Hi everyone!

Sorry for how long this is. I started to write and found myself like the Everyready bunny. Funny when I think that I don’t like to write but I guess I do like to talk.

I’m a first year math teacher at the middle or high school level. I don’t have a permanent position yet but have been on two interviews and have more scheduled for next week. I have done two long-term sub jobs (no lesson plans and either sink or swim) which were both about three months long.

All the issues every teacher faces have arose: how to get the class under control so you can teach, and how to make the lessons stick in their memory, and how to make it enjoyable for both the students and the teacher.

One of the sub jobs was in a fundamental middle school teaching gifted 6th graders. There was so much for me to learn in such a short time. The other teachers were wonderfully supportive and very positive. I loved it. With all the rules in place for the students, I see I did not utilize the power teachers have in that type of school. I was trying to use the CHAMPs method of Randy Sprik. This is a favorite of our district right now and I was taught this system while getting my credentials. The students balked and I gave up.

Do others feel they have learned so much and if only they could go back to that classroom they could do better? Does this feeling ever go away?

The second sub job was in a traditional school in a nice area. I taught Algebra 1, Alg 1A, and Intensive (remedial) Math to 8th grade students. These classes were much more challenging. One of the worst parts was being told, “You are just the sub. You can't give me a referral.” I had two students on the referral-a-day plan.

I had the best experience with one of my remedial students. This is a math class, in addition to their regular math class, for students that did poorly on the state standardized test. (Do other states call it Intensive Math too?) This boy had every behavior problem you can think of. His mother was an elementary school teacher and he knew all the ins and outs and how far he could go. One day I called home and left a message with no subject. He assumed it was a positive call home. His behavior changed to an easy to control student. I discovered the power of the positive approach! Now how to further expand on that. Enter Whole Brain Teaching! Hooray!

One of the positions I interviewed for I really want. The principal seemed very interested and was going to check my references. Now I find out he is still interviewing; however, there are two positions available so maybe I am still a candidate. I am really sweating this.

I am also interviewing at one of the most challenging middle schools in the county on Tuesday. If I get that position, I imagine I should start with the Industrial Strength WBT. Then I will definitely be back here asking questions.

PS. The subject of the post is what one of the students said when I put notes up for them to copy. It made an impression on me to keep it short. Wait... I got it but apparently haven’t really put it into practice. Evidence: this post.

Whew, are your finger sore? This is probably the one most difficult procedure in WBT the keep it short. There are some YouTube videos that show the quickness of how we should talk (I am not there yet so I am no expert). I am a 35 year teacher and yes, I'd love to do a "take over" on quite a few classes. I started as a sub and it was the best experience in life (wish every teacher had to do this)- but I now know that I'd been 100% better off if I had WBT. So, long story short, keep your hopes up and keep working at it. Mr. B said in one of the manuals if your not working night and day, then your not teaching. Don't quote me directly, the WBT police may find me.

Annette

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Good luck getting the new job! I hope you get it. Those challenging schools have students that need and give more love than I have ever seen! I teach at one of those. This will be my 4th year. WBT takes care of 2 of your "issues", and I think procedures and routines can help with the first one!

I teach grade 9 and for the first 3 weeks for school, I cover the rules, procedures, and routines at the beginning of class. It really makes a difference to walk into a classroom and know how you expect students to do everything. I have a 6 step routine for entering the room. All of my procedures are hanging up on the wall- bathroom,dismissal,asking questions,turning in test/homework...

I hope that you continue to use WBT and get the job you really want!

Roxi,
WBT Intern, 2011-2012
wholebrainwithroxishayne.blogspot.com

Good luck on getting one of the positions. I too started out with being a sub. I worked almost everyday that year and learned so much more than I ever learned in my college classes. If only I had had WBT 25 years ago, what we could have accomplished.

Susan Floyd
WBT Intern
2011-12

Thank you everyone for your support. I interviewed today at the challenging school. The principal wants a “strong disciplinarian”. I am sure I came across as too warm and fuzzy. That interview felt like I was being grilled for a crime. Yikes! I do not think they will consider me. For that matter, I don’t think that school is right for me.

Roxi,
Would you be willing to share your “6 step routine for entering the room” and the "procedures are hanging up on the wall- bathroom, dismissal, asking questions, turning in test/homework." I really need to get the routine and procedures down. I believe if I pick and choose from what others use, I will find the perfect fit-I hope. If you want, you can email me at my gmail account at peters.nancyd

Thanks,
Nancy Peters
Clearwater, FL

Hey! OMG... I would love to.

Procedures:
Restroom Policy: None, do not ask to leave.
Turning in test: on the wall, place in correct folder marked by classes.
Makeup work: Get it from the makeup folder when you enter the room.
Group work: groups are assigned and graded.
Coming to attention: 3-2-1 countdown.
Moving around the room: only with permission.
Entering the room: follow the routine.
Dismissal: by rows or groups.

Daily Routine:
1. Get the "tipoff" (opening assignment for my basketball theme) from the desk. (this desk is at the front door)
2. Sharpen pencil
3. If you were absent, get your work from the makeup folder (my student of the month put it in there the day before)
4. Take out your planner, copy the Agenda and Homework/ Place planner on top left corner of desk.
5. Complete the Tipoff Assignment.

I start this the first time students enter the room. The first half day, they are directed to the desk as they enter to get the assignment and then the find their place on the seating chart.

On the 1st whole day, I go around using a check off sheet that I will attach to note if they have completed the routine and if they are present or absent. I put this grade in the system for the first 2 6 weeks, then I just continue to mark it for my own record after that.

If I don't have a handout for them to pick up from the desk, there is a paper tapped down that says "no handout... see the board". Maybe if I have a question or a thinking map activity.

Hope this helps.

Roxi
WBT Intern, 2011-2012
wholebrainwithroxishayne.blogspot.com

Can't get the attachment to work... but I just have one sheet with a box for every student. This serves as my seating chart. Under each child's name, are 3 rows (att.planner.tipoff) and five columns (M-F). I'm about to try and upload it to my blog.

My life took a completely different direction; however, I will be subbing again. Now to post the question: How would you incorporate WBT for a teacher that is a sub?

Are you going to be a long term sub, or day to day in different classes/grades?
If long term, I would suggest starting right off the bat with the BIG 7.
If day to day, I would definitely use "Class-Yes", "Hands and Eyes", and "Teach-OK". Students can get these in a flash! You will probably have to use the teacher's rules, if you are just there for a day.

I am including my sub "Cheat Sheet" for you.

Hope this helps!
Deb Weigel

Definately use the scoreboard as well. They will view the whole day with the sub as a "game." Have something in mind as a reward like extra recess ( or less). That will keep them on board with you all day. Good luck!

Thanks for the great responses.

I am trying to come up with rewards for the scoreboard. Since I teach middle and high school, extra time at recess doesn't really work. I am not inclined to give them free time at the end of the period since it can create too much disruption. Any ideas would be greatly appreciated.