Last updated on December 6th, 2023 at 07:02 pm
As substitutes, we never know what the day holds, but with a few strategic, handy phrases, we can set up an environment for success.
Managing student and classroom behavior is an unavoidable and hefty task of the substitute teacher. It’s no small feat, walking into a room of strangers, introducing yourself (a stranger to them) and carrying on with instruction in the most normal, educational, orderly way possible.
There may be a temptation to get on the kids’ “level” and present yourself as hip as possible. For example:
“What up, fam?” A substitute teacher in an Saturday Night Live skit greeted a blinkingly quiet class of AP English students.
“My name is Dale Sweeze. You can call me Dale, you can call me Sweeze, but let’s take the mister–” he casually pulls up a chair and sits on it backwards– “…out of the picture.”
This is followed by the collective groans of jaded high schoolers low on patience with out-of-touch adults.
Maybe “Dale” went too soft? Could a more hardline approach be effective?
In the famed Comedy Central sketch, substitute teacher Mr. Garvey opens with this warning to students: “…don’t even think about messing with me.”
He punctuates his dramatic time of taking roll by calling the students “insubordinate and churlish” among many expletives, shattering a clipboard and sweeping an entire lab counter of its contents in fury.
Neither of these approaches will go over well. In my experience, students need to be aware of your authority, but it’s not okay to wield that authority in a menacing or disrespectful way. Still, it’s important for them to know that you are the adult in charge, and you can handle the room. Here are my favorites phrases that are both respectful and clear, that stop several behavior issues from escalating. The phrases fit best in elementary classrooms.
Using clear and respectful language to rein in student behavior
To extremely chatty informants and those constantly correcting your every move:
1. Thanks for letting me know! Students love to inform new adults in the room about the particulars of their classroom. Simply thanking student informers for their contribution frees you from having to explain what you’ll do with the information.
For example: You tell the students they are to line up for lunch when you call on each table one by one. You demonstrate how you’d like this to be done– quietly, with chairs pushed in, walking and retrieving lunchboxes, etc. A student raises his hand to tell you that the teacher “just lets everyone line up all at once.” But from your experience lining the class up for recess, you know that this tactic is apparently an invitation for mayhem. That’s why you developed this new lining-up system. You simply reply to the student, “Thank you for letting me know about that,” and continue to enact your plan.
You are the teacher for now. Barring important things that must be done a certain way, things like lining up and when to sharpen pencils should be under your discretion. You determine how things need to go to maintain the best classroom order.
I like this phrase because instead of driving you to make hasty promises to the student (sure, we’ll do it that way, even though it’s not actually the best moethod for doing things right now), it puts the ball entirely in your court as to how you will act on it while politely acknowledging the student contribution.
If you’re interested in reading more examples of this ever-so-common situation, check out another post I’ve written all about how to handle questioning, informing, and protesting students.
To the class or students who need reminders of accountability:
2. I’m really excited to write down for your teacher who was following these directions. This lets students know you are holding them accountable. It tells them their teacher will be back and checking in on behavior– having a substitute today does not equate with a free-for-all! It reminds students that they will have to answer for their behavior in the future without doling out threats or insults.
To the class that needs to quiet down:
3. I’d like voices off and eyes on me in 5, 4, 3, 2, 1. This is a clear and respectful direction for students to pay attention. The short countdown allows students to quickly wrap up their conversations. Asking for voices off and eyes on you helps the students not only to listen but pay attention by directing their visual focus up on the teacher. The “eyes on me” part is crucial, in my opinion, if you are preparing to give instructions. Just because students have quieted, doesn’t mean they are listening. Sometimes they are quiet whirlwinds of activity, not paying attention at all. As students quiet down and look toward me, showing they are listening, I thank them individually or as a class.
To the multiple offender:
4. I’ve given you a reminder about ________. If I have to talk to you about that again, I will have to make a note for your teacher. Again, accountability! It’s a beautiful thing. I don’t believe students need 15 different reminders to get on track. If you are giving clear expectations (it’s even better to model these expectations so students clearly know) then two reminders before administering a consequence (in this case, letting the teacher know in your sub note) can suffice.
To the student who needs to be reinforced for positive behavior:
5. Thank you, [student name] for your good choice in [behavior]. Using a student’s name will enhance this specific praise even more.
Let’s think about the student who has had trouble a few times with the same behavior. I would then try to gain proximity to the student (walking near) if possible and make sure to thank him or her when the student does complete the correct action in order to positively reinforce that behavior.
Phrases to use to help the day go smoothly when substitute teaching
Words can be powerful, but none of us is perfect with what we say. So much of subbing entails lightning-quick reactions. But there are better phrases than others to diffuse escalating situations, to inspire or persuade students, and to convey a general attitude of respect and pleasantness while retaining authority. I find it helpful to memorize these phrases, and keep them in my back pocket, so to speak.
These simple phrases can make a sizeable difference in your day and with your students. They are key in helping create order in the classroom and minimizing the stress of the day (I have a whole post with other ideas for reducing stress!) Check out the rest of the site for more articles aimed at helping substitute teachers.
Substitutes– are there any phrases YOU would you add? Tell me in the comments below!
