I have completed my first solo year and, in my opinion, it was a spectacular success! I still love my job, I didn't estrange my husband (lol), I feel enthusiastic about next year, and to top it all off, most important of all, my kids showed some impressive improvement! I still have so much to learn and so much growing to do, but I feel I am headed in the right direction. So, here are some things I noticed that I need to work on, or was very successful at, that make a first year smooth and effective.
Certainty
(Not to be confused with knowing everything all the time)
Certainty is a quality of all effective teachers. It often develops with experience, but some people have natural certainty or have already developed certainty in their lives. Certainty is akin to authority, but without the power connotation. It is the simple ability to convey your expectations in a way that makes it clear that there is no other option but to comply. It is speaking in a calm, even tone, standing tall and proud, and commanding attention, even when there are 30 fifth graders looking back at you and you are shaking in your boots. When I say commanding attention I don't mean like a drill sergeant, commanding attention can come in many forms, depending on your personality. Maybe you have that soft, kindergarten, "I'm going to pull you in with my sheer delightful, quiet enthusiasm." Or maybe you are hilarious and pull the kids in with your charisma. Or maybe you have that special cool, quirky quality that draws people in because you're just so interesting... Whatever it is, harness it and portray absolute certainty that your students will listen, comply, and learn.
Certainty comes with preparedness, passion, and understanding. You must be prepared before you ever step in front of your classroom. Understand your subject matter and curriculum, set up and practice routines, and have organized lesson plans arranged. As a first year teacher, occasionally preparedness won't happen. It is ok to apologize and wing it as best you can, but DO NOT MAKE A HABIT OF IT! Students will get frustrated and will begin to act out. They will see you as powerless and unreliable.
Your passion for the subject, process, content, students, learning, etc. also needs to be evident most of the time. Finally, you need to be understanding with yourself and students. Part of certainty is not always knowing you are right, but knowing you are knowledgeable, prepared, and caring and are doing the best for these students that you can. You need to be understanding of yourself when things don't go as planned, when you change your mind, or when you say something stupid. It happens. Deal with it, and move on. You also need to be understanding with students. Students act the way they do for a reason. Do not confuse leniency with understanding, though. Students need to be held to consistent high expectations.
Preparedness
This is something I excelled at in some areas and really need to work on in other areas. You should always be at least a week ahead in planning curriculum, but be flexible enough to adjust as real life happens. The beautiful thing about being planned a week ahead is that it generally turns out to be about two weeks because you plan so much! I utilized the summer before my first year to plan, plan, plan. I basically worked full time during the summer, but I was so excited that it was fun. Really, though, I started planning for my first year when I stepped into my first education class in college. I saved, sorted, organized, and categorized every piece of material that I received from a class or a classmate. It has really come in handy!
Beyond having your curriculum prepared, you should also have your activities, projects, parties, and field trips planned as far ahead as you can. This is something I really struggled with. I was always so focused on making sure my lessons were going to go off without a hitch that I would put off the actual preparation until the night before. If you are planned ahead, have the materials ready, and encourage volunteers to help in your classroom, you will save yourself a lot of late nights. I often let that glorious bulletin board slip by because I wasn't prepared enough to delegate the task.
Showing posts with label Advice. Show all posts
Showing posts with label Advice. Show all posts
Sunday, June 23, 2013
Thursday, January 3, 2013
The First Year
Let me tell you, they aren't lying when they say your first year of teaching is an exhausting whirlwind. But, on the bright side it doesn't have to be as bad as they say! I've made it thus far without having one moment that I wanted to quit the teaching profession, move to Africa, or jump off a bridge! From what I've heard my first year has been pretty smooth sailing so far. Here are the things that I've heavily relied on:
- Resources from college and student teaching, (yeah, I actually use that stuff!). I was a HUGE pack-rat during college, volunteering, and student teaching. I took anything and everything people offered me, asked for copies of things that I liked, and wrote lists of things I would like to buy.
- Resources I scrounged out of what I like to call the "dungeon" at my school (aka the old shower room with piles of stuff that the teachers don't want anymore). Warning: Make sure you check with people before you make off with anything! Teachers are very protective of their collections.
- My AMAZING grade-level partner. She was recently moved to 4th grade after teaching 1st and 2nd for a long time, so the year is new to her, too. BUT we plan everything together. We share our good ideas, edit out our bad ideas, take turns planning units, etc. It really has saved my life. Oh, and she's been teaching and at the school for a long time, so she helps me remember the things a firsty might forget (meetings, calling parents about student of the month, etc., etc.).
- Utilizing the summer. Be careful of burn-out, but I spend pretty much my entire summer planning my curriculum. Many new teachers are hired on the spot and don't have this convenience, but I took full advantage. I gathered up all the teacher and student books, brought them home, and poured over the school and my own resources and the standards to create a thorough curriculum.
- Create an organization system for EVERYTHING. You are going to have so many calls, papers, meetings, planners, notebooks, tests, assignments, e-mails, appointments, forms... that it is critical to be organized. I have a parent communication binder, a curriculum binder, folders in my e-mail, a file for graded work, work to grade, work that the students need to finish or start, a shelf for all my supplies for each day of the week, a hanging file pocket-chart for the day's activities, etc. My students and I would be swimming in paperwork if it weren't for these things.
- Start the year out positive, firm, and know your stuff. Of course things are going to come up that are unexpected, but the students are expecting to learn the ways of your classroom on the first day, and it's your job to have every detail planned out. I probably spend the most time this summer planning out routines and behavior systems. From going to the bathroom to sharing ideas in class to lunch count to homework, you need to have every detail mapped out. Trust me though, there are going to be some things that you find just aren't working, and you need to make a little tweek.
Tuesday, July 10, 2012
Powerful Article
This article, by Ron Berger, is one of those well-needed bits of inspiration. He postulates that excellence is a culture and a climate, not a quality of children. He paints a picture of his classroom as we all dream ours to be, one of empowering and impressive student effort with a culture of respect. He also describes a case-study, detailing one newcomer's change from obstinate and full of school hatred to open and willing to work his hardest (though sometimes still difficult). I love these examples of teachers doing the true work of a teacher. Take the time to read it, it's worth it.
Fostering an Ethic of Excellence
Fostering an Ethic of Excellence
Saturday, April 21, 2012
Recreate
This pseudo-first year has been the most difficult year of my life despite the support of my two co-teachers. Between screaming parents, unbelievable behavior, and students with baffling academic challenges, this year has been more than enough to make a lot of newbies quit. And how do you go home, let it all go, and return the next day with a purpose and a smile on your face, knowing it's a new day and your best chance to make a difference?
A professor and brilliant educator once said "the most important thing you can do as an educator is to recreate." He used this as a sort of double entendre: utilizing both meanings re-create (to create again) and recreate as in recreation (a activity done for enjoyment). Things are always more eloquently stated by their original founder, but here is my interpretation. Your passion for teaching is like a fire. Right now it is fed by youthful enthusiasm, injustice, love of children, creativity, desire to change the world... etc. etc. Some day along the line there will come a day when you tire, children treat you with disrespect despite your efforts, you work in a school where your creativity is stifled because of a emphasis on closing the gap, or whatever the case may be. Your fire will dim, and it is your job to know how to rekindle that fire. Recreate. Recreate the passion and feed the fire: find others like you and join a discourse community, go camping, read a book in the sunshine, walk on the treadmill, drink a margarita with your girls, whatever it is that makes you happy and rekindles your fire. The work will always be there, and no matter how proactive you are, it will never be done (if you are a true educator), so take a moment to take care of yourself.
Let me use another metaphor. On an airplane the stewardess that gives the safety spiel always says this (or some form of this): "Mothers, put your oxygen mask on first. Your child cannot take care of him or herself in the event that something happens to you, so take care of yourself first and then you can be assured of your child's safety." The same is true in education. We can work ourselves to the very bone staying up all night and working weekends, keep ourselves propped up with caffeine, and become estranged from our family and friends but this pace can't keep up forever, and you and your students will suffer. So take the time to recreate. Our students need passionate, rested, enthusiastic educators in their classrooms. This advice has kept me alive and enthusiastic this year.
Thank you Dr. Ronald Beghetto
A professor and brilliant educator once said "the most important thing you can do as an educator is to recreate." He used this as a sort of double entendre: utilizing both meanings re-create (to create again) and recreate as in recreation (a activity done for enjoyment). Things are always more eloquently stated by their original founder, but here is my interpretation. Your passion for teaching is like a fire. Right now it is fed by youthful enthusiasm, injustice, love of children, creativity, desire to change the world... etc. etc. Some day along the line there will come a day when you tire, children treat you with disrespect despite your efforts, you work in a school where your creativity is stifled because of a emphasis on closing the gap, or whatever the case may be. Your fire will dim, and it is your job to know how to rekindle that fire. Recreate. Recreate the passion and feed the fire: find others like you and join a discourse community, go camping, read a book in the sunshine, walk on the treadmill, drink a margarita with your girls, whatever it is that makes you happy and rekindles your fire. The work will always be there, and no matter how proactive you are, it will never be done (if you are a true educator), so take a moment to take care of yourself.
Let me use another metaphor. On an airplane the stewardess that gives the safety spiel always says this (or some form of this): "Mothers, put your oxygen mask on first. Your child cannot take care of him or herself in the event that something happens to you, so take care of yourself first and then you can be assured of your child's safety." The same is true in education. We can work ourselves to the very bone staying up all night and working weekends, keep ourselves propped up with caffeine, and become estranged from our family and friends but this pace can't keep up forever, and you and your students will suffer. So take the time to recreate. Our students need passionate, rested, enthusiastic educators in their classrooms. This advice has kept me alive and enthusiastic this year.
Thank you Dr. Ronald Beghetto
Wednesday, February 29, 2012
Words of wisdom
Words of wisdom from my co-teachers: "You cannot make a child behave, you can only make him or her want to behave."
"You get what you notice, so point out the positive." Live by these words. I've seen the truth in them. We caught ourselves dwelling on the negatives of our very challenging class last week, made an adjustment to notice the positive and it's been a much better week! It really does work!
AND
Sunday, February 26, 2012
Try it, it will change your world!
Cartooning!
Ok, so it sounds silly, doubt it all you want, but please try it. I had my doubts, too. As I said before one of the books I am currently reading is called Make it Visual in the Classroom. This book has really changed the way I think about thinking and learning. It has also supplied me with the most valuable tool I've found yet--cartooning as an anticipatory set and as a teaching tool. It's so simple. It feels awkward at first, but my co-teachers and I were blown away by the attentiveness it supplies. I had the rapt attention of an entire class of nearly 60 students. You could've heard a pin drop. All it takes: a clean sheet of white printer paper divided into eight sections, select a story in your life that illustrates and creates background and meaning for the lesson you are about to teach. (I.e. I told a story about a time when someone broke into my car and I got angry for a lesson on anger management, and a story about going to the zoo and noticing that things come in groups--legs on animals--for a lesson on multiplication). It takes just a few minutes and gives meaningful background to the lesson, creating a framework for students to begin thinking about the topic. The illustrations should be simple and quick, they just need to show the idea. Even better, the kids can learn this process. I've also begun to use it with students that have a hard time visualizing themselves behaving appropriately (below).
Ok, so it sounds silly, doubt it all you want, but please try it. I had my doubts, too. As I said before one of the books I am currently reading is called Make it Visual in the Classroom. This book has really changed the way I think about thinking and learning. It has also supplied me with the most valuable tool I've found yet--cartooning as an anticipatory set and as a teaching tool. It's so simple. It feels awkward at first, but my co-teachers and I were blown away by the attentiveness it supplies. I had the rapt attention of an entire class of nearly 60 students. You could've heard a pin drop. All it takes: a clean sheet of white printer paper divided into eight sections, select a story in your life that illustrates and creates background and meaning for the lesson you are about to teach. (I.e. I told a story about a time when someone broke into my car and I got angry for a lesson on anger management, and a story about going to the zoo and noticing that things come in groups--legs on animals--for a lesson on multiplication). It takes just a few minutes and gives meaningful background to the lesson, creating a framework for students to begin thinking about the topic. The illustrations should be simple and quick, they just need to show the idea. Even better, the kids can learn this process. I've also begun to use it with students that have a hard time visualizing themselves behaving appropriately (below).
Saturday, February 25, 2012
Learning from experience... Interviews
Some important advice that I think got me the position I am in today.
Go the extra mile (and a half): One reason I was selected for the position is because I made it extremely clear that I was not lazy. I had two fully developed units from two different grades with pre- and post-assessment data and analysis organized in binders, a binder portfolio with normal interview materials (resume, letters of recommendation, letter of application, business cards, transcripts, my teaching license, assessment scores, etc.) plus photos of my classroom library, examples of my classroom expectations, behavior plans, a plan for the first six weeks of school, and a lesson plan I had designed.
Pull out all the stops: Part of the interview process was teaching a lesson in the classroom. Besides the obvious part of being overly prepared, I also planned to include nearly every teaching tactic I had learned in my training to show off my skills. This included: positive reinforcements, clear expectations, think pair share, hand signals (when I raise my hands it means think, when I lower them say the answer and point to your temple if you are thinking the same thing), cooperative learning, etc.
Have examples prepared: While I had only student taught I still scraped up examples for every possible interview question I could think of to illustrate my opinions and ideals. I followed the format of: think, answer, example(s), project to future experiences.
What I could have done better:
Thorough answers: As a first year teacher it was hard to give thorough answers to questions such as: "What kind of assessments are you prepared to use in your classroom?" Make sure that you have prepared yourself as much as possible to answer questions such as these. Read up on new assessment techniques, teaching practices, authors, programs, etc.
Transitions: I taught a math and a writing lesson and it was brought to my attention that I should have done some sort of physical activity to transition between the activities and get the students ready to switch gears.
Know the school you are applying for: While I had done a lot of research on the school I hadn't realized the extent to which they depended on direct instruction, which was in contrast to the training I had received. While I don't think you should lie about your theory of pedagogy, what you say can be adjusted to incorporate both your theory and the theory of the school.
Go the extra mile (and a half): One reason I was selected for the position is because I made it extremely clear that I was not lazy. I had two fully developed units from two different grades with pre- and post-assessment data and analysis organized in binders, a binder portfolio with normal interview materials (resume, letters of recommendation, letter of application, business cards, transcripts, my teaching license, assessment scores, etc.) plus photos of my classroom library, examples of my classroom expectations, behavior plans, a plan for the first six weeks of school, and a lesson plan I had designed.
Pull out all the stops: Part of the interview process was teaching a lesson in the classroom. Besides the obvious part of being overly prepared, I also planned to include nearly every teaching tactic I had learned in my training to show off my skills. This included: positive reinforcements, clear expectations, think pair share, hand signals (when I raise my hands it means think, when I lower them say the answer and point to your temple if you are thinking the same thing), cooperative learning, etc.
Have examples prepared: While I had only student taught I still scraped up examples for every possible interview question I could think of to illustrate my opinions and ideals. I followed the format of: think, answer, example(s), project to future experiences.
What I could have done better:
Thorough answers: As a first year teacher it was hard to give thorough answers to questions such as: "What kind of assessments are you prepared to use in your classroom?" Make sure that you have prepared yourself as much as possible to answer questions such as these. Read up on new assessment techniques, teaching practices, authors, programs, etc.
Transitions: I taught a math and a writing lesson and it was brought to my attention that I should have done some sort of physical activity to transition between the activities and get the students ready to switch gears.
Know the school you are applying for: While I had done a lot of research on the school I hadn't realized the extent to which they depended on direct instruction, which was in contrast to the training I had received. While I don't think you should lie about your theory of pedagogy, what you say can be adjusted to incorporate both your theory and the theory of the school.
Friday, November 4, 2011
"That's not how my teacher does it!"
While every time I hear this it makes me cringe a little on the inside, it also makes me crave being a full time teacher. My message to full time teachers: No matter how much grief students give you, or how challenging behavior management becomes, your students love you and depend on your systems, expertise, and constancy. You are the leader of a small little world of people who love, depend on, and look up to you. In your students' eyes you are irreplaceable.
Thursday, November 3, 2011
Enlightenment from Day 1
A few weeks ago I had my first day of substitute teaching, and despite all the build up it was rather peaceful and enjoyable. The joys of being prepared. Here is the advice I gleaned for myself after day 1.
Use the teacher's behavior management system. I was totally confused by the teacher's behavior management system (there were sticky notes involved, a chart, red, white, blue, and green cards in little pockets, and a jar with marbles...). In her notes it said: "look at the behavior chart, it's pretty self-explanatory." While I was familiar with some of the elements, this system took it to a-whole-nother level. I found it cumbersome and decided, whether consciously or unconsciously I'm not sure, not to use it. While this class had relatively good behavior, they kept encouraging me to use the class system and made it clear that they would appreciate it if I would. Lesson learned.
Learn names, when possible. Classes that switch for multiple subjects makes this very difficult! This class switched for reading, and math, and many of the kids come and go for Spanish or other special classes. While I really like the seating chart idea I used (below), it was not practical in this situation. With students coming and going and new students entering and sitting in different desks, the seating chart was ineffective. In this situation I should have had the students wear name tags.
Intercept the first misbehavior, and react with consistent and sensible behavior management. When students see that others are getting away with misbehavior they will join in. Start with the first act, react quickly, firmly and sensibly.
Enjoy the small things in life.
Use the teacher's behavior management system. I was totally confused by the teacher's behavior management system (there were sticky notes involved, a chart, red, white, blue, and green cards in little pockets, and a jar with marbles...). In her notes it said: "look at the behavior chart, it's pretty self-explanatory." While I was familiar with some of the elements, this system took it to a-whole-nother level. I found it cumbersome and decided, whether consciously or unconsciously I'm not sure, not to use it. While this class had relatively good behavior, they kept encouraging me to use the class system and made it clear that they would appreciate it if I would. Lesson learned.
Learn names, when possible. Classes that switch for multiple subjects makes this very difficult! This class switched for reading, and math, and many of the kids come and go for Spanish or other special classes. While I really like the seating chart idea I used (below), it was not practical in this situation. With students coming and going and new students entering and sitting in different desks, the seating chart was ineffective. In this situation I should have had the students wear name tags.
Intercept the first misbehavior, and react with consistent and sensible behavior management. When students see that others are getting away with misbehavior they will join in. Start with the first act, react quickly, firmly and sensibly.
Enjoy the small things in life.
Student gem of the day: "Are you our guest teacher!? You're too pretty to be a substitute!" While her assumption that substitute's aren't pretty was troubling, it was a nice gesture, none-the-less.
Tuesday, November 1, 2011
Attention, Please!
I've found that ways of getting the students attention is one of the most important tools a teacher can have. That being said, here is the list of ways to get attention that I have compiled (remember to explicitly teach the expectations for each technique):
- Use a rain stick, music, bell, chimes, whistle (at recess) etc. (Can be especially effective if specific to the activity, unit or routine--i.e. an instrument from a particular culture)
- Clap a pattern and have students repeat the pattern or designated response
- Sing a song (establish the expectation that the students will sing with you and join you wherever you are in the room).
- Play music (Establish the routine that your will play music for a certain amount of time and this is the amount of time students have to clean up or get ready to begin workshop, when music stops students need to stop, look, and listen).
- Excuse students by telling them the “magic word” and then whispering words that start with the same letter, rhyme, or have some other common theme and finally the magic word releases them (with this transition students will get excited, be sure to establish the expectation that there is no running).
- Give students group or table names and use the sign language sign to release their group. Wait until all groups are quiet and their eyes are up before signaling.
- Raise your hand and have students raise theirs when their mouths are quiet and their minds are ready (stop, look, listen)
- Flick the lights on and off. NOTE: This may induce seizures, be cautious of the use of this signal.
- Say: One, Two, Three, Eyes on me
- Say: Give me five (Explain what the five mean, and post a poster:
2. Hands and feet still
3. Mouth quiet
4. Ears listening
5. Ready for instructions
- Above, Pause, Whisper: (Get the students attention with a sound—chime, or other sound louder than their voices, stand still and wait for “pregnant pause,” then whisper instructions.
- Choral response: Sing or chant a phrase, i.e. "Who lives in a Pineapple Under the Sea," students chorally respond, i.e. "Spongebob Square Pants!" ("Peanut, Peanut Butter," "and Jelly").
- Say: "If you can hear my voice..." i.e. "put your finger on your nose." Add new instructions but keep saying them in an increasingly quiet voice.
Thursday, October 6, 2011
Application 135 and counting...
Since my graduation this summer I have completed at least 135 applications, handed business cards out at numerous schools, gone to job fairs, and completed three interviews (all of which came to the same verdict: "your interview was perfect, but we selected someone with more experience). Besides this I had a researcher, both of my supervisors, and my cooperating teachers tell me they would "for sure" find me a job! Besides the experience catch 22, I have a flawless application with over 1,200 hours of volunteer experience (not including my work experience as a teaching assistant) in 11 different schools in six different cities K-College, and a Master's and Bachelor's Degree in education. In summary: the education field is a tough one right now to say the least. At one of my interviews in a city with a population of 300 the principal stated: "We had over 100 highly qualified applicants this year. The last time we had an opening we had 7, only one of which had a Masters." This sentence pretty much sums up the education field right now.
So... after all that here is my advice: whilst in your undergraduate or graduate degree program WORK AS A PRESCHOOL TEACHER OR INSTRUCTIONAL AIDE! That way when the dreaded paid teaching experience question comes about, you don't have to put that big conspicuous 0.
So... after all that here is my advice: whilst in your undergraduate or graduate degree program WORK AS A PRESCHOOL TEACHER OR INSTRUCTIONAL AIDE! That way when the dreaded paid teaching experience question comes about, you don't have to put that big conspicuous 0.
Monday, October 3, 2011
Registering to substitute
Having recently completed my substitute registration for two education service districts (ESD's), 15 school districts, and 46 schools all at least an hour away from my house I have some advice for future substitutes, which brings me to my first piece of advice:
Apply early! I graduated my teacher education program this June and began applying for jobs in late May, come to find out the substitute lists for all the areas close to me had be full since March for the next year! So all that schmoozing with the teachers from the school I student taught at was pointless! Now I am driving an hour to get to all my subbing positions. Sigh.
Stick to as few schools as possible and be known at these schools. Ok, so this comment is a little hypocritical at the moment, but it is a piece I gleaned from other substitute teachers. If your ultimate goal is to become a full time teacher, it is in your best interest to substitute at fewer schools, so as to be known at those schools.
Make as many friends in the teaching field as possible! While this didn't exactly work out for me, it nearly got me a lot of subbing jobs. I had an acquaintance from BMX (my leisure time activity), who was a teacher that I volunteered with during my schooling, who had five days of subbing for me before he found out PPS's sub list was full! I was still grateful. Further, networking is how you find jobs!
Do the ground work. All the schools that I registered to substitute with are at least an hour away. This means it took a lot of time to drive to each ESD, SD and school, but it will pay off in the end. Visit each school and introduce yourself to the secretary, and if possible the principal and teachers. Be friendly and professional. This is like your substitute interview.
Be patient and proactive. Part of substituting is waiting and watching, but during this time you should not be stagnant. Keep a close watch on any substitute calling systems, call schools, go in to schools to introduce yourself, HAND OUT BUSINESS CARDS, volunteer in schools where you would like to substitute to observe, etc.
Be honest but positive with your reports to the teacher. I've experienced situations in student teaching where substitute teachers would leave a overly positive report, and the kids would have an entirely different report (whether that be seeming ashamed of themselves, or happy that they just got to play, etc.). This reduces your credibility. While students opinions aren't always perfect indicators of a substitute's success teachers love their classes and generally want them to be happy and feel successful while he or she is away. If challenging situations occur be honest with the teacher, but don't seem overly negative about the class or particular students, either.
Apply early! I graduated my teacher education program this June and began applying for jobs in late May, come to find out the substitute lists for all the areas close to me had be full since March for the next year! So all that schmoozing with the teachers from the school I student taught at was pointless! Now I am driving an hour to get to all my subbing positions. Sigh.
Stick to as few schools as possible and be known at these schools. Ok, so this comment is a little hypocritical at the moment, but it is a piece I gleaned from other substitute teachers. If your ultimate goal is to become a full time teacher, it is in your best interest to substitute at fewer schools, so as to be known at those schools.
Make as many friends in the teaching field as possible! While this didn't exactly work out for me, it nearly got me a lot of subbing jobs. I had an acquaintance from BMX (my leisure time activity), who was a teacher that I volunteered with during my schooling, who had five days of subbing for me before he found out PPS's sub list was full! I was still grateful. Further, networking is how you find jobs!
Do the ground work. All the schools that I registered to substitute with are at least an hour away. This means it took a lot of time to drive to each ESD, SD and school, but it will pay off in the end. Visit each school and introduce yourself to the secretary, and if possible the principal and teachers. Be friendly and professional. This is like your substitute interview.
Be patient and proactive. Part of substituting is waiting and watching, but during this time you should not be stagnant. Keep a close watch on any substitute calling systems, call schools, go in to schools to introduce yourself, HAND OUT BUSINESS CARDS, volunteer in schools where you would like to substitute to observe, etc.
Be honest but positive with your reports to the teacher. I've experienced situations in student teaching where substitute teachers would leave a overly positive report, and the kids would have an entirely different report (whether that be seeming ashamed of themselves, or happy that they just got to play, etc.). This reduces your credibility. While students opinions aren't always perfect indicators of a substitute's success teachers love their classes and generally want them to be happy and feel successful while he or she is away. If challenging situations occur be honest with the teacher, but don't seem overly negative about the class or particular students, either.
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