Steal My Introduction From Every Time I Substitute Teach -

The substitute teacher and blogger smiling as she looks over her fourth grade classroom.

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Over my years as a substitute teacher, I have made introductions in hundreds of new classrooms.

These mysterious settings, these enigmatic four walls, these uncharted territories of scholarship serve as my blank canvas. I am positive and determined that we will have a great day full of learning, order and fun.

The right introduction is essential to a smooth-running substitute teaching day. Like it or not, us newcomers have our work cut out for us. Students are sizing us up and determining whether they can trust us, learn from us or mess with us all in space of those first few minutes.

First impressions are huge for the substitute teacher, and I’m going to share my tried-and-true introduction for every single time I step in an elementary classroom.

A classroom sign: Work hard be kind play safe

The Why Behind a Strategic Introduction

No, I don’t follow a script every time I introduce myself to students. (I wouldn’t suggest this.)

There are four main parts of my introduction I do make efforts to include every time, however. Each opening spiel may vary slightly, but they all tend to include the same elements.

Why do you need to make a decisive introduction as a substitute teacher?

The first words out of your mouth establish your image in the students’ minds– your personality and authority level– for the rest of the day. These powerful words lay the ground work for your time together.

If you’re going to fumble through some aspect of substitute teaching, let it be later on in the day. Your introduction? This is the part you want to get right.

Essential Elements to an Effective Elementary Introduction

Can this intro be used with other age groups? Sure. Feel free to glean what you want from this advice.

But as I start explaining my elements, you may understand why this is specifically an elementary-age introduction.

Greet Students to Set a Tone of Respect

First things first: I greet students as they enter the room. I strive to be warm, polite, but not too buddy-buddy. Think: I am a delight, not a doormat. This simple act of greeting shows students you care.

When students are seated, usually working on some sort of morning work assignment, and the bells have rung and pledges have been recited, I will usually make my speech.

I make my introduction speech and then move swiftly into taking attendance. The two always go hand in hand for me.

A happy teacher modeling her DIY teacher pencil shirt

Here is what I include in my firsttime spiel:

Greeting and introduction: I say something like, “Hello, fourth grade!” or “Good morning!” and then I wait. Make sure you wait for the students to come to silence, and if not, ask them. Ask specific students to stop talking and listen. I like to make a general call for quiet by saying something like “I need voices off and eyes up here. It’s very important that you listen quietly when I am talking.”

Most of the class will follow this, but if you need to address individuals, call them by name. Asking a student specifically by name to stop talking is very effective.

How will you know their names? By where they sit. If the teacher doesn’t include a seating chart in the lesson plan, draw up your own within the first five minutes of class, before the introduction. This post details how to make this crucial classroom tool.

It’s imperative that the students are silent at this point– you have important information to impart. This is the most important time for students to be silent.

Then I tell them my name, which I have also written on the board. I will point this out so students can refer to it if they forget. I always go by Mrs. —-, with my last name, not my first name.

I give the students a little refresher on my role as a guest teacher. It sounds obvious, but stay with me here.

Elementary age students are young enough to be ruled by a lot of black and white thinking. This can be a good thing! It means students have learned their classroom routines well and trust their teacher. But it becomes a problem when a substitute teacher comes in. Teachers don’t include every single nuance of their day in the lesson plans, nor can a newcomer be expected to perform every last minutiae in the same way.

Students often protest that this or that is not how things are done. Sometimes, they have valid concerns and sometimes things must be done another way in order to accomplish the overall goals of safety and learning.

Because of this, I always remind students that I am a different teacher, so I may do things a little differently. I tell them they are welcome to raise their hands and let me know if something is being done differently, but in the end, I have the power to overrule that. Sometimes kids have valid suggestions– the teacher simply forgot to include the details in the sub plans.

But most of the time, students are splitting hairs or are bringing up some detail that only their teacher can perform, and I genuinely cannot do what they are expecting. And I tell them that, respectfully.

Saying something along the lines of “I’m a different teacher from _______, and I may do some things the same and some things different. I need you to follow my directions today,” cuts down on a LOT of unnecessary protestations. The constant “But my teacher….” you’ll get from K-3 kiddos especially makes this an important part of your substitute teacher introduction.

Then I outline consequences for good and bad behavior. In my experience, it is essential to let students know I will be holding them accountable for their actions.

They need to do as I tell them, not only for their learning and fun throughout the day, but for their own safety. A group of kids and a teacher who have just met without any boundaries for behavior can quickly devolve into chaos and disorder. Call me a square if you want– but holding students accountable works.

What are my consequences? I start off with the simplest system of rewards and consequences when substitute teaching: the teacher note. I explain to the students that I will be reporting their behavior, good or bad, to their teacher. On task or off. Work completed or not. Students who stand out as exceptionally helpful and cooperative, and students who have had numerous reminders and still behaved poorly.

I find it’s necessary to start off with this most basic level of rewards and consequences. This no-fluff system can work for some classes.

If, throughout the day, you find out this group of students or the circumstances dictate using more intensive strategies for managing behavior, then move up to that level. You can incorporate individual or whole-group rewards to further incentivize positive behavior.

But there’s no use complicating things that may not need to be complicated.

Start simple, and adjust accordingly.

I outline two simple rules that must be followed: 1. Students must turn off their voices when I am talking and 2. Students should follow my directions.

I find that the Follow Directions rule really captures any sort of directions I will give throughout the day. Sure, you can give other rules, like “Be kind” or “Be safe,” but “Follow directions” is a simple net that can incorporate these other rules.

And the Silent When I’m Talking rule is necessary so that each student has the chance to hear and understand the directions.

I say something like, “I’m sure your teacher has a similar rule, but I need everyone’s voice to be off when I’m talking. And I need you to be looking at me, too.” And then I may give general praise or specific praise to reinforce this: “Like you all are doing now. Great job turning your voices off and your eyes to me.” Or “Like this young lady up front is doing so well… and that table in the back– thank you for giving me your attention.”

I then tell students that if they are not following these rules, they will get one reminder. If they are still not following the rule, I will have to include their name on the note to the teacher. And that won’t be positive. Usually I say something like, “But that’s not going to happen with any of you… I can tell, you’re all listening really well, and it’s going to be a great day.”

Then I teach students my quiet signal. Sure, you can call for quiet each time, but generally, this involves a lot of repeating yourself. You could stand up there for five minutes saying “Be quiet” in seven different ways, or you can teach these youngsters your ways of gathering attention and get it in half the time.

This not only quickens a commonly repeated practice throughout the day but establishes your authority as their teacher for the day. You are already teaching them something, and it’s how to quickly stop talking and pay attention.

This chime comes with me every sub/long-term sub job. — My favorite quiet signal

Here’s how I teach a new class my quiet signal: I show them my chime. It’s a wonderful, portable, handy little tool. It dings out the best chiming sound, in my opinion. It’s not too loud and not too quiet. (I bought the Woodstock brand from Amazon, and it’s well made and has lasted my entire teaching career.)

I tell the students that every time they hear this sound *demonstrate* that they need to quickly stop talking and look up at me.

Then I give the students a chance to practice. I say, “Let’s practice that.” *Ding!* I compliment the students or give them tips. Then I advance them to the next level of practice. I give them time to talk this time before calling attention. I give them a prompt. Sometimes I’ll say, “Okay, this time we’re going to practice after talking. When I say ‘Go.’ I’d like you to talk with your table about one thing you did so far today. And then we’ll see how fast you can stop talking when you hear the chime. Ready? Go!”

I let students chat for about 30 seconds and then ring the chime.

I check the results and give feedback.

If this is satisfactory, we can move on. If I feel they need more practice, we continue doing so. Feel free to add your own silliness to it, if the class can handle it. Sometimes I’ll tell them they need so say something goofy to the person next to them, like “I do believe in fairies, I do! I do!” (early 2000s Peter Pan, anyone?).

When students have a solid grasp of the quiet signal that I’ll use throughout the rest of the day, my introduction is complete.

I then end the spiel by taking attendance. I use the seating chart for this. Even though I may be able to tell by the seating chat which students are present, I always double check verbally just in case anyone has attempted a musical chairs moment. And it helps in getting the student name pronunciations correct, too.

My (Approximate) Substitute Teacher Introduction Script

“Hi, class! I need your voices turned off, please, and your eyes up here on me. Thank you for following that direction so quickly (specifically thanks students).

My name is Mrs. S (points to name written on board), and I’ll be teaching in your class today.

There are some things I may do the same as your teacher, and some things might be different. That’s okay. If I do something different that you think is important enough that I should know the right way to do, you can raise your hand and wait to be called on to let me know. But since I am a different teacher, I may say no or do things my way. It depends. Give me a quiet thumbs up if that makes sense.

Your teacher probably has this rule: To be quiet when the teacher is talking. That is my rule, too. You’re doing a great job of it! When I’m talking, I need your voices completely off and your eyes to be on me. If we’re doing an activity and I want you to turn off your voices, I will use this chime to tell you.

(Demonstrate the chime.) Let’s practice that. When you hear this (*Ding!*) turn off your voice and look at me.

Good! Now, let’s try again after talking. When I say “Go!” I want you to talk with your table about something you did yesterday. Ready? Go!

(Ding chime after a short period and check for compliance)

Wow! Okay, I saw this table doing that super quickly, nice job! And this table is also doing a great job. I’d like the table in the back to be a bit faster. Remember, when I use my chime, you need to turn off your voice fast. (Practice until the group masters the procedure.)

Alright, that was really good. I can already tell it’s going to be an awesome day!

I will be writing down the names of students who do a really great job at following directions. My two main rules are: Turn off voices when I’m talking and follow directions. So if you do that, I’d love to write a good note about you to your teacher! If you do not do that, and I need to talk to you several times about it, I will have to put your name down in a negative report to your teacher.

But I don’t think I’ll have to put any names on that list today. It seems like you all are pros at following directions! Alright. Before we start our first activity, I need to take attendance. Voices are still off, but when I call your name, please say “here.” If I need to pronounce your name a different way, please tell me when I say it.”

And that’s it!