need specific
assistance (Perry et al., 2013). Make sure the plan is always
updated, especially in regards to information about particular
students as they progress through the school year. If there is a
planned absence, provide a very detailed and clear plan for
the substitute teacher. Include details such as lesson plans
and activities that students are familiar and comfortable with
(http://www.learnalberta.ca/content/insp/html/substitute_teachers.html).
3) Communicating clear expectations with students about
behaviour prior to having a substitute come into the
classroom
The first thing a teacher can do to change students attitude
toward substitute teachers is by referring to them as guest
teachers. This may help your students understand that they

5
are a guest in your classroom and they must be welcomed in
and treated with a respect, as they would any other guest.
Since the substitute teacher is a guest in the classroom, they
will need some guidance and help by the students. Establish
student volunteers who can help the substitute teacher with
specific tasks. For example, having a specific student hand
out materials as part of the daily routine. For the sake of the
substitute, post a chart of student volunteers and their tasks,
just to avoid any confusion
(http://www.learnalberta.ca/content/insp/html/substitute_teachers.html).
4) Apply targeted strategies for specific students
There are a number of strategies you can apply to help
specific students model good behaviour when a substitute
teacher is leading the classroom. When preparing students for
a substitute teacher, pair specific students with peers who can
provide them with positive role models of behaviour (Perry et
al., 2013). Use a check in/check out strategy for individual
students who find it difficult having a substitute teacher.
Students will check in with their classroom teacher before the
substitute comes in and commit to particular rules that
promote good behaviour. Once the classroom teacher returns,
students will report back to the teacher to see how their day
went with the substitute teacher
(http://www.learnalberta.ca/content/insp/html/substitute_teachers.html). For
students who often act out and have a difficult time with
substitute teachers, consider having them develop selfmonitoring strategies to keep track of and reflect upon their
behaviour when a substitute teacher is leading the class
(Perry et al., 2013). Lastly, create checklists of behavioural
expectations that students can carry with them so they are
constantly reminded of what is expected of them and their
behaviour when a substitute teacher is present.
5) Ask for feedback from the substitute teacher after they
lead your class.
After you receive this feedback, be sure to share it with your
class as well. Acknowledge the positive behaviour of
individual students, groups of students, and/or the whole class
(http://www.learnalberta.ca/content/insp/html/substitute_teachers.html).
Celebrate this positive behaviour when appropriate. This
makes these students good role models for other students
who had poor behaviour with the substitute teacher (Perry et
al., 2013).
Reflection

6
Teachers need to take a tactful approach so students can see this
plan of action in a positive manner. It is important to establish
behavioural expectations when there is a substitute teacher at the
beginning of the school year. If a teacher establishes that this is the
behaviour expected of his or her students immediately, there will be no
question of how students are supposed to behave when they have a
substitute teacher. This plan of action will seem reasonable to students
because they know what is expected of them. If a teacher is untactful
and does not establish these expectations, students may feel like
having a substitute teacher is an excuse to act poorly and exhibit
negative behaviour. If behavioural expectations are not established
(i.e. lack of classroom management), this plan of action will seem like a
joke to students and they will react negatively, which will usually result
in that negativity being taken out on the substitute teacher.
When the classroom teacher emphasizes the fact that substitute
teachers are guests, this can change the classroom climate in their
presence. Students are more likely to act respectful and welcoming to
this guest in their classroom, and they may be more willing to help the
substitute teacher with daily routines. Also, if the classroom teacher
has prepared for the substitute a plan that includes classroom rules
and consequences, students are less likely to act out because they
know that their actions with a substitute teacher will have the same
consequences as with their classroom teacher. This shows the
importance of not only the substitute teacher knowing this action plan,
but the students as well. Students will know before a substitute comes
into their classroom what is expected of them in terms of behaviour,
how the substitute is to be treated, and consequences of their actions
(because the substitute teacher will report back to the classroom
teacher). Some details of the action plan, however, need to be kept
just between the classroom teacher and the substitute teacher. These
include individual student progress and need.
References
Perry,N.,Winne,P.H.,&Woolfolk,A.(2013).EducationalPsychology(6thed).Upper
SaddleRiver,NJ:Pearson.
SupportingBehaviourandParticipationofAllStudents:Substituteteachers.(n.d.).
RetrievedNovember1,2015from
http://www.learnalberta.ca/content/insp/html/substitute_teachers.html.

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,
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berta.ca/content/ie
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Eachofthesestrategieshelpsfacilitatestudentsthatexperiencedifficultieswhen
asubstituteteacherisintheclassroom.Thesestrategiescanbeappliedtoallgradelevels.
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andtheclassroomforasubstituteteacherisintegraltoasuccessfulexperiencefor

8
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.