Sub plans … ugh!

A couple of weeks ago I woke up feeling just a little more tired than usual. I attributed it to the many things I juggle, and the cold I was fighting off. I loaded up on some extra zinc, waved my daughter off on her bus, and raced out door. Arriving at school, I found that I just couldn’t get warm. Not a surprise – parts of my old school building are always cold. When the chills set in, however, I reluctantly headed to the nurse to get my temperature checked.

“100.8” she said, showing me the thermometer. She then walked me over to the sign on her door that read “cold or flu?” and showed me how I had all of the symptoms of the flu.

“You are going home, right?” She asked sternly, eyebrows raised.

“Yeah” I said, shoulders slumped, resigned. I sluggishly walked back to my classroom in my feverish stupor, collapsed down into my chair, and began to wrap my head around one of my most dreaded teacher tasks: writing sub plans. I keep 90-100% of my instruction in the target language, but few of the subs know any Spanish. My instructional time is so limited, so if I am going to miss a class, I want my students to be doing something meaningful.

I am sharing here my approach to easing the stress of writing sub plans and ensuring your students are engaged in meaningful learning activities, even when you’re out. In preparation for this blog post, I reached out to Gina Gallo, a high school Italian teacher, who presented “Arrivederci Boring Sub Plans!” at the CT COLT conference in 2016. Gallo emphasized the importance of keeping the activities authentic, engaging, and varied, and ensuring that they are infused with culture and focused around a unit theme. She also emphasized the importance of designing plans that don’t waste the students’ time, but also don’t waste your time by leaving you with piles of work to grade. I agree 100%, and aim to leave in my sub plans activities that are fairly on par with what the students would be doing if I was there.

To this end, what I have to say next probably won’t help you if you wake up sick tomorrow morning and are frantically looking for ideas. Ironically, I have found that the number 1 thing that makes writing sub plans for an unplanned absence easier is to plan ahead. For me, this means two critical things: 1) have clear and well-practiced routines; and 2) build a student-centered learning environment. Even if you aren’t planning to completely re-structure your classroom and language classes in the middle of the year, I think there are some things here you can take away and begin implementing tomorrow to ease writing plans for any future absences – as well as some ideas if you do wake up sick tomorrow!

Establish clear routines: Maybe I am a little OCD (ok a lot), but I really like structure and routines, and I believe students thrive with it. In a World Language classroom with 90-100% of instruction in the target language, having clear routines gives students a structure for processing the unfamiliar language and content they are presented with. If they know what’s coming next, it’s one less thing to worry about, and they can focus on the content. Then, if you do need to be out, the students know exactly what they are supposed to be doing, even if the sub doesn’t. My classes always begin with a warm-up, review of the warm-up, a mini-lesson, and then centers.

  • Warm-ups help to settle the students into class and switch gears to Spanish. I project it onto the SmartBoard, and they write the answers in composition books. I keep all of the warm-ups in one file on my desktop and add to it throughout the year. So, if I’m out I can specify a warm-up in my plans, the sub can pick one, or better yet, the students can pick one.
  • The mini-lesson takes around 10 minutes, which research shows is the limit to when people start tuning you out. The mini-lesson can be a video, a PowerPoint, reading a story or article, modeling a new activity, or simply introducing vocabulary with Quizlet. These can all be easily adapted for a sub to use.
  • Centers are hands-on, and practice interpersonal, interpretive, and presentational speaking around a cultural theme. I post the center activities by grade level in my room, and my students know to look to see what they are doing that day. I usually have 4 groups of students in each class, and because my classes are short, each group does 2 centers in one class, and 2 centers in the next class. The center activities posted below are laminated pieces of paper stuck to the white board with magnetic tape. So, the sub can see it, and students have a visual reminder of what they are doing.

Student-centered learning environment: If students can run the show for themselves, for the most part, then they can stick to a lot of the same activities that they would do if I was there, even if I’m not:

  • Show students where you have supplies and activities stored, and empower them to get them out and set them up. If you have different grade levels back-to-back, train them to also put them away. In the photo below, the signs (picture frames from the dollar store) that accompany each activity would align with the activities posted on my whiteboard for the day.

  • I empower my students to be “Maestra” or “Maestro” and lead the class through the warm-up. Students are encouraged to correct each other if someone gives the wrong answer. So, if my sub doesn’t know Spanish, it doesn’t matter, since they students work together to figure out the correct answers themselves.

  • Empower students to use resources in the room when they have questions. This may include signs and posters, dictionaries, their notes, or books, but most importantly, each other. You will often hear elementary teachers say “Ask three before me”; I tell my students to ask everyone in the room before asking me! So, when there is a sub, the students are already comfortable relying on each other when they need help.
  • Use a positive reinforcement system not just to reward students who are doing the right thing, but also for students who are re-directing others to what they are supposed to be doing. To be clear, I don’t encourage students to boss each other around, but I do encourage them to kindly help their peers figure out what they should be doing. So, even if the sub is pulled into your room from some other task at the last minute and barely has time to read your plans (as often happens with me) the students will generally know what they should be doing and are empowered to coach each other.

The bottom line is that the best feedback I can ever get from a sub is “I don’t know why I was even here. They didn’t even need me, they did everything themselves”.

Strategies for Introducing Content with a Sub:

  • Teacher-made videos/or pre-made videos: I have used different YouTube videos to introduce new cultural content, but it’s hard to find videos that are appropriate and at a proper input level for my elementary students. So, I just make my own! I post them to my class website to make them easy to access, and they can then also serve as an activity for an interpretive listening center.
  • Student videos: I recently knew ahead of time that I would miss some 3rd grade classes to attend some PD. I was planning to introduce some new content and thought about pushing it off. The day before, as I mulled it over, I taught a different 3rd grade class. One of my students really shined acting out different weather scenarios, so the idea popped into my head to film it. I was then able to leave that video for the sub to use to teach my other classes (with parent permission of course). Another way I use student videos is if I know I am going to be out, and plan to introduce a new activity, I will film students playing the activity so the sub can show my other classes how to do it. One of my goals is to create a library of student-led instructional videos.
  • PowerPoint with audio: I have also created my own PowerPoints or Google Slides and added audio recordings for the language input. I often use PowerPoint anyway. Sometimes I have a PowerPoint I am using, but then have to be out unexpectedly. It is so easy to add audio recordings and upload it to my webpage from home, so that the sub can then use them. This can also double as a center listening activity.
  • Books/Folktales: In an emergency, I have left non-fiction books or folktales for a sub to read to my class in English. While I realize that this is not the best option, it can at least introduce students to cultural content to build background knowledge when you have a sudden absence (like when the nurse told me to go home 20 minutes before I was supposed to teach a class).

Student Activities: I try to introduce to students some “go to” activities that can be modified for a variety of content right at the beginning of the year. For example, learning to play Go Fish, Memory, Bingo, Quizlet games, do writing activities, and having conversations with phones or puppets. Not only are these meaningful opportunities to practice interpersonal communication day-to-day, but once they know how to play the game or do the activity, it can be done with any content, and they know how to do it if I am out.

  • Go fish or memory games – Make cards with words in the target language and images on a matching card (they last longer if you laminate them). A set of cards can be used over and over again for different activities with increasing complexity: to introduce vocabulary and have students try to infer meaning, play matching games, Memory, or Go Fish.
  • My students LOVE to play Pictionary in small groups. All they need is a small whiteboard and marker, and it can be used over and over again for any content. It could also be played as a circumlocution game.
  • Old phones can be a great tool for speaking activities. Again, this can be adapted for any content, but I give my students sentence starters inside a sheet protector, and they use them to have conversations on the phone with a partner. I have a collection of old phones, including some rotary phones, that I got from my town landfill. The novelty of using the phone takes some of the stress out of having an oral conversation.
  • Technology games, like Quizlet or Quizlet Live, or Kahoot.

  • Writing activities – Unless my students really need the notes on something, I completely forgo massive photocopying. This saves you and the sub an extra step, not to mention trees! Instead, I put papers inside sheet protectors and leave them with a whiteboard marker. For example, my 3rd graders were recently comparing the weather in different cities. I stuck a paper with sentence starters inside a sheet protector, like “In Mexico City on Monday ____”. They had to refer to a printout of the weather in Mexico for a week and fill in the blank. Each student received a different city, so they were then able to read off their sentences to make comparisons with the people in their group.

  • Sorting/labelling activities – One I used recently, for example was labeling countries on a map of Central America that showed where the Mayans lived. I printed a blank outline map of the countries, and cut up little labels. I store each map and set of labels in a sheet protector. The students just slide the labels out and put them in the right place. I leave an answer sheet for them to check their answers. They can then ask a partner in the TL “Where is …” and partner points to it, or says “here”.
  • Twister – While this has a limited scope of vocabulary, it gets students moving, connecting different vocabulary, and they love it. I found a digital spinner for an iPad without words, so the students give the commands to each other in Spanish.

  • There is always the old standby of small-group Bingo. I find that Bingo is too high of an investment (either buying or making content-specific game boards), with little return (simple vocabulary recall). It is, however, something I use in a pinch, or combined with a variety of other activities.

Sub Plan Files

This may be obvious, but it took me a couple of years to realize: make sub plan templates that are easy to just fill in on moment’s notice. My school has a 4-day schedule, so I have a template prepared for each of the 4 days that includes my schedule for the day and student lists at the end. Each template is organized with headings that include:

  • Set-up – This is what the sub should try to do before the students come in. I include here where the supplies are, the computer password, and any files that need to be opened up.
  • Warm-up – Here I describe which warm-up the students should do, and what the procedure is.
  • Lesson – Whatever lesson the sub should access and how it should be run.
  • Activities – A description of the center activities the students will be doing.
  • Special Considerations – Here is where I identify students who can be the best helpers, as well as students who have behavioral or academic plans, and what accommodations they might need.

Many of my center activities are something that can be adapted for any content. So, once I have typed sub plans a couple of times, they are easy to edit for subsequent absences to reflect the new content and/or activities. This has made writing sub plans SO much easier! I also ask the sub to leave notes, not just about any behavior problems, but also students who really stood out positively. I make a point to call home for the positive and the negative. It is amazing how far making positive phone calls goes in building positive relationships and preempting future behavior problems.

So, what do you think?

A lot of what I have written here emphases planning ahead in terms of the routines and structures in your classroom, and empowering students to lead. I hope, however, that there are some suggestions you could use if you are out sick tomorrow or writing plans for a day in the near future. I am interested in hearing what other strategies you use to write meaningful, engaging sub plans for your students when you have to be out. Please leave a comment!

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