Hitting rewind at my alma mater

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The Substitute Chronicles

This series features the reflections after each of my shifts as a substitute teacher. I candidly disclose my complex emotions, reactions, and experiences in a job that changes every day. Follow along as I process the absence of routine and the ups and downs of working as a guest teacher!

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The second return to my elementary school alma mater as an information technology specialist deepened my perspective of the school’s community, layout, and environment. After working in the shoes of my second-grade teacher for a day, the shock of walking the familiar halls in a different role wore off. While I remembered every hallway and idiosyncrasy of the circular building, many things had changed over the past fifteen years. The first- and second-grade classrooms traded places with the fourth- and fifth-grade classrooms. The science specialist's old room is now occupied by witty, hormonal fifth graders; her new room is in the former kindergarten wing.

Over the next three days, I wheeled the specialist’s cart around the school; taking myself on a tour of the new layout, I ascended elevators, ramps, and stairs to cross over between the grade levels. Breaking out of the confinement of a single classroom, I rolled a cart from fifth grade to first; I met new faces, new behaviors, and new characters every hour. I hit the playback button every fifty-five minutes, repeating the same lesson three times (fifth, fourth, and third grade) and then twice (second and first). The days flew by as I rolled the clunky cart over tile, carpet, and small speed bumps. 
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By the end of the third day, I became a true “Memory Master”: the title of the activity I led with the upper grades. The pace, balance, and timing of each lesson grew predictable. Substitute teaching as a specialist was the ultimate trial run: each hour was another chance to try again, alter my teaching approach, and enrich the lesson even further. This job was a gift – a unique opportunity to experiment in a position I would not have otherwise considered. Specialists  – including art, music, PE, and, in this case, information technology – are a group of underappreciated educators who do not receive enough credit.

As a student teacher and substitute, I felt relief dropping off my students at their doors. Their precious thirty to fifty-five minutes (depending on the district) with my class served as my prep time. I never considered the valuable lessons the teachers crafted and adapted to each set of needs.

Every teaching position, whether classroom teacher, interventionist, paraprofessional, or specialist, has advantages and disadvantages. In my three days as an information technology specialist, I quickly realized that it is a much more challenging, nuanced job than meets the eye. Behind closed doors, these educators facilitate all grade levels and must adapt their lessons to these developmental levels. Specialists have shorter prep times and, depending on the district, have an even shorter lunch period to rest and fulfill their basic needs. Their schedule revolves around the classroom teachers; since it is impossible to please everyone in school systems, their requests and accommodations are not met. Original classrooms were reduced to floating carts and cramped offices, for instance.

On the other hand, specialists teach in short blocks. While these shortened periods present challenges with meeting state standards and charting progress, they offer breathing room through continuous rotation. With classes filing in and out, there is little to no time to stop, rest, or check the time. Specialists are always busy, from setting expectations, explaining rules, and circling the space to check in on student progress. The minutes are up before they know it. 

Change occurs every hour, so even if specialists teach the same lessons, they receive different responses and reactions to the material. It is exciting to observe learning patterns and novel ideas across the groups. And when a specialist routinely encounters a class with high rates of behavior, refusal, and distractions, they can move on when their period is up.

As a guest specialist, I encountered classes across the spectrum of motivation and respect. And I adjusted accordingly as best as I could in fifty-five minutes. I began each period with clear expectations on how they would exemplify school community values and how I would call for student attention. I commenced each “almost hour” on a positive note: “Let’s work together to make our time together fun and full of learning!” Throughout the lesson, I outlined expectations for each step, following through with reminders and redirections as I saw fit. In the end, most classes completed the requirements of the outlined lessons. A handful of times, I paused instruction to reflect as a class.

As a young substitute teacher, I aim to earn the respect of the students I work with. Through clear communication, body language, and attitude, I work to create an approachable yet firm image. I am more engaged and enthusiastic as a substitute teacher than when I have existing relationships with students. It is my way of saying, “Hey! Over here! I am your teacher, and we will get things done today. And I will do my best to make learning with me a positive experience.” 

Therefore, student feedback is priceless, whether they share oral feedback with me individually or show me through their behavior. Overwhelmingly, their behavior proves that expectations and confidence in them as learners increase their comfort with me. As I flew around the school, students stopped my rushed movements to say, “Hi, Miss H!” or the most heartwarming, “You are my favorite substitute! Can you be our sub for the rest of the year?” Their recognition and reflected positivity tell me that I did my job well – that despite our extremely limited shared time together, I made a positive impact on their day. And that is all that I could hope for.

I will end this post with an anecdote: teaching in front of my former teachers. My fellow teacher candidates and new teachers understand all too well the anxiety of leading your first lessons in front of a cooperating teacher or professor. Teaching in front of my former teachers, however, feels completely unfamiliar to me – almost like a rip in the space-time continuum.

​On Thursday, I facilitated my planned lesson in front of my former second-grade teacher and a former first-grade teacher in a neighboring classroom. While the reunion shock had worn off, the disbelief of co-existing as “coworkers” was surreal. I taught as I did in other periods, but I slightly hoped I was doing the right thing. Thankfully, their feedback was positive and encouraging, and I finished the day as usual.

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When I first applied to become a substitute teacher, I never would have grasped the emotional weight and depth of opportunity this temporary position possessed. Thank you to my former educators, for welcoming me to your classroom doors once again, now as an adult. I will always look up to you and respect you for your guidance, encouragement, and kindness. I hope we meet again soon! ​

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