Dr. Mike Robinson: Why do you believe school districts have a challenging time hiring substitute teachers?
Joe Sokołowski: The pay in some areas is not high enough to live. The job also doesn't come with good health benefits (unless you are hired directly by a school, you need to be a certified teacher). Being able to adapt effectively with different students, classes, and schools takes a special and unique skill set that many have not had the opportunity to develop.
They don't have a general teaching certification program for someone who loves to teach/substitute but is not interested in specializing in one of the subjects. I would love to be certified to teach social, emotional, social, relationship, leadership, and life skills for students to be prepared to thrive after High School - but they don't have that option to the best of my knowledge.
Youth are stereotyped as disrespectful and difficult to work with, and subbing is seen as an extremely difficult job due to how students treat subs. The key is how the substitute treats the youth and an ability to influence a class.
Dr. Mike Robinson: What do you believe makes a great substitute teacher?
Joe Sokołowski:
Dr. Mike Robinson: Typically, what credentials are needed to become a substitute teacher?
Joe Sokołowski: With an employer like Substitute Teacher Services (STS) you have to apply with a bachelor's degree and then go through the process of emergency certification (fill out an online application). I believe that many schools require a teaching certificate? I am not sure. I would love to be a building substitute for a school directly.
Dr. Mike Robinson: What is one thing in a classroom that makes your life easier as a substitute?
Joe Sokołowski:
Dr. Mike Robinson: What is one of the most frustrating things about being a substitute teacher?
Joe Sokołowski: No vacation/Paid Time Off option along with snow days and schools going virtual
Dr. Mike Robinson: How vital are lesson plans for a substitute teacher to be effective?
Joe Sokołowski: It depends on the goal of the class. If it's a study hall or the teacher didn't have a lesson or anything planned, I don't need them as I have hours of life lessons, topics of discussion, and questions to engage them in the areas of social and emotional learning, identity, relationships, parents, success, and anything else that keeps their interests and improves their life. A list of good questions can help keep a class moving forward. And for classes who don't engage - a study hall works just fine.
I would guess that most subs need a lesson plan to help guide them and the class in a specific direction. “Not all have 25 years of experience working with youth and reading and guiding a room effectively.” “If you come in demanding respect, order, and obedience, they will give you a hard time because instead, it becomes a game to see who can control the power in the class.” “I even empathize with them and tell them about myself and have said "if I was you and some stranger came in and just started telling me what to do - I wouldn't like that," and they have responded positively when I did.”
Dr. Mike Robinson: What is a myth about being a substitute teacher?
Joe Sokołowski: That students always are disrespectful give substitutes a hard time. They WILL ALWAYS test you, and it begins the minute they see you. If you can show them you care about them while using your authority to guide/lead them in a fair and fun way, they will follow your lead and cooperate most of the time. If you come in demanding respect, order, and obey, they will give you a hard time because instead, it becomes a game to see who can control the power in the class. I always do some introduction and connection points. I even empathize with them and tell them about myself because "if I was them and some stranger came in and just started telling me what to do - I wouldn't like that," and they had responded positively when I did.
Dr. Mike Robinson: How should substitute teachers address unruly students?
Joe Sokołowski: It's a dance, and there is no one simple answer that will work in all situations. You have to be able to read the room and the specific youth to understand social dynamics, age appropriateness, school support, and how it will affect future interactions if you are going to be covering that class again.
The first thing is to set yourself and the class up for success. Connecting with them initially and stating expectations from the start is key. If you can show them you care and respect them - they will be more willing to behave. I often tell them I trust them to do what they normally do with the regular teacher there. Using the work "trust" is key because you are offering them the opportunity to return that trust and build a connection from their side. But of course, there are exceptions.
When a student is unruly - it's best to ignore it when possible and leave it in the notes. Often they are trying to get attention, and when it doesn't happen, they may stop. It also depends on the goal and/or assignments for the class. If they are disrupting it beyond ignoring it, reminding them of the expectations is their first step.
If a student is challenging/disrespecting a teacher directly, I try to ask questions about what they need, why they act out, and how we can get back on track. It's about coming alongside them to meet their needs and influencing them to regain self-control or cooperate. If that doesn't happen - follow the discipline procedure for the school. I rarely will get to the point of calling the office to have them removed unless the student is becoming a physical threat to others.
I will always leave it in the notes for the teacher to address when they get back.
Dr. Mike Robinson: What should school leadership do to let students know that a substitute teacher is not a day off from learning?
Joe Sokołowski: The key is how the teachers communicate to their classes. They should expect the same behavior and consequences from students regardless of who the teacher is. Following through with any discipline issues and consequences from any notes sets the standard with expectations for future subs. Teachers also have to give the subs substantial things to teach as much as possible. If the assignment is due that day, then hold that standard and give the appropriate grade if it's not done (don't extend deadlines). Consistency is key.
Dr. Mike Robinson: What advice would you give someone interested in becoming a substitute teacher?
Joe Sokołowski: Know your strengths and skill set and your goal. Some people do great with specific ages - I prefer High School and can do well with Middle school but will not do Elementary. Also, don't be afraid to try different schools. Each school is unique in their make-up and leadership. Some are challenging with difficult students, but clear expectations, consistency, and good leadership are great places to make a difference. Some schools have challenging students and lack what is needed to truly do what is best for students. Expose yourself to different schools, classes, and ages, and figure out where you will thrive the best to enjoy and make an impact on the students.
Learn how to quickly connect with a class/student. I have about a dozen options that I use when going into a class for the first time that includes a magic life lesson, riddles, questions for students, short tips on how to (deal with anger), or I let them ask me any question they want. I've learned that if you take the first 5 minutes to engage and build a relationship with them, it makes the rest of the time a lot easier. Once they know you care about them - they feel valued - they will reciprocate and want to do things from their side to connect with you (including cooperate).
Bio - Joe Sokołowski
My passion for seeing people develop and enjoy strong, healthy relationships with each other was birthed out of my personal experience growing up in a disconnected home. I've spent the past 27 years studying, learning about, and practicing healthy family dynamics while mentoring, coaching, counseling, teaching, and parenting young people as a camp counselor, TSS, youth leader, conference director, houseparent, Life Skills Counselor, and substitute teacher.
From 2009 to 2018, my wife and I were houseparents at Milton Hershey School, the largest residential boarding school in the world, where along with raising 12 middle school girls at a time and mentoring new employees, I helped contribute to and promote The Compass Project, a values-driven, character-based, SEL (Social & Emotional Learning) foundational philosophy for the school. Wanting to see others experience the same success, I also contributed to the planning process for houseparent professional development and designed and presented a number of trainings on leadership, social skills, and parenting through connection.
I am currently enjoying substitute teaching in Harrisburg, Pennsylvania, while I work on developing ways to equip others with the tools, education, and coaching they need to build lasting connections with people that matter most. You can reach Joe Sokolowski via his email address [email protected]
Joe Sokołowski: The pay in some areas is not high enough to live. The job also doesn't come with good health benefits (unless you are hired directly by a school, you need to be a certified teacher). Being able to adapt effectively with different students, classes, and schools takes a special and unique skill set that many have not had the opportunity to develop.
They don't have a general teaching certification program for someone who loves to teach/substitute but is not interested in specializing in one of the subjects. I would love to be certified to teach social, emotional, social, relationship, leadership, and life skills for students to be prepared to thrive after High School - but they don't have that option to the best of my knowledge.
Youth are stereotyped as disrespectful and difficult to work with, and subbing is seen as an extremely difficult job due to how students treat subs. The key is how the substitute treats the youth and an ability to influence a class.
Dr. Mike Robinson: What do you believe makes a great substitute teacher?
Joe Sokołowski:
- #1 - The ability to connect with students quickly to build mutual respect
- Truly liking youth and enjoy working with them
- Authenticity and being real with students
- Being calm & assertive in your presence to lead the class effectively
- A good sense of humor
- Using your positional authority as the teacher to earn relational authority with students
- Excellent communication and presentation skills
- Flexibility and adaptability for each unique situation
- The ability to engage and guide a class when you're provided no direction
- Knowing when to engage, when to report, when to ignore, and when to make them laugh
Dr. Mike Robinson: Typically, what credentials are needed to become a substitute teacher?
Joe Sokołowski: With an employer like Substitute Teacher Services (STS) you have to apply with a bachelor's degree and then go through the process of emergency certification (fill out an online application). I believe that many schools require a teaching certificate? I am not sure. I would love to be a building substitute for a school directly.
Dr. Mike Robinson: What is one thing in a classroom that makes your life easier as a substitute?
Joe Sokołowski:
- Detail on students
- Knowing the names of students by having a class roster and a seating chart
- Knowing who your go-to students are, you can trust
- Knowing who the challenging students are and the best way to handle them
- Knowing what to do if a student crosses a boundary and needs to be removed from class
Dr. Mike Robinson: What is one of the most frustrating things about being a substitute teacher?
Joe Sokołowski: No vacation/Paid Time Off option along with snow days and schools going virtual
Dr. Mike Robinson: How vital are lesson plans for a substitute teacher to be effective?
Joe Sokołowski: It depends on the goal of the class. If it's a study hall or the teacher didn't have a lesson or anything planned, I don't need them as I have hours of life lessons, topics of discussion, and questions to engage them in the areas of social and emotional learning, identity, relationships, parents, success, and anything else that keeps their interests and improves their life. A list of good questions can help keep a class moving forward. And for classes who don't engage - a study hall works just fine.
I would guess that most subs need a lesson plan to help guide them and the class in a specific direction. “Not all have 25 years of experience working with youth and reading and guiding a room effectively.” “If you come in demanding respect, order, and obedience, they will give you a hard time because instead, it becomes a game to see who can control the power in the class.” “I even empathize with them and tell them about myself and have said "if I was you and some stranger came in and just started telling me what to do - I wouldn't like that," and they have responded positively when I did.”
Dr. Mike Robinson: What is a myth about being a substitute teacher?
Joe Sokołowski: That students always are disrespectful give substitutes a hard time. They WILL ALWAYS test you, and it begins the minute they see you. If you can show them you care about them while using your authority to guide/lead them in a fair and fun way, they will follow your lead and cooperate most of the time. If you come in demanding respect, order, and obey, they will give you a hard time because instead, it becomes a game to see who can control the power in the class. I always do some introduction and connection points. I even empathize with them and tell them about myself because "if I was them and some stranger came in and just started telling me what to do - I wouldn't like that," and they had responded positively when I did.
Dr. Mike Robinson: How should substitute teachers address unruly students?
Joe Sokołowski: It's a dance, and there is no one simple answer that will work in all situations. You have to be able to read the room and the specific youth to understand social dynamics, age appropriateness, school support, and how it will affect future interactions if you are going to be covering that class again.
The first thing is to set yourself and the class up for success. Connecting with them initially and stating expectations from the start is key. If you can show them you care and respect them - they will be more willing to behave. I often tell them I trust them to do what they normally do with the regular teacher there. Using the work "trust" is key because you are offering them the opportunity to return that trust and build a connection from their side. But of course, there are exceptions.
When a student is unruly - it's best to ignore it when possible and leave it in the notes. Often they are trying to get attention, and when it doesn't happen, they may stop. It also depends on the goal and/or assignments for the class. If they are disrupting it beyond ignoring it, reminding them of the expectations is their first step.
If a student is challenging/disrespecting a teacher directly, I try to ask questions about what they need, why they act out, and how we can get back on track. It's about coming alongside them to meet their needs and influencing them to regain self-control or cooperate. If that doesn't happen - follow the discipline procedure for the school. I rarely will get to the point of calling the office to have them removed unless the student is becoming a physical threat to others.
I will always leave it in the notes for the teacher to address when they get back.
Dr. Mike Robinson: What should school leadership do to let students know that a substitute teacher is not a day off from learning?
Joe Sokołowski: The key is how the teachers communicate to their classes. They should expect the same behavior and consequences from students regardless of who the teacher is. Following through with any discipline issues and consequences from any notes sets the standard with expectations for future subs. Teachers also have to give the subs substantial things to teach as much as possible. If the assignment is due that day, then hold that standard and give the appropriate grade if it's not done (don't extend deadlines). Consistency is key.
Dr. Mike Robinson: What advice would you give someone interested in becoming a substitute teacher?
Joe Sokołowski: Know your strengths and skill set and your goal. Some people do great with specific ages - I prefer High School and can do well with Middle school but will not do Elementary. Also, don't be afraid to try different schools. Each school is unique in their make-up and leadership. Some are challenging with difficult students, but clear expectations, consistency, and good leadership are great places to make a difference. Some schools have challenging students and lack what is needed to truly do what is best for students. Expose yourself to different schools, classes, and ages, and figure out where you will thrive the best to enjoy and make an impact on the students.
Learn how to quickly connect with a class/student. I have about a dozen options that I use when going into a class for the first time that includes a magic life lesson, riddles, questions for students, short tips on how to (deal with anger), or I let them ask me any question they want. I've learned that if you take the first 5 minutes to engage and build a relationship with them, it makes the rest of the time a lot easier. Once they know you care about them - they feel valued - they will reciprocate and want to do things from their side to connect with you (including cooperate).
Bio - Joe Sokołowski
My passion for seeing people develop and enjoy strong, healthy relationships with each other was birthed out of my personal experience growing up in a disconnected home. I've spent the past 27 years studying, learning about, and practicing healthy family dynamics while mentoring, coaching, counseling, teaching, and parenting young people as a camp counselor, TSS, youth leader, conference director, houseparent, Life Skills Counselor, and substitute teacher.
From 2009 to 2018, my wife and I were houseparents at Milton Hershey School, the largest residential boarding school in the world, where along with raising 12 middle school girls at a time and mentoring new employees, I helped contribute to and promote The Compass Project, a values-driven, character-based, SEL (Social & Emotional Learning) foundational philosophy for the school. Wanting to see others experience the same success, I also contributed to the planning process for houseparent professional development and designed and presented a number of trainings on leadership, social skills, and parenting through connection.
I am currently enjoying substitute teaching in Harrisburg, Pennsylvania, while I work on developing ways to equip others with the tools, education, and coaching they need to build lasting connections with people that matter most. You can reach Joe Sokolowski via his email address [email protected]