Last updated on October 27th, 2023 at 03:56 pm
Aside from the basic nonnegotiables of substitute teaching like keeping the class orderly and safe and generally adhering to the prepared lesson plans, there’s something I never skip out on.
Every time I cover an elementary classroom, I try to learn and use the students’ names.
Using the students’ names can seem simplistic, but it’s pretty potent. It’s often the difference between a good subbing day and descent into utter chaos.
I know my middle and high school subs are probably about to peace out from this page. When shuffling through hundreds of new students in a day, day after day, attaching names to faces can seem insurmountable. While one certainly can attempt this, I too concede that it would be a dizzying memory exercise.
So this tip will mainly be helpful for elementary subs, who have one to two classes, and a much smaller pools of names to learn.
Why learning student names is so powerful while substitute teaching
The odds are already stacked against a substitute. The tools regular classroom teachers have built up over time, like trust and rapport with the students, are missing when a stranger steps in to take over.
Substitutes don’t have time as an advantage. But name learning is the start. Using each student’s name opens the door and provides a foundation for a quick and temporary community.
Name learning builds rapport and respect
When I refer to name learning, I’m not suggesting name perfection. I think it’s better to imperfectly stumble than be too intimidated to try. Believe me– I’ve had my fair share of slipups (especially all the names in the -aiden family like Caiden, Jayden, Aiden and the like) but I course correct and show my determination to try again.
The students will see that you’re trying– and that’s important.
When kids in the school system are shuffled through various crowded situations like lunch and assemblies and dismissal, where it’s too difficult to pinpoint them personally by name, be the staff member making an effort to learn who they are as individuals.
Name learning is a small exercise in rapport-building. It shows that even if you are only their teacher for a day or half a day, you care about learning who they are. Using the students’ names builds mutual respect and serves as fresh soil in which positive relationships can spring up.
Name learning aids in behavior management
If you’ve ever tried to redirect a student without using his or her name, then you’ve already felt this painful struggle. Speaking into a crowd, even when locking eyes with a particular student, often ends up getting lost in the abyss.
But redirecting using the student’s name? It’s the closest thing I’ve seen on this earth to magic.
That singular utterance cuts through the cacaphony like a bright jet of light striking through the haze.
And they’ll at least listen to what you’re trying to tell them. Usually.
Name learning serves as my basis for classroom management. It helps me keep the students accountable for their behavior, both in the moment and in my teacher note.
I make it clear that I’ll include a report to the teacher at the end of the day. A report including names.
Whether it’s great behavior I want to praise, or negative behavior I need to address, knowing the student’s name gives me the key.
I’ve written about rewarding both the whole class and individuals while subbing. It’s the most effective combination of behavior systems, in my opinion. And it’s much more doable to reward individual students if you use their names.
The best way to learn student names
Substitutes have more than enough to figure out. First, there’s making sense of the provided lesson plans and materials. If the lesson plans are lacking, you’ll have to come up with additional activities to fill the day. There’s also a chance you’ll need to parse various technologies and use quick thinking in cases of unexpected events.
Which is why I suggest name learning on the ground, while teaching. Off-load that information as soon as possible by getting a seating chart in front of you. Cling to that seating chart until you have mastered a good 75 percent of the names.
I usually have both the lesson plans and seating chart in my hands, so students can’t immediately see that I’m using a study guide to get their names right. I also sometimes use the seating chart to record tally mark points next to each student’s name, if I’m using a token economy reward system.
What if there is no seating chart provided? Even though I preach hard on this, the message doesn’t seem to permeate through to the larger teacher population. Regular grade level teachers almost never leave me a seating chart, though I’ve found that specials teachers (art, music, and the like) are fantastic at this.
You’ll need to make your own seating chart. Don’t worry– it can be a relatively quick and painless affair.
Ways to quickly make a seating chart
First, find a piece of blank paper in the room. Use the back of the lesson plans if need be.
Draw the shapes of the desks. I draw them facing how I would be looking at them while standing at the front of the room.
Then, if there are name tags on the desks (half the time I find that there are in elementary grades) work on filling out the seats with the corresponding names. Bam! There’s your lifeline for the day.
If there are no nametags, you’ll have to wait until the students show up. I usually introduce myself and get the kids working on something at their seats before going around and getting names for my chart. Additionally, this could serve as attendance.
In a pinch, a reliable older student can be counted on to fill in the chart. If I’m teaching fourth or fifth grade, and we just have to hit the ground running, I’ll find a shining helper student (always look for those wonderful shining helper students!) and ask him or her to help me out in that way.
Learning student names sets substitute teachers up for success
You can see why learning student names is such a powerful and necessary strategy. It cuts through the uncertainty and encourages accountability. It serves as a method for building rapport and trust.
Using the students’ names seems to communicate to them that: 1. They are each important but also 2. This is business as usual. Even though there’s a substitute, they will still be learning.
Learning student names is also necessary for safety purposes. I always count my students. But how many times have we gone somewhere (lunch, recess, fire drill) and my number is short, but I can’t figure out who’s missing. It takes some grand and worrisome sleuthing effort to finally conclude that we are missing one from the group because Billy was in the clinic.
Having a list of names, like a seating chart, helps identify who exactly is present and missing from the group.
Carry around that seating chart like Linus and his blanket. It’ll help you learn who each student is. It may also come in handy as a fanning device or repository for your tears when times get tough. Just kidding… time won’t get too tough, because you have utilized one of the most potent substitute teacher strategies: learning student names.
