They loved our instructors, gaining practical skills, and learning from their peers! Overall, they feel more prepared to make a difference in the classroom.

What is Foundations Training?

Foundations Training is where every TeachStart Fellow’s journey begins. This 5-day intensive helps Fellows build the skills and mindsets to create safe, welcoming classrooms.

Led by expert facilitators, the training is interactive and hands-on, with plenty of small group activities to work through real-world situations. At the end of the week, Fellows present a demo lesson, putting everything they’ve learned into action.

What’s TeachStart?

TeachStart is your paid pathway to becoming a lead credentialed teacher. As a TeachStart Fellow, you’ll earn a full-time salary and benefits, all while working towards your teaching career.

Without further ado, let’s hear their thoughts!

Learning in community

Fellows loved building strong connections with other teachers in their cohort. Sharing experiences, ideas, and feedback with peers creates a supportive environment where everyone grows together.

“I loved meeting the community of fellow teachers and having the same group throughout the week. Because of how familiar I became with the group, I felt more comfortable to participate and engage–especially with the demo teach.” -Los Angeles Sub, 22F, September 2024 cohort

“I love the collaboration aspect. There are so many trainings that don’t allow you to talk to a group about the content. Sharing your experiences and ideas with a group is valuable because you get to learn from each other.” -Los Angeles Sub, 27M, August 2024 cohort

“What I liked the most about Foundations Training was that I was able to formulate an example script and present it whilst also receiving feedback on some things that I may not have picked up on that could have been a possible detriment.” -Sacramento Sub,  23 M, July 2024 cohort

Practicing with purpose

Deliberate practice makes perfect! Fellows got to apply and refine everything they learned and work towards delivering a masterful final demo lesson.

“I enjoyed the opportunity to practice everything that we learned, because it is one thing to read and hear about it and another to put it into action.” -Los Angeles Sub, 22M, July 2024 cohort

“I like how everything we learned built towards our demo teaching. There was purpose to creating and revising our script. I wish I had something like this before my first time in the classroom as a substitute. I would’ve felt much more prepared if I had these strategies and techniques to succeed.” -Los Angeles Sub,  26F, July 2024 cohort

“I loved that the week was constantly geared towards improvement and reflection with lots of avenues to generate that outcome!” -Phoenix Sub, 24M, September 2024 cohort

Practical tools for first-time teachers

Fellows leave Foundations Training with a toolkit of strategies they can use from day one. Here are some tools they found useful.

“I enjoyed the opportunity to practice elevator pitches and lesson introductions.” -Los Angeles Sub, 29M, August 2024 cohort

“I learned so much about engagement and directional strategies. The practice and scrimmage set me up for a good start.” -San Francisco Sub, 41M, September 2024 cohort

“So many practical skills! My toolkit is filled to the brim. Classroom management was something I worried about the most, but now I’m feeling so much better than I was at the beginning of the week.” -Phoenix Sub, 36F, July 2024 cohort

“I liked working on a script that follows the ‘anatomy of a lesson plan’ that we can build off of in the future.” -Philadelphia Sub, October 2024 cohort

Expert instructors

Our instructors know their stuff—and it shows. Educators valued their energy, expertise, and ability to model techniques so well.

“The facilitators were so kind, patient, and informative.” -Los Angeles Sub, 22F, September 2024 cohort

“I really enjoyed my facilitator Autumn. Her teaching style is definitely a style I am going to try to mimic in my teaching.” -Los Angeles Sub, 24M, September 2024 cohort

“I enjoyed both facilitators, Cristian and Denise, for creating a most relaxing atmosphere on zoom.” -Los Angeles Sub, 60F, August 2024 cohort

“I liked the camaraderie among the Fellows and the facilitators. Everyone was very welcoming and supportive. I felt like I could ask questions openly.” -Los Angeles Sub, 48F, July 2024 cohort

A safe space to learn

We’re thankful our instructors and attendees cultivated a safe space to learn and not fear mistakes!

“It overall felt like a safe and nurturing learning environment to be a part of.” -Los Angeles Sub, 22M, July 2024 cohort

“Everyone was so nice. We’re all fish out of water in this scenario and it was very comfortable. I liked that we were checked in on at the end and given tips on how to improve. It was very thoughtful.” -Los Angeles Sub, 45M, July 2024 cohort

Equity-focused, culturally responsive teaching

Educators enjoyed learning how to support diverse learners and teach in a way that supports every student’s growth.

“Implicit bias is everywhere, and discussing what those are and how to navigate them helped me realize I have much more learning to do. This training was so hands-on and informative in such a short time, I haven’t experienced training like it before.” -Las Vegas Sub, 24F

“The training taught me to have multiple options when engaging with students. It shared ways that they may be more comfortable when it comes to learning.

It also taught that we will be facing challenges together, but how we navigate them is what’s most important when it comes to being an advocate for these kids. I learned tools to better handle classroom situations.“ -Mentone Paraprofessional, 26F

*These quotes aren’t from TeachStart Fellows, but Scoot subs who have completed similar training sessions outside of the TeachStart program. All training sessions are designed and quality-checked by our Global Head of Learning & Development, Naama Wrightman.

Final Thoughts

From hands-on practice to supportive instructors and cohort mates, it’s easy to see why Fellows loved their training. We’re proud to know they’re stepping into classrooms inspired, prepared, and ready to make a difference every day.

If you want to teach with a company that prioritizes your professional growth and gives you the flexibility to create your own work schedule, apply to Scoot!

If you’re interested in becoming a full-time teacher in less time and cost than traditional pathways, sign up to receive info emails from TeachStart.

Sign up for more info

Our TeachStart Fellows are the first among our educators to access training on this platform. We’re excited to make teacher training an even smoother, accessible experience for our educators, starting with the Spring 2025 cohort of TeachStart Fellows.

In this blog, we’ll introduce:

• What is Foundations Training?
• The benefits of Foundations Training
• What is Growth Hub?

What is Foundations Training?

Before we can explain what Foundations Training is, we have to explain our lead teacher credentialing program, TeachStart.

What is TeachStart?

TeachStart is your paid pathway to becoming a lead credentialed teacher. As a TeachStart Fellow, you’ll earn a full-time salary and benefits, all while working towards your teaching career.

What is Foundations Training?

TeachStart Fellows kick off the program by attending a 5-day intensive called Foundations Training.

Foundations Training is designed to help new substitute teachers develop the mindsets and skills needed to create safe, welcoming classrooms.

It’s facilitator-led and synchronous with multiple small group activities that require educators to collaborate through tough, real-world classroom situations.

Fellows learn crucial skills in four key areas: classroom culture & management, supporting diverse learners, lesson internalization and implementation, mindsets and self-advocacy.

The benefits of Foundations Training

Becoming a new teacher doesn’t have to be a lonely, scary experience. We created Foundations Training to provide our educators a safe space to learn and practice vital lead teacher skills in community with other educators in the same boat!

The benefits of the program include:

1. Hands-on practice

Most other substitute training programs are very resource-heavy, lecture-based, and asynchronous, leaving subs to train themselves. This falls short of adequately preparing subs for handling classroom routines and inevitable challenges.

All Foundations Training sessions are both lecture- and practice-based. This ensures that educators get to quickly apply what is taught and receive immediate feedback from other educators in the session. We do this in a couple of formats:

1. Practice-based. Script & practice delivery with a partner or in small groups. Provide feedback to each other.
2. Immediate feedback. Get quick, structured feedback from other educators who are learning alongside you and the expert facilitator.
3. Discussion-based. Discuss observations about case studies. Brainstorm how to respond to scenarios in small groups.
4. Reflection questions. Answer content-related & self-reflection type questions.

When it comes time to sub for a classroom. Success comes from practicing out-loud and in-front of others. Preparing to teach a lesson in 10 minutes, introducing yourself to the kids, or responding to student behavior all require that scenario- and practice-based learning in community with other active educators.

2. Learning in community

One of the best parts of Foundations Training is learning alongside other new substitute teachers. Over the five days, you’ll join the same cohort of TeachStart Fellows on Zoom, building connections and sharing experiences as you grow together. Substitute teaching can feel isolating at times, but this training helps create a sense of community right from the start.

Through small group breakout rooms, you’ll practice skills like setting clear expectations using the B.O.S.S. criteria and giving feedback with “one grow and one glow.” You’ll get to role-play classroom scenarios, sharpen your scripts, and learn from your peers’ perspectives.

This collaborative model not only makes the training more interactive and engaging but also helps you build lasting relationships with fellow aspiring teachers. You’ll leave with fresh ideas, practical strategies, and a supportive network of peers to lean on as you begin your teaching journey.

3. Expert instructors

Our instructors are former education leaders who are passionate about training up teacher-leaders. They’ve spent years coaching new teachers on effective strategies for supporting diverse learners.

They facilitate a fun, safe Zoom environment where Fellows feel comfortable asking questions and receiving feedback.

Our instructors also teach with a wealth of classroom and curriculum experience. This allows them to share real-life examples, model teaching methods, and give practical feedback to our educators.

Their relatability and wisdom helps educators feel understood and ready to navigate their teaching assignments.

4. Equity-focused, culturally responsive teaching

All of our courses are designed to equip educators with culturally responsive teaching mindsets and skills to create inclusive classrooms that support student learning and social-emotional development.

How do we do this? We share:

• Research-based key takeaways. Teachers read quotes and principles from these neuroscientists, psychologists, and teacher educator authors.
  • Dr. Cheryl Staats research paper “Understanding Implicit Bias: What Educators Should Know” (2016)
  • Zaretta Hammond’s book Culturally Responsive Teaching and the Brain (2015)
  • Dr. Haim Ginott’s book Between Parent and Child (1965)
• Universal Design for Learning (UDL) framework and strategies.
  • Teachers learn to welcome and engage students’ various interests and identities, especially when it comes to race/ethnicity, culture, gender, language, and disability.
  • Teachers make sure information is equally perceptible to all students. This includes using diverse sensory modalities and perspectives.

• Self-reflection exercises. Teachers reflect and practice mindfulness by discussing in breakout rooms the following sorts of questions:
  • What aspects of culture might impact how I show up in the classroom and how I interact with students?
  • Share the specific strategies that you identified for welcoming interests and identities of varied learners.

Our training is designed to help educators discover and develop the skills to be more self-aware and self-regulate. Whether it comes down to giving instructions or de-escalating a crisis, a teacher can help a student feel more humanized and equally supported in their learning.

What is Growth Hub?

Growth Hub is our new learning platform for all Scoot and TeachStart educators. Educators can now log in to a single profile to review previously enrolled training and resources. They can also earn badges and digital certificates to share their achievements!

We’re excited to shout out Foundations Training, this unique opportunity for TeachStart Fellows to train alongside a community of teachers and expert instructors. And for Growth Hub to only enhance their learning experience further. Cheers to the future of TeachStart’s teacher leaders!

Dan Morgan, a retired military veteran with an impressive background in teaching abroad and public administration, has spent the past two years as a substitute teacher with Scoot Education in San Antonio & Austin, Texas. We honored him for having the most subbed days out of the whole state of Texas! His dedication to student learning inspires us all.

We sat down with him to hear about his journey, his experiences with Scoot, and his advice for new substitutes!

1. What grades and subjects do you usually teach with Scoot?

I’ve had the chance to teach almost every grade, from pre-K through high school. I’m certified in special education and math, but I teach everything from math and science to English Language Arts. My passion is definitely math, but I love stepping into any role and helping students wherever I’m needed.

2. Why did you start substitute teaching?

I actually found my passion for teaching while working abroad! I was a contractor for the State Department in Ukraine and noticed how driven their young people were. Many were trilingual and would approach me to practice English, often asking, “How can I get to the United States?”

When I returned to the U.S., I wanted to help our young people prepare for the global job market. Today’s opportunities are worldwide, and I wanted to empower students to succeed in that arena. Bringing my experiences to high school students has been incredibly rewarding.

3. What is your favorite thing about being a Scoot substitute? 

Scoot feels like family. I remember last year when a couple of Scoot consultants visited my campus. Even though I never met them in person, they immediately recognized me. It was like family showing up to check on you, which felt really special. 

Scoot really cares about your well-being. I’m willing to travel hour-long commutes to assignments because I know I’m supported. I was even honored by the region for having the most substitute days last year—something I didn’t even realize!

It means a lot to work for a company that recognizes your hard work and genuinely cares. It motivates me to give my best effort every day.

I love how they’ve grown in my region, too! When I started, Scoot worked mostly with a couple of charter schools, but now I see them on campuses all over. It feels good to work for a company that’s expanding and creating opportunities for subs like me.

4. Do you have a memorable moment from your time with Scoot?

One of my favorite moments happened at the school where I first started teaching. I was thrilled to return and run into former colleagues there.

But the most exciting part was seeing three of my former students who are now teaching themselves—one of whom is a coworker at my current campus!

Seeing their growth from eighth graders to working adults is incredibly rewarding. It feels like I had a hand in their journey.

5. What advice would you give to someone new to substitute teaching?

Classroom management is key. Without it, students won’t do the academic work.

Establish your expectations early on, and don’t be afraid to be firm when needed. When you step into a classroom as a sub, students are naturally going to test the boundaries.

Also, every school has its own views on managing student behavior. If you have a campus that has good support for subs, you’ll have an easier time. But just make it clear that you’re in charge and stay positive.

6. If you could describe Scoot Education in one word, what would it be?

Satisfying. I really appreciate the way Scoot supports its substitutes, and that keeps me coming back. Whether it’s the friendly check-ins from the team or just knowing that Scoot genuinely cares about our well-being, it feels good to work for a company that puts people first.

Dan’s story shows how impactful substitute teachers can be in students’ lives. We’re so grateful for the positivity and dedication he brings to classrooms across Texas. Thank you, Dan, for being such an inspiring part of the Scoot family!

This interview has been edited for brevity and clarity.

Want to sub with us?

If you’re a current sub or someone looking for hands-on teaching experience, apply to Scoot Education! We’re an educational staffing company helping to create exceptional experiences in education.

As a Scoot sub, you’ll get 1-on-1 support through a personal education consultant, connect with job opportunities that are aligned to your needs and market leading pay.

Apply now

There isn’t one golden answer to ace your substitute teacher interview, but the best advice is to be authentic and keep these best practices in mind.

These best practices are for interviewing with an agency like Scoot Education! But if you apply directly to a school, these tips will help you too.

Before the teacher interview

1) Get to know your agency

Showing an understanding of your interviewer helps you stand out. By doing some preliminary research, you can consider your fit with your agency and come up with any questions to ask in your interview.

If you’re interviewing with Scoot Education, then be prepared to know why you want to start teaching. Our mission is to help create exceptional experiences in education, so we look for educators with the same values. You can learn more about our story and what we do on our website and social media.

2) Practice makes perfect

Once you find your talking points and questions to ask – practice, practice, practice! Grab a friend, family member, or another educator you know to practice interviewing with.

Like with any job interview, you want to be prepared to speak to your teaching experiences in clear and concise ways. Share your examples with someone and ask for feedback.

Interview day

1) Dress appropriately

It’s better to be too formal than to be too casual. A good rule of thumb is to dress to impress. It’s important to show the agency that you take this interview seriously.

Here are a few guidelines for what to wear to your substitute teacher interview:

• Clean, wrinkle-free smart casual clothes
• Avoid jeans or skirts that rise above the knee
• Closed-toe shoes. Heels and flats are also acceptable.

If you’re attending an online interview, make sure to appear clean and professional on camera. Also make sure that your video and audio equipment work.

2) Sell yourself

This is where you can really shine in your interview. Be prepared to discuss how your strengths are assets and how you manage your areas for growth.

Be confident and show the interviewers who you are both inside and outside of the classroom. Have a few specific examples from your teaching to share.

Here are some common substitute interview questions to be prepared for:

• Why do you want to become a substitute teacher?
• What grade levels do you prefer teaching?
• Describe your teaching experience or style.
• What would you do if a teacher didn’t leave the plan for you?
• How would you handle a student who doesn’t follow the rules?
• How do you keep students engaged?

Refer to this cheatsheet to learn what interviewers are looking for.

3) Communicate effectively

You want to ensure that you are providing a positive first impression. Here are some tips to follow during your interview:

• Maintain eye contact
• Don’t forget to smile
• Speak in a relaxed, professional manner
• Clearly articulate your answers and try not to use filler words such as “um” or “like”
• Make sure your body language is casual. Don’t fidget or use too many hand gestures.

4) Ask questions

Once the interviewers are finished asking you their questions, you will have the opportunity to ask questions about the position, process, and/or the agency.

Make sure you have a few questions ready to show your preparedness/interest in the position. As the interview progresses, take notes and add questions to your list. Here are popular questions to ask at a teacher interview:

• What are some characteristics of successful teachers?
• What do educators love about working with you?
• What are the main challenges associated with this position?

Ready to become a substitute educator?

Now that you know how to ace your teacher interview, take these skills whether you’re applying with a school or a staffing company like Scoot Education. We want to support you throughout your application process and beyond.

Subbing with Scoot means access to more opportunities, more school districts, and more excitement! Go for it!

Many love substitute teaching because it gives them full control over their work lives. Substitute teaching means that you work where you want and when you want, and you never have to worry about working off the clock!

If this sounds appealing to you, then substitute teaching might be right for you! Keep reading to find out about all the special benefits of becoming a substitute teacher and why you should become an educator today.

1) Choose when and where you work

Arguably, one of the greatest benefits of substitute teaching is that you can choose when and where you want to work. This means you can make your work schedule fit your lifestyle, instead of the other way around.

When to work

Many substitute teachers choose to work part-time. As a part-time sub, you can turn down placements on days that you don’t want to work or have another job you need to be at.

On the other hand, some people choose to become long-term substitutes. These subs take over a class for a long period of time while the regular teacher is out. Some long-term substitute teachers can be in a classroom for the entire school year, depending on the regular teacher’s situation.

If you can’t decide on which option sounds best, start with part-time substitute teaching! Once you gain teaching experience and learn how to tackle common sub problems, you can then choose to continue part-time subbing or transition into a full-time position.

What other job has such flexibility?

Where to work

Substitute teachers are in high demand all around the country and it’s guaranteed that your local schools and school districts need substitutes now. Want to sub at a different school every day? You can do that!

If there’s a school you love, you could choose to sub only there. And if there’s a school you just didn’t enjoy being at, no need to ever go back.

Flexibility is best

Substitute teachers have flexible schedules that allow subs the freedom to balance other obligations they may have outside of teaching. If you’re a yoga instructor, actor/actress, writer or a stay-at-home parent looking for an engaging and purposeful way to make a secondary income, substitute teaching is a great avenue!

Scoot educators love the flexibility they have in their schedule, along with the adventure that comes with every new day of teaching.

And if you sub with Scoot Education, you’ll have access to our app Scoot2Work. This app allows you to customize your own schedule, down to the hour! If you mark yourself as unavailable, we’ll know to leave you alone until you change your status.

To make things even better, we have no availability minimum so you can work as much or as little as you’d like! Substitute teaching can be whatever you make of it!

2) Don’t worry about lesson planning or grading

Unless you’re a long-term sub, you won’t be asked to create lesson plans or grade papers. This means that once your day is over, it’s truly over.

Subbing part-time

While full-time teachers and long-term substitute teachers typically have to create exciting lesson plans weeks in advance and correct the work their students submit, you won’t have to if you work part-time.

There might be a rare occasion where a teacher will ask you to grade a few assignments but you’ll be given thorough instructions on how to do it.

Interested in lesson planning and grading?

If planning lessons for the days to come and helping students with their homework sounds exciting, then you should look into long term sub jobs! As a long-term substitute teacher, you’ll get to see more of the behind-the-scenes work that full-time teachers do.

And if getting your own classroom and teaching full-time sounds more appealing, consider joining TeachStart! TeachStart is a ground-breaking teacher academy that prepares you for success in the classroom while getting your teaching credential, all without high fees!

3) Regularly meet new people

As a substitute teacher, you’ll have the chance to meet new people with every assignment you get.

This is a great time to network with other teachers! Once you build relationships with all the teachers around you, you can learn from them and their teaching experience.

You can also reach out to them when you need guidance or support as an educator. Just like any career, teaching comes with difficulties. Having a great support system of people who understand what you’re going through is essential for succeeding in this field.The best part of being a Scoot sub is that you have your own education consultant who you can call for support!

4) Learn something new

Your students aren’t the only ones learning new things every day! As a substitute, you’ll learn about your teaching style and preferences.

Which subjects do you like subbing for best? What class activities do you think are the most fun to go over with the class? How do you respond to challenging student behavior? You’ll get an in-depth look into your unique teaching style the more you teach!

You’ll also learn how your caring and compassionate presence in the classroom can excite students. Nothing feels better than walking into a classroom you’ve subbed for in the past and hearing the students’ excitement!

Learn transferable skills

If you’re looking to gain teaching experience or just want a part-time job to earn extra money, subbing can help you learn vital professional skills that you can bring to any career.

Public speaking

While teaching a lesson, you’ll learn how to manage a large group while strengthening your public speaking skills. Watch as your comfort in front of a crowd increases the more you sub!

Strong public speaking skills are essential for any workplace – not just education.

Time management

Since you’ll often be given a lesson plan to follow as a substitute teacher, you’ll learn essential time management skills as you keep your students on track. You’ll have to keep an eye on the clock while getting your students where they need to be academically.

Thinking creatively

Unfortunately, there will be times when a teacher will not leave detailed instructions for the day. Or maybe your students finish all their work early. These are the days you’ll have to think on your feet and be creative with extra assignments and activities!

It is times like these that will teach you important problem-solving skills that will be essential for any job you enter in the future.

You’ll never have a boring day

Substitute teaching gives you valuable experience that can be transferred to any profession, not just education. Every day is an exciting adventure when you learn something new!

5) Change students’ lives

The most valued substitute teachers are the ones who help continue students’ learning, even when the teacher is not there. Even if you’re only in a class for one day, you can still make a difference and your support helps keep students on track in their academic goals.

Substitute teaching is also a way to impart your knowledge and experience to curious students. You bring a fresh and new perspective to the classroom that students greatly appreciate.

You can inspire your students to get their Bachelor’s degree or find a job that they love!

Become a substitute teacher and continue to inspire all the students you meet, regardless of their age and grade level.

Ready to become a substitute teacher?

Are you ready to become a sub and change lives? Then you’re in the right place!

Requirements to be a substitute teacher

The requirements of becoming a sub vary depending on the state and even the school district! They all have a minimum education requirement, whether it is a high school diploma or Bachelor’s degree. You may also be asked to pay for a background check.

Read about the different requirements for locations we operate in: California | Arizona | Texas | Colorado | New Jersey | Florida | Nevada | Louisiana | Washington, D.C.

We understand that navigating these requirements can be confusing, which is why we make it easy to become a sub with Scoot Education!

Our only requirements are:

• A minimum education requirement that varies depending on your location
• 3 professional references, including at least one supervisor
• A completed Scoot application form
• You’ll also have to get a criminal history background check but keep your receipt – Scoot will reimburse this fee!

Teaching with an agency can make your life easier

At Scoot, we want to make sure that you’ll feel completely supported in your influential work as a substitute teacher. In addition to getting reimbursed for the background check fee, you’ll also:

• Have access to your own Scoot consultant, an experienced expert who can answer all your questions. Whether you need help becoming a substitute or need advice when teaching, your Scoot consultant has your back!
• Get exclusive access to Scoot Camp, our comprehensive classroom management resource that helps educators feel prepared for success in the classroom. This free professional development resource covers three important subjects:
  • Behavior management
  • Special education
  • Trauma-informed teaching
• Be in full control over your schedule with our app Scoot2Work. We have no availability minimum so you can work as much or as little as you want!
• Get paid weekly on Friday via direct deposit. Get money sent straight to your bank account!

Substitute teachers are in high demand around the country. If you want to start working immediately, then substitute teaching is the job for you!

Apply to substitute teach with Scoot Education and you can start subbing with flexible hours, great perks, and incredible people!

Apply Now

To prepare our subs and paraprofessionals for teaching in a special education setting, we’ve compiled 8 tips on how to support students with special needs.

Table of contents

What counts as a learning disability?

Strategies for teaching

• Keep your directions short and concise
• Provide multisensory instruction
• Chunk tasks
• Get attention using nonverbal and verbal cues
• Use positive reinforcement

Special tips for substitute teachers

• Review the teacher’s notes
• Ask about accommodations
• Ask your students

Your work as a SpEd sub or paraprofessional leaves a lasting and immeasurable mark on students.

What counts as a learning disability?

A learning disability is any challenge with using or understanding spoken or written language, doing math, or directing attention.

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To quote our Scoot paraprofessional, Aurrianna, “All students learn and think differently.” Here’s an introduction to a few most common learning disabilities:

• Dyslexia: Reading issues
• Dysgraphia: Writing issues
• Dyscalculia: Math issues
• ADHD: Attention issues
• Executive dysfunction: Organization issues

Between 5-15% of people have a learning disability. Some struggle in only one area, but it’s not unusual for kids to have multiple learning challenges (this is known as co-occurrence).

Most of the time, people don’t outgrow learning disabilities. But there are strategies, supports, and teaching approaches that can help people with learning disabilities thrive.

Strategies for teaching

These are some best practices for communication, monitoring progress, and empowering students who may get easily distracted and unmotivated with completing tasks.

For further information on helping students with specific learning disabilities with reading, writing, math, attention, or organizing, check out Understood.org.

1. Keep your directions short and concise

Include only the necessary information for students to understand what they need to do. For example, you might say, “For the next 10 minutes you will be answering problems 1-5 on this worksheet, quietly at your desk. Please remember to write your name at the top of the paper.”

It can help to model an example with them or ask a student to repeat the instructions you gave back to you to confirm understanding of the task.

2. Provide multisensory instruction

With any information you share in class, use multisensory instruction. Multisensory instruction is a way of teaching that engages more than one sense at a time: touch, movement, sight, hearing, or taste.

Here are some examples of teaching using multisensory instruction:

• To help with reading: Have students break down a difficult word by tapping out each sound in a word using fingers. Students can also draw a word in the air using their arm.
• To help with math: Use blocks and drawings to visualize math concepts in new ways. For example, fractions can be represented by pie charts. 2+2 looks more concrete when you combine four blocks.
• To help with ADHD symptoms: Use movement-based techniques to teach students. Point to the states on a map to practice memorizing them. Or schedule brain breaks to help kids burn excess energy.

3. Chunk tasks

Chunking tasks looks like breaking up an assignment into shorter tasks (either in time or effort) to complete, usually checking in with the student along the way to assess their progress.

Set clear “chunks” by time or quantity. For example, you “chunk” the assignment by telling Lydia to read the first two paragraphs and answer questions 1 to 3 first. Then check in with her and prompt her to read the next 3 paragraphs and answer questions 4-6, and so on.

4. Get attention using nonverbal and verbal cues

Use visual and auditory cues to change from one activity to the next. Practice any attention getters with your students to smoothly run your activities. You could use “Give me five” to silence the classroom or use an egg timer to signal the end of a working session. For more ideas, check out our blog post.

5. Use positive reinforcement

Positive reinforcement is a powerful tool to encourage desired behavior in younger children. Children are more likely to repeat those behaviors when they feel that confidence boost from any of these methods:

• Verbal praise: Make sure to be behavior-specific in your praise like “Great job on cleaning up the art station,” instead of “You’re so smart.” Research shows that praising natural talent or characteristics may threaten self-worth later on.
• Positive notes: When communicating with the lead teacher, mention any good behavior you observed from specific students that day. Children will feel proud when they are praised for their good behavior on multiple occasions.
• Reward system: Develop a way to systematically reward students for completing work on time or participating. Bring a “prize box” with low-cost trinkets like bouncy balls, small animal toys, stickers, notebooks, cute erasers, etc.
• Reward punch card: Hand out flashcards for each student and give away stickers to reward good behavior. You could even use the stickers as currency in exchange for a prize from the “prize box” at the end of the day.

Special tips for substitute teachers

Beyond these strategies, substitute teachers have an unique role to play. They learn to work with existing programs and adopt the full-time teacher’s methods of working with students.

Here are some tips specifically for substitute teachers working in special education settings:

1. Review the teacher’s notes

The full-time teacher should have left instructions and materials to brief you on the lesson plan and mention any students that need special accommodations. Take a thorough look at these notes. If you’re missing them, ask the school admin or next door neighbor for guidance.

2. Ask about accommodations

Talk to a school administrator, paraprofessional, or next door teacher about what accommodations the student you’re supporting today needs in class. These might vary across subjects and types of activities but might include: extra time to complete assignments, shortened assignments, questions read out loud to them, frequent breaks during class, etc.

If you apply to Scoot Education, we provide you a point of contact before you begin your work day, so you know who and where to ask questions before class starts.

3. Ask your students

Ask your student how they like to be supported and what kinds of accommodations they normally receive. This can help kids open up a bit more and give you insight on how to best work with them that day.

However, it’s never appropriate to ask what disability a child has or try to guess. Not only is this insensitive to the child, this is confidential information exclusive to the child’s IEP team.*

*An IEP is an Individualized Education Program (sometimes referred to as an Individualized Education Plan). It is a legal document that lays out the program of special education instruction, supports, and services a child needs to make progress in school. Each IEP is designed to meet a student’s unique needs

Your work as a SpEd sub or paraprofessional leaves a lasting and immeasurable mark on students.

The effect you have as a SpEd sub or paraprofessional on students is profound and goes beyond words.

Every kid needs a teacher who believes in them, especially students who find themselves in special education settings. They tend to struggle with self esteem issues on top of their learning difficulties.

Use these strategies and you can make a lasting difference in students’ lives. Lead with compassion and work with the school’s support systems for special needs, and you’ll increase equity and inclusion for all diverse learners—one school, one classroom, one child at a time.

Would you like even more support when you sub in SpEd classrooms?

Special education settings can be a daunting situation for most first-time subs. Who do you ask about a child’s accommodations? What do you do when student behavior goes south?

Apply to be a substitute teacher with Scoot Education. We’re an educational staffing company. We provide all our educators with personalized, professional support to be the best teacher you can be! That means you get:

• Training resources to sharpen your skills in classroom management, lesson internalization, and more
• A personal Education Consultant who works closely with you and provides feedback should you ask for it
• Flexibility to work when you want
• More job opportunities, more fun!

Apply now

At least 60% of students that enter our classrooms daily have been impacted by adverse childhood experiences. Yet, the main goal at school is still to teach students content and life skills.

So how can educators show our students the care and support they need in order to help them learn?

Trauma-informed teaching is an approach that considers how trauma can impact learning and behavior. As educators think about what student behavior may be telling them, they can respond in more thoughtful ways.

Our blog will dive into 8 strategies and mindsets to help you reframe your interactions with students.

Table of contents

What is trauma?

What does trauma look like in students?

8 trauma-informed teaching strategies

1. Consider your own triggers
2. Practice empathy
3. Don’t take things personally
4. Look for roots, not weeds
5. Employ de-escalation strategies
6. Avoid power struggles: Give students a choice
7. Build relationships with students
8. Focus on positive attention

Additional resources

What is trauma?

Trauma can be defined as a physiological and emotional response to any deeply distressing or disturbing event or experience. 

Child trauma occurs more often than you think. More than two thirds of children report at least 1 traumatic event by age 16. In 2019, about 1 in 5 high school students reported being bullied on school property in the last year.

Students can experience trauma through ongoing exposure, throughout their early development. Potentially traumatic events include:

• Witnessing or experiencing abuse
• Neglect
• Homelessness
• Domestic violence
• Community disasters
• Refugee or war experiences
• Sudden or violent loss of a loved one

What does trauma look like in students?

Students who’ve gone through trauma may hide their pain or mask it in another response. Trauma responses in students can look like:

Knowing how trauma affects students prepares us to respond appropriately. Students dealing with trauma are especially prone to:

• Difficulty in self-regulation
• Negative thinking
• Being on high alert
• Difficulty trusting adults
• Inappropriate social interactions

Remember, all behavior is trying to communicate something. Kids (and adults) don’t leave their trauma at the door once they enter the classroom. That “invisible backpack” travels with us everywhere, even to school, and every student will express the weight of what’s inside that backpack differently.

Important note: A trauma-informed teaching approach assumes that you may never know what your students are carrying in their “invisible backpack,” but it’s your job to acknowledge it and approach their behavior and learning with this in mind.

8 trauma-informed teaching strategies

We won’t always know if or how our students are experiencing trauma, yet we still expect students to come into the classroom focused and ready to learn.

Here are a few strategies we believe educators can use to be more supportive of students dealing with trauma.

1. Consider your own triggers

Teachers are humans. We all have triggers or particular student behaviors that tend to activate our own natural responses. We can–and must–build awareness about our own triggers to ensure our response to students is empathetic, supportive, and kind.

To build awareness, practice self-reflection. Notice when you feel strongly offended or upset toward a certain kind of behavior. Consider why that is triggering for you. Reflect on your teaching experience growing up, your life experiences and relationships, or your cultural identity. Lastly, consider what you can do to mitigate these triggers.

2. Practice empathy

You don’t have to have experienced trauma yourself to be empathetic to someone who has. Acknowledge a student’s big feeling. Help them identify it by asking them how they feel or naming the feeling you see the student expressing. It’s okay if you’re wrong, they’ll probably correct you.

If you don’t feel equipped to talk with your students about it or if they request to speak to another staff member (counselor, dean, etc.), give them a hall pass and allow them to do so while taking note of the situation.

3. Don’t take things personally

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Our Scoot sub Lakiesha Smith says, “They can come in with a lot of trauma. A lot of their issues are not personal. So, sometimes, there’s a verbal exchange with inappropriate language and profanity involved, and you’re on the other end of it. You’re like, ‘Why me?’ and it’s not really about you. It could be about something that happened at home, the night before, or something that’s been going on for weeks now.”

Keep in mind that 99% of the time it’s not about you. Remember the “invisible backpack” of other stressors that could be weighing down students.

4. Look for roots, not weeds

If all behavior is communication, what is your student’s behavior communicating? Take time to privately ask the student and listen to what they have to say.

Student behaviors are like weeds. If we just look at the surface, we often miss the root cause. Always look for potential root causes.

Smith says it better than us:

“[Try] to understand where the issues derive from. […] They are going through something very personal that’s bothering them.”

5. Employ de-escalation strategies

It’s important to maintain these classroom management techniques to keep a calm, orderly classroom:

• Stay calm: Keep a calm, neutral voice to keep situations from escalating and help model for students how to de-escalate their emotions.
• Give students roles: Empower students by entrusting them tasks. They’ll feel positive about their contributions.

As a last resort, you can always call the front office for help in extreme cases after you’ve exhausted all other strategies.

6. Avoid power struggles: Give students a choice

It’s easy for an educator to demand obedience and order. But students are much more willing to trust educators who respect them. When misbehavior happens, give students a choice, give them space to reflect, and move on. Don’t try to win or look tough.

Instead of confronting a student in front of everyone, try private, nonverbal redirection. Give students extended time to comply with directions, rather than demanding immediate compliance.

7. Build relationships with students

Show genuine interest in students’ lives outside academics by asking about their interests and experiences. If you have extended opportunities to interact with them, try the “two by ten” rule. Talk to a student for two minutes a day for 10 days in a row about topics unrelated to academics or behavior.

Check out our other blog for more tips on how to build relationships with students.

8. Give positive attention

Students who experience chronic neglect and negative thinking may act out more because they realize negative attention is fast, predictable, and efficient.

Positive attention, on the other hand, should also be just as fast and frequently shown to kids. This includes praising good behavior, as well as surprising kids with “random acts of kindness.” Make sure to express warmth that isn’t necessarily earned.

Additional resources

While these strategies help foster a trauma-informed teaching approach, they aren’t exhaustive. Check out these websites to further your understanding in trauma-informed teaching and how trauma impacts children:

• SAMHSA – National Child Traumatic Stress Initiative
• Child Mind Institute – Trauma & Grief
• ASCD – Trauma-Informed Teaching Strategies

Wrap-up

All kids will benefit from a trauma-informed teaching approach. We don’t need to single out the kids who have explicitly been impacted by trauma and use these strategies only on them.

If you’re looking for more in-depth training on this topic and much more on your way to becoming a well-rounded guest educator, consider applying to Scoot Education!

We’re an educational staffing company dedicated to creating exceptional experiences in education. This means whether you’re a sub, paraprofessional, or a teacher aide, you get access to:

• Training resources to sharpen your skills in classroom management, lesson internalization, and more
• A personal Education Consultant who understands your day-to-day and works closely with you to fit your needs
• More job opportunities, more fun!

Apply now

With so little time to prepare, it’s important to have a plan of attack to digest the lesson plan quickly and thoroughly in order to teach effectively for the day.

Our blog introduces 5 steps to internalize a lesson plan to prepare for student learning and engagement. Substitutes, take note—these tools will prove invaluable!

Interested in subbing with us?

Looking for more training resources as a sub? Apply to Scoot Education! We’re an educational staffing company dedicated to creating exceptional experiences in education.

We’ll assist you in finding the perfect classroom fit and support your growth as an educator.

Apply now

What is lesson internalization and why is it important?

 

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“Lesson internalization is the process by which teachers study the lesson to understand what students are expected to learn in the lesson and make decisions about how to deliver the lesson content.” – Instruction Partners

The benefits of lesson internalization are:

• Educators feel confident and prepared to teach the lesson effectively
• Students learn the lesson successfully

Imagine that your lesson plan tells you to teach students how to model 8÷4 with a tape diagram. What on earth is that?

While you may encounter unfamiliar terms or concepts, taking 10-20 minutes for lesson internalization will help you teach with the right goals, methods, and supports in mind.

A disclaimer for educators

Lesson internalization isn’t about crafting lesson plans from scratch, but rather preparing to teach existing ones effectively.

Our article is geared toward equipping substitute teachers to teach within their constraints, but we believe our 5-step plan benefits all educators, whether you are a full-time teacher, guest educator, or a teacher-in-training.

The 5 steps of lesson internalization

Let’s illustrate these steps using the example we mentioned earlier.

Imagine you’re a sub preparing to teach a 4th grade math class their first topic in the fraction unit. You’re left these lesson plans. While you may not have the scope of learning for the entire grade or even the unit, you can still teach the lesson well!

1. Identify lesson objectives

What are students expected to know and be able to do at the end of class?

A learning objective is a measurable statement of what a student should know or be able to do at the end of a lesson. Understanding this will help you understand how the lesson is designed to help students achieve the learning objective.

For example, the objective is: “Decompose non-unit fractions and represent them as a whole number times a unit fraction using tape diagrams.”

As an educator, you may or may not be familiar with some of this math language. That’s ok! It’s good to begin with questions. Then, find answers as you continue with the 5 steps.

2. Define the assessment/exit ticket

What is the measure of their learning for today?

Next, take a look at the assessment or the exit ticket. This is an example problem or test that shows how you will measure student learning.

In this case, students must show they know how to solve the fraction decomposition problem shown below:

Try completing the problems yourself using the methods being taught. Putting yourself in your students’ shoes will prepare you to teach difficult parts of the lesson.

3. Understand key points for the lesson

What are the bite-sized pieces of knowledge that a student must learn today? 

Dig more deeply into the lesson plan. Identify key parts of the lesson the student needs to understand.

For example, if students will practice expressing ¾ in these three ways:

• Tape diagram: the bar with shaded parts
• Addition of unit fractions: ¾ = ¼ + ¼ + ¼
• Multiplication of a whole number times a unit fraction: ¾ = 3 x ¼

You must know how to draw out a tape diagram, explain what a unit fraction is, and how multiplication of fractions works.

If you don’t know what a unit fraction is or how to use a tape diagram correctly, now is the time to look up definitions and practice more examples to fill in any knowledge gaps.

In general, it’s good practice to highlight unfamiliar key definitions or concepts. Then find the answers and rehearse how to solve the problem.

4. Determine student practice and deliverable

How will students practice? (worksheet, pages in textbook, etc.) Is this independent work or group work?

In step 4, identify the class work and whether it can be done with the whole class, in groups, or individually.

In our example, students will complete the below problem set in their workbooks. Any option can be effective: students can work individually, pair up to allow them to help each other, or go through problems together and ask students to solve them on personal whiteboards.

5. Iron out logistics

What materials will you need?

Lastly, save time by having lesson materials as ready as possible. Know where everything is in the classroom, print out anything you need, or get anything else you need from the supply room.

You might need:

• Scratch paper
• Student whiteboards: If you don’t know the routine for distribution or where the markers are, ask the students or hand out scratch paper instead.
• Copies of exit ticket/worksheet: Print out copies of the exit ticket, so you can collect it at the end of class for the teacher to assess student’s understanding easily when they return.
• Extra sharpened pencils
• Sub note: Use this sub report template to leave a summary of how the lesson went for your teacher!

Commonly asked questions

How long should it take to internalize a lesson?

As a sub, the amount of time you will have to complete this process is highly variable–anywhere from 10 to 30 minutes. Use any small amount of time you have to get prepared.

You’ll also need less time the more you’re experienced with a topic or familiar with the classroom’s routines and stations.

One thing’s for sure, the more you practice lesson internalization, the faster you’ll get at it.

What if there are no lesson plans?

Find a teacher near you that teaches the same grade-level and subject. They should be able to provide you with some materials or guidance on what you can do instead.

Alternatively, have some backup plans in your substitute teacher to-go bag to keep students engaged and learning.

What if students finish early?

If students finish early, plan to have an activity that will keep them engaged and learning. Some ideas are open-ended activities like reading, writing prompts, or math/pictogram puzzles. It helps to have these activities ready-to-go in your sub bag.

A subbing best practice: know your lesson plan

Across different grade levels, subjects, and curricula, internalizing lesson plans prepares substitute teachers to teach and engage students effectively.

What are some methods you’ve used to prepare to teach in the morning? Leave your tips down below!

Want to sub with us?

If you’re a current sub or someone looking to try out teaching, apply to Scoot Education. We’re an educational staffing company dedicated to creating exceptional experiences in education.

Subbing with Scoot means access to more opportunities, more school districts, and more excitement!

Apply now

As a substitute teacher in New Jersey, Montilla has found a way to bridge his experience with education and his current love for sharing ideas through written and spoken text.

“I focus my energy toward empowering young and old using the vehicle of spoken word poetry.”

Returning to schools as a full-time substitute teacher allowed him to engage with young people on a more intentional level. It was a career move that he saw as “a good and exciting challenge.”

Montilla had experience off and on with education for more than 18 years. Most recently, however, he worked at a local post office.

After an injury forced him to consider other work, Montilla remembered his passion for working with children.

“I have a good sense for them and I’m easily able to work with students,” he says.

Montilla began looking online for job opportunities to get him back into a classroom or community space where he could engage with kids and make a difference.

“I was looking to get back into education and came across Scoot Education online,” Montilla says.

“Scoot was responsive and friendly. It felt heartwarming. I enjoy speaking with the staff at Scoot.”

Rather than sorting through potential teaching positions, Montilla was able to rely on his dedicated consultant, who paired him with flexible and engaging opportunities at Scoot’s partner schools. With so many job opportunities always available, Montilla is grateful for the consistency he finds working through Scoot.

Being a substitute teacher is a rewarding career. Still, there are administrative details that all employees in New Jersey have to wade through.

Understanding licensure, background checks, and different school requirements can be daunting, so using an expert service like Scoot Education helped Montilla streamline the administrative process to get back into the classroom.

“The possibilities are endless. There are a lot of options,” Montilla says. Thanks to Scoot’s help, he’s easily moved between schools and jobs, and he’s pleased with the opportunities so far. Initially set for just one month, his current position has continued for more than four, and he has no plans to leave anytime soon.

“Working with Scoot has allowed me to know wonderful kids who just need a little love and guidance.”

Montilla finds that every day in the classroom fills him with as much energy as it takes. “What drives me is the idea that I may plant a seed in their brain of positivity, growth, empowerment, confidence, self-belief, encouragement, knowledge, wisdom and understanding,” he says.

Even during the months when his assignments are varied, and he’s meeting new students frequently, his passion for teaching helps jumpstart the day and get the students comfortable.

Montilla encourages anyone who’s considering teaching to give it a shot. Above all, he returns to the sense of purpose he gets from being a substitute teacher for so many different kids.

After writing his book and spending countless hours perfecting his public speaking and interaction skills, Montilla has found a way to share his passion and talents with the next generation. “It gives my speaking purpose,” he says.

“It’s a unique opportunity to reach developing minds and change their lives for the better.”

Want to sub with us?

If you’re a current sub or someone looking for hands-on teaching experience, apply to Scoot Education! We’re an educational staffing company helping to create exceptional experiences in education.

As a Scoot sub, you’ll get 1-on-1 support through a personal education consultant, connect with job opportunities that are aligned to your needs and market leading pay.

Apply now

As a sub, you want to get this right so that activities run smoothly, learning outcomes are achieved, and everyone feels happy and safe in the classroom.

But how do you set expectations successfully and make sure they follow your guidelines, especially when you’re combating the Substitute Teacher Effect?

Below are just a few techniques you can use to establish and implement classroom norms when you’re the teacher of the day.

Why set classroom rules and expectations?

 

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As our Scoot sub Laura says, “Kids love to know. They feel safe knowing the rules, the boundaries, the expectations.”

This is true for all ages! Although many of us hate rules because we feel like it restricts our freedom, good rules keep people safe and functioning better in society.

In the classroom, rules and routines are in place to ensure students are treating each other with kindness and respect and achieving learning outcomes.

As a sub, you can make a big difference for these kids and their teachers.

By showing up and maintaining class norms and behavioral expectations, you’re helping foster a positive environment where learning can happen even when the regular teacher is out. Once they come back, they’ll thank you for it.

Follow the tips below to successfully set expectations and reinforce them when they aren’t met.

Make use of your introduction

Your introduction is powerful! Setting expectations, showing friendliness, and communicating the agenda at the beginning of the day goes a long way.

When things get out of hand, you can remind students of the expectations you set early on.

Once the bell rings and students settle down, make sure to take a few minutes to introduce yourself in this way:

• Who you are: Use the name you want to be addressed by like “Mr. B” or “Mrs. Kate.” Share 1 or 2 fun facts you want them to know about you. Consider writing your name on the board too!
• Behavior expectations: Review 1 to 2 important rules with them. You can also write them on the board, point to a rules poster, or ask them to repeat a few to you.
• The agenda: Let students know what they will be doing and learning together today.
• (Optional) Practice an attention getter with them: This is helpful when you need to transition your students from one activity to another.
• (Optional) Game reward: Offer a brain break at the end of the class or after stretches of time to motivate students to behave and finish work.

Don’t take too long! You don’t want to lose your students’ attention. After your introduction, open the floor to questions. Then begin taking attendance to get to know their names.

First day teaching?

Download our First-day Teacher Toolkit to learn how to sub effectively.

You’ll get tips on preparing for your assignment, introducing yourself, and a guide to classroom management!

Download First-day Teacher Toolkit

3 examples of introductions per grade level

Primary school (PreK to 3rd grade):

Teacher: “Good morning, everyone! My name is Ms. Katie, and I am your sub for today since your teacher couldn’t be here. I’m hoping that we’ll  work together to have a good day today, what do you think?”

Students: “Yeah!”

Source: Reddit

Children can feel upset when their regular teacher isn’t in, which is why they prefer routine and are generally good at following directions (once you get their attention).

You might not have to stress classroom expectations immediately because their attention span is very short.

Secondary school (6th to 12th grade):

Teacher: Hello everyone! My name is Ms. Coleston, your teacher today.

1. My favorite subject is English and my worst subject is Math.
2. I have a son named Presley, who is a cat.
3. I love music, dancing and writing in my spare time.

3 rules I enforce:

1. Be respectful towards ME, your classmates, and your classroom.
2. Stay on task and utilize class time wisely.
3. Behave and act as though Mrs. Smith is present.

Source: Scoot Sub, Ashley C.

Secondary school (6th to 12th grade):

Teacher: “Hello, my name is [insert your name].

I’m filling in for your teacher [insert full-time teacher’s name] and will be here for [how long you will be filling in]. I like the color blue, love cats, and I speak two different languages. Raise your hand if you also like the color blue. Raise your hand if you also like cats. 

Today we’ll be picking up where your teacher left off and learning about [insert subject] and [insert any other subjects for the day].

I’ll also be leaving a note for your teacher, so let’s be sure to behave extra well to impress them while they’re away. Can anyone tell me 3 important classroom rules?”

Source: Teacher How?

Older kids are more likely to test how much they can get away with. To get them to cooperate, it’s important to build trust and rapport with them. They’re more inclined to listen to someone who believes in them.

Check out our blog for more tips on how to build relationships as a substitute teacher.

Tips for setting expectations as a guest teacher

Be simple and specific

The shorter and more specific your rule is, the easier it will be to recall and follow it.

Communicate up to three rules when setting expectations at the beginning of class. This keeps it short and memorable.

What classroom rules are important to highlight? Here are 36 classroom rules to get you started.

Get help from students

Typically, the students know the classroom norms better, so don’t be afraid to ask them!

Asking your students is a way to build trust because they’ll feel empowered informing you of the rules.

Collaborate with other teachers

Your neighboring teachers are one of your biggest assets when it comes to establishing clear rules. 

Ask them how to handle tough situations or specific students you’ve had difficulty with. They might be able to give you advice and time-tested strategies.

Not only that, they might also teach your same kid or period! You can team up with them to reinforce a consistent set of classroom rules for your group of students.

Lastly, collaborating with other teachers ensures that you’re in line with school culture. This helps you and your students avoid more problems with school rules down the road.

Adjust your teaching methods to increase engagement

Rules and expectations are hard to follow when they don’t suit your classroom. If your students are older and less hyper, you can adapt your lesson plans to be more discussion-based or team-based to increase engagement.

Or if you’re working with primary kids, incentivise your kids with a game at the end of the day when they finish all their work and are well behaved.

Always observe how your students learn best and use these classroom management strategies and techniques to boost student engagement.

How to uphold classroom expectations

Ever heard the saying, “Rules are made to be broken?” As a sub, you’re bound to run into cases where students aren’t meeting expectations academically or behaviorally.

Here’s how you can reinforce classroom expectations:

• Restate expectations gently, but firmly
• Walk closer to students misbehaving to nonverbally remind them to knock it off
• Compromise when it’ll help a student slowly correct their behavior
• Foster a positive classroom environment by praising students who are on task rather than focusing on dealing with a misbehaving student

Read our blog “Handling Challenging Student Behavior: 6 Strategies” to learn more.

Remember that misbehavior is merely a student achieving a “mistaken goal.” This could be revenge, attention-seeking, or working with a disability.

Have compassion on your students, while gently reinforcing that actions have consequences. It’s best to do this privately, which we explain below.

Encourage self reflection and foster a growth mindset

Whenever rules are broken, it’s easy for students to feel shame and for teachers to insist on sticking by the book.

Instead, try to talk to a student privately and ask them these questions:

• What happened?
• What were you thinking and feeling at the time?
• Who or what was harmed?
• How do you repair the harm?

Then, listen and give them that choice to do better going forward.

By letting students reflect on what they think is right or wrong, you’re teaching them how to make better choices on their own in the future.

Rules are not the goal. Rules are meant to keep kids safe and foster a positive learning environment for students. By teaching self reflection and fostering a growth mindset, you’ll shape them to be better individuals in society.

Final thoughts on setting classroom expectations

Setting expectations will look different for each class. As long as you do your best to learn the class norms, get to know your students, and adapt to meet their needs, you’ve already made a difference for your community.

Want to sub with us?

If you’re a current sub or someone looking to try out teaching, apply to Scoot Education! We’re a substitute educator staffing company dedicated to creating exceptional experiences in education.

As a Scoot sub, you’ll get ultimate flexibility in your work schedule, 1-on-1 support through a personal Education Consultant, and market leading pay.

Apply now