How-to-Study Blog

In a New York Times column of January 3rd, Carolyn Bucior wrote about her experiences as a substitute teacher. She subbed in classes through kindergarten through high school. Bucior found that the range of lesson plans provided by regular teachers ranged from detailed step-by-step procedures to nothing.

What’s really instructive about this article are some of the facts about substitute teaching. 77% of school districts give subs no training. 56% hire subs without conducting face-to-face interviews. In 28 states, a principal can hire as a sub anyone with a high school diploma or a GED. In some cases the sub can be as young as 18. No state requires that subs hold a teaching degree.

These facts reflect a massive problem when one considers that on any given day, more than 5% of teachers are absent, especially on Fridays and Mondays (now why can that be?). This means that students have subs for nearly one year of their education.

Bucior offers the following suggestions. Teachers should provide subs with seating charts and even name tags for the lower grades. They should designate a capable student as a sub helper who can answer questions about classroom procedures and practices. Teachers should provide clear and manageable lesson plans. Administrators should provide basic training in classroom management, teaching, contacting the office, and dealing with medical emergencies.

We applaud Bucior for bringing this problem to the attention of educators, and agree with her suggestions. What are your thoughts based upon your experiences?