How to Be an Amazing and Successful Substitute Teacher

How to Be an Amazing and Successful Substitute Teacher Substitute teaching is one of the most difficult jobs in education. It is also one of the most important. It takes a remarkable person to be able to adapt effectively to all the situations that will be thrown at them as a substitute teacher. Substitute teachers are used in virtually every school across the country every day. It is vital for school administrators to compose a list of top notch people who can successfully substitute teach. Flexibility and adaptability are probably the two most important characteristics that a substitute teacher must possess. They must be flexible due to the fact that they are often not called until the morning of the day they are needed. They must be adaptable because they could be subbing in a second-grade classroom one day and a high school English class the next. There are even times when their assignment will change from the time they are called to the time they actually arrive. Although it is beneficial for a substitute to be a certified teacher, it is not a requirement or necessity. A person without formal training in education can be a successful substitute. Being a good substitute teacher starts with an understanding of what you are expected to do and also knowing that the students are going to test the waters to see what they can get away with and be equipped to deal with any obstacles. Before You Sub Some school districts require new substitutes to attend some type of formal training before they are placed on the substitute list while others do not. No matter the case, you should always try to schedule a short meeting to introduce yourself to the building principal. Use this time to let them know who you are, ask them for any advice, and find out any specific protocol they may have for substitute teachers. Sometimes it is impossible to meet with the teacher but always do so if you have the opportunity. Although meeting the teacher in person is ideal, a simple phone conversation can be extremely beneficial. The teacher can walk you through their schedule, provide you with specific details, and give you a lot of other relevant information that will make your day go smoother. Always try to obtain a copy of the school’s student handbook. Have a solid understanding of what the school expects from their students and teachers. Some schools may even have a substitute policy designed to protect substitutes from poor student behavior. Carry the student handbook with you and refer to it when necessary. Don’t be afraid to ask the principal or a teacher for clarification. It is essential to understand that every district has its own unique student handbook. While there will be similarities, there will also be significant differences. It is essential that you learn each school’s procedures for emergency situations such as a fire, tornado, or lock-down. Taking the time to have a firm understanding of what is expected of you in these situations can save lives. In addition to knowing the overall protocol for an emergency situation, it is also vital that you have knowledge of emergency routes specific to the room you are subbing in as well as how to lock the door if necessary. Being professional starts with how you dress. Make sure that you know the district’s dress code for teachers and adhere to it. It is equally crucial to understand that you are working with minors. Use appropriate language, don’t try to be their friends, and don’t get too personal with them. Meet with the School PrincipalVisit with the TeacherKnow the Student HandbookKnow Emergency ProtocolBe Professional While You Sub Arriving early is a key component of your day. There are so many things a substitute needs to do to ensure that they have a fantastic day before school begins. The first thing they need to do is to report to the appropriate place. After checking in, a substitute should spend the remainder of their time looking over the daily schedule and the lesson plans, making sure that they have a clear understanding of the material they will be required to teach that day. Getting to know the teachers in the rooms around you can provide you with a lot of assistance. They will likely be able to help you with questions specific to the schedule and the content. They may also be able to give you additional tips specific to your students that could benefit you. Finally, it can be beneficial to build a relationship with these teachers because you may have the opportunity to sub for them at some point. Every teacher runs their room different, but the overall makeup of the students in the room will always be the same. You will always have students who are class clowns, others who are quiet, and those that simply want to help. You want to identify the handful of students that will be helpful throughout the day quickly. These students can assist you with finding materials in the classroom, making sure you stay on schedule, etc. The classroom teacher will be able to tell you whom these students are if you are able to visit with them beforehand. This is the single most crucial component of being an effective substitute teacher. Students of all ages are going to push a substitute to see what they can get away with. Start the day off by setting your own expectations and rules. Don’t let them get away with anything. Hold them accountable for their actions and don’t be afraid to assign them consequences. If this doesn’t get their attention, then go ahead and refer them to the principal. Word will spread that you’re a no-nonsense substitute, and students will begin to challenge you less and less making your job much easier in the long run. The single biggest thing that will bother a regular classroom teacher about a substitute is for the substitute to deviate from their plans. The teacher leaves specific assignments that they fully expect to be completed when they return. Deviating or not completing these activities is seen as disrespectful, and you can bet that they will ask the principal not to put that substitute back in their room. Arrive EarlyGet to Know Surrounding TeachersIdentify the HelpersBe StrictStay on Task After You Sub A teacher wants to know how your day went. It is beneficial to include students that were helpful as well as the students that gave you problems. Be detailed including what they did and how you handled it. Address any issues you may have had with the curriculum. Finally, let them know that you enjoyed being in their classroom and give them your phone number to contact you should they have any additional questions. It is important that you leave the room in as good of or better condition than it was when you arrived. Do not let students leave materials or books strung out all over the room. At the end of the day, take a few minutes to have the students help pick up trash on the floor and get the classroom back in order. Leave a NoteStraighten the Room

The Native Americans in the 18th and 19th Centuries Essay - 1

The Native Americans in the 18th and 19th Centuries - Essay Example This paper illustrates that although there is a common belief that the Native Americans came from Asia, few if any came from India. Mistakenly believing that he had landed in the Indies, Christopher Columbus gave them the name ‘Indian’. Other names accorded to them include Indigenous Peoples of America, Aboriginal Americans, American Indians, Amerindians, and First Peoples First Nations among others. For many years, these people had peacefully lived in America until the invasion of the European colonialists and explorers who brought endless problems to them. Since the European colonists landed in America in the 16th and 17th century, the Native Americans welcomed them enthusiastically. They admired their â€Å"outlandish clothes, ships as well as their superb technology including brass and copper kettles, mirrors, earrings, the fire-belching cannon and arquebus, hawk bells, steel swords and knives† among others. However, there eventually arose conflicts as the Nat ive Americans discovered their materialistic view of the land coupled with their â€Å"cultural arrogance†. In the 18th and 19th centuries, the European colonists invaded the state and colonies frontiers inexorably displacing Native Americans from the most favorable land. Largely displaced were the Native Americans in the central and eastern North Carolina portions. Often times, â€Å"the Natives resisted this process violently†. Armed conflicts such as the Tuscarora (1711–1715) and Yemassee (1715–1717) wars involved â€Å"forcefully† removing native populations onto a small number of small reservations.

Climate change and food security Assignment Example | Topics and Well Written Essays - 1000 words

Climate change and food security - Assignment Example . Wheat bread, peanut butter, fruit juice, and raisin beverage made up my breakfast I feared consumption of chemical components from the foods processing processes and threats of genetic engineering that I believe can interfere with my genome. Even though my snack for the day was orange fruit, there was still the fear of possible genetic engineering in the fruits’ development. Wheat bread, chicken stew, potatoes, milk, and green grams were the other consumptions of day one and even though I perceived no alternative for safe consumption, I feared the foods’ safety levels. Calorie level in the consumption was another concern and I decided to research on calorie characteristics of my food components for minimization. Consumptions in the second also consisted, predominantly, of natural foods with uncontrollable food safety concerns. Oatmeal, raisins, beef, rice, milk, and fruits were the major components with threats of genetic engineering and, though limited, the amount of chemicals that could have been applied in their processing and temporary preservation. I however ensured reduced levels of calories intake through restricting volumes of consumption per food type. Bran flakes, potatoes soup, beef, and rice formed the major component of my third day food intake with other natural foods like milk and fruits. While these retained my fears of direct chemical contamination together with adverse effects of biological engineering on the foods’ sources, processed foods were also identifiable to increase my worries on the day’s intake.... irect chemical contamination together with adverse effects of biological engineering on the foods’ sources, processed foods were also identifiable to increase my worries on the day’s intake. Jelly, margarine, and sugar-enriched lemonade are the major examples of processed components of the day’s consumption. Consumptions in day four was more conscious of processed food and observed calories levels through nutrient information and quantity of each of the consumed food type. The day’s consumption was a revised diet set from day one’s consumption for better safety level and I believe the reduced calories level consumption achieved this. Intakes in the remaining three days alternated between the major components of the types of foods in the first four days and my general opinion on my food choices is that however much we try to select safe food products; our choices are limited by available products and developed preferences. Food safety therefore remai ns a major concern and political forces, instead of individual power through money, should ensure safety. This is because such money power at consumer level is decentralized and ineffective. Reflection Food safety consciousness, especially after watching the Food Inc film, motivated me to research on sources of available food products and observed safety standards by different food processors. Available information from internet sources has for example informed of the different sources of my food, geographical locations of sources of natural supplies, and manufacturers of processed supplies. I am also aware of distribution channels of major foods among my consumables and possible activities at each level of the channels. Similarly, I am also informed of regulatory strategies and regulatory agencies over the food

The Possible Benefit from Tobacco Term Paper Example | Topics and Well Written Essays - 2000 words

The Possible Benefit from Tobacco - Term Paper Example In order to have a clear understanding of the importance of cigarette taxes, it is appropriate to give a historical background of the object- cigarettes. Historically, tobacco became popular in the United States in 17th century which was often associated with slavery since tobacco plantations required massive manpower. However, when America started trading with other colonies after the American Revolution, tobacco in the form of cigarettes became popular. The origin of cigarette smoking can be traced to Western Europe. The cigarette was actually smoked by members of the lower class population in Andalusia which was adapted by the French during their conquests there. Later during the Victorian period, the British adopted tobacco to suit their taste and style but in the form of â€Å"dainty looking cigarette† which can used by the ladies (Burns 132 ). In the United States, Maryland and Virginia competed heavily in tobacco farming resulting to the establishment of two different types of auction system for loose-leaf. This caused tremendous pressure to the government leading to the enactment of the Tobacco Inspection Act that directs the Secretary of Agriculture to impose controls on the tobacco Industry ( McGrew ). In addition to this, McGrew asserts that the government imposed regulation since â€Å"the tobacco industry provided more than $4.8 billion in taxes in 1971† (USDA, Tobacco Situation, 1971b: 44). Strictly speaking, the first federal excise tax on tobacco was included in the Alexander Hamilton’s tax.

Britain’s Attempts to Appease Mussolini in the 1930’s Were Successful’ Discuss Essay Example for Free

Britain’s Attempts to Appease Mussolini in the 1930’s Were Successful’ Discuss Essay ‘Britain’s attempts to appease Mussolini in the 1930’s were successful’ Explain why you agree or disagree with this view. (24 marks) Britain’s attempt to appease Mussolini were successful up until the Abyssinian crisis of 1935, as Italy were not in league with Germany but on the contrary, were opposed to German expansion and revision of the treaty of Versailles. However after the Abyssinian crisis, this stance from Mussolini disappeared and changed greatly. Hence British attempts becoming unsuccessful, as ultimately Mussolini entered the Second World War on the side of Germany. Britain and Italy’s relationship was cordial before the Abyssinian crisis, indicating success in their appeasement policies. The Stresa front of 1935 between: Britain, France and Italy manifested this, as they agreed to prevent further revision of the treaty from Hitler and to resist him in his expansionist aims, and to also condemn Hitler’s actions. The Stresa front was suggested by Mussolini himself who was very co-operative and acted on the side of Britain and France as they all shared the same opinion on German rearmament. This showed how prepared Mussolini was to take action and stand against German aggression, as Mussolini was the only one who actually sent troops, during the Austrian Putsch of 1934, when the Nazi’s attempted to exploit Austria’s condition by trying to take over and employ a Nazi government. Italy was the only country who was prepared to take stance that was not mere condemnation but an actual military reaction, these clearly suggest ed Mussolini strong feelings in regards to Hitler. This found great success as they all agreed to it and this manifested Britain’s success in appeasement policies. Although Britain applied economic sanctions with the league, the sanctions did not include oil, which was the main necessity required for Italy’s invasion, as they required oil to run their ships for transportation. Britain did not close the Suez Canal, which was a fundamental route for Mussolini to transport his troops by; this meant that Italy’s invasion was not severely obstructed. These actions seemed to have been undertaken to appease Mussolini and to prevent him from engaging in a ‘mad dog’ activity  such as declaring war on Britain, this found success, as Mussolini did not declare war on Britain. This is another example of British success in their appeasement policies. Before the Hoare-Lavale pact was leaked into to the public, it seemed as if Mussolini would accept this proposal. Hitherto the pact, Hoare, the British secretary worked well with Italy, and demonstrated a close relationship. If Mussolini had accepted then it would be a success, as Mussolini would still be on the side of Britain. This could be seen as some sort of success, as at first it did seem that it would be successful. Ultimately, it was a failure of British appeasement, as Mussolini did not accept the proposal to ‘save face’. However, there were also many examples of British failure of appeasement, such as the Anglo-German Naval Agreement, which was poor example of British policy, as it did nothing but completely undermine, consequently damaging the Stresa front irrevocably. As it angered Mussolini greatly and it was almost as if Britain were stabbing the other members of the Front in the back, as they condemned Germany in the Stresa Front and then signed an agreement with them, allowing them some sort of navy. Britain’s condemnation of Mussolini and the sanctions made him disgruntled and dissatisfied. These sanctions were an example of complete failure, as it achieved nothing at all. It was half hearted and it angered Mussolini at the same time, which pushed him into the arms of Germany, resulting in nothing being achieved. As during the time of the crisis, Hitler supported Mussolini and gained his favour, which ended up in them two signing pacts such as the Rome-Berlin axis and the pact of steel. The policy of appeasement failed wholly in some respects, because Britain did not achieve her aim of keeping Mussolini on her side, which was what Britain wanted. But it ended up that Mussolini and Hitler became much closer as they supported the Fascist group during the Spanish Civil War, by both sending troops to aid them, while Britain stood idly by doing nothing. The acceptance of the Anschluss from Italy was a great success for Germany and a  greater blow to the treaty and Britain. Mussolini invaded and conquered Abyssinia in the end, which was the result of Britain’s half-hearted sanctions. This also gave confidence to both Mussolini and Hitler, as it showed them how feeble and indecisive Britain during the Abyssinian crisis, giving them the impression that they could perform such acts again. In conclusion, Britain’s policies of appeasement were successful up until the Hoare-Laval pact, as from then on; British appeasement failed and became unsuccessful, because Italy ended up on Germany’s side in the Second World War. Also after the Abyssinian crisis, appeasement could be seen as an unnecessary policy, due to the fact that Mussolini was on Hitler’s side. Yet Britain pressed on with appeasement, such as the Easter Accords, which accepted the status quo of the Middle East and Abyssinia, but this is negligible as Mussolini did not actually stick to it and did not achieve anything. The successful examples were not significant overall, as the unsuccessful cases were more prevalent and outweigh them.

Anthropology :: Anthropological Culture Essays

Anthropology Works Cited Missing Anthropology is a discipline studying flux and change in human communities and definitions of identity, mirroring the dynamic play of modernist reconceptualizations of meaning. As an academic discipline, anthropology demands a realization of the interconnectedness between human groups, a heightened abstraction of vocabulary and tools with which to articulate these connections, and self reflexive sensitivity to its history. In this same vein, modernism, as a movement of avant-garde ideas and art forms, draws community to study of itself, demands its own vocabulary of critique, and harkens back to the history of events that prompted the movement. Perhaps the clearest reflection of modernity in anthropology is found in dynamic cities and the birth of â€Å"industrial mass societies† (Rodrigues and Garratt 94). Just as modernist ideas were stimulated by rivers â€Å"of images and sounds jostling for attention† in the city, so to did this urban growth invigorate modern anthropology (33). Pursuing new forms of recording field work and transcending common modes of thought, modern anthropologists enjoy a veritable playground of new anthropological themes and circumstances. Evolving consumer items, fashions and entertainment demand an exponential reconfiguration of vocabulary to fit new inventions of community and individual identity. Methods of describing human beings through enhancing quantitative data and statistical information create more distinct categories of people, and provoke internal deconstructions of purpose and intention in field work. Reconfigurations of self within city communities blooms with exposure to different systems of living and thinking. In these reconfigurations, anthropology confronts the â€Å"glaring blind spots† of gender and race representations within the discipline, as modernity did through post-modernism (128). Today, women and minorities are anthropologists vital to the field, and anthropologists embrace a fuller reconceptualizing of their own identity in political-economic and socially roles. Self-reflexive, anthropologists reinterpret their motives within new communities again and again, just as modernist artists challenge audiences to reinterpret assumptions and motives of art, music and literature.

Growing Up With Nature – William Wordsworth’s “Nutting”

Touch-for there is spirit in the woods.† That small extract from William Wordsworth's â€Å"Nutting† represents very well the theme throughout the poems I will look at, the theme of growing up with nature and how nature teaches and guides him through life. In the poem â€Å"Nutting† Wordsworth starts off the day as he has done many times before, going out and looking for chestnuts, the childhood ritual which all children do at one stage during their life. But unlike before he goes to a part of the wood he has never been and which no one else has been to either, â€Å"I came to one dear nook Unvisited.† This untouched area of the wood delights Wordsworth and he is overjoyed to have found it himself, â€Å"A little while I stood, Breathing with such suppression of the heart As joy delights.† A tree full of, â€Å"tempting clusters†. This â€Å"virgin scene† began to seduce Wordsworth and he falls in love with it and begins to think that he owns the tree. So of course trouble is inevitable. â€Å"Then I rose, And dragged to earth both branch and bough, with crash And merciless ravage: Deformed and sullied, patiently gave up.† Wordsworth has totally â€Å"mutilated† this tree and feels â€Å"rich beyond the wealth of kings.† He really does feel delighted with the work he has just done but as the reality of it sets in and the picture of what this scene once was begins to give Wordsworth â€Å"a sense of pain.† This pain caused by the anguish of what he has just done to this defenceless tree. From this sense of guilt Wordsworth begins to realise that â€Å"there is a spirit in the woods.† And the foundations for his future beliefs in pantheism have been set. Wordsworth has moved on from his previous thought of a tree just being an object but now believes it has a kind of life force in it. In the poem â€Å"The Prelude (I)† Wordsworth follows a similar theme of growing up. In this poem young Wordsworth takes a boat which is not his and he is feeling very adventurous. â€Å"It was an act of stealth And troubled pleasure.† He felt very good when he took the boat and was having a very good time, until Wordsworth realises what he has done wrong but this is not realised until he reaches his destination in the lake. â€Å"The horizon's bound, a huge peak, black and huge, As if with voluntary power instinct Upreared its head.† This is the climax of the poem and helps show the sudden change in mood. Wordsworth is happily rowing the boat when suddenly this huge big thing shows itself. To Wordsworth this is some sort of hideous creature. But in fact as you go through the poem you learn that this is the first few signs of his developing conscience. â€Å"For many days my brain Worked with a dim and undetermined sense Of unknown modes of being; o'er my thoughts There hung a huge darkness†¦. †¦moved slowly through the mind By day, and were a trouble to my brain.† These show the signs of a guilty conscience, guilty from knowing he took the boat: a conscience Wordsworth is being taught about from nature and it again points to his emerging belief of Pantheism, that nature is God. The main focus in this poem â€Å"The Prelude (II)† is that of moving on. The poem has a picturesque setting of the â€Å"twilight gloom† This type of light however would tell Wordsworth to go inside, as if nature was telling him as a parent calls their children. But â€Å"I heeded not their summons.† So he carried on â€Å"All shod with steel, We hissed along on the polished ice in games:† a nice use of alliteration to convey the movement of ice skating. But Wordsworth being a Pantheist he cannot stay so he wonders off â€Å"not seldom from the uproar I retired.† Wordsworth here shows his poetic ability and understanding of nature because he realises that the hills are â€Å"melancholic.† His subconscious understanding of nature forces him to go off and explore. What he realises is that everything around him is moving. â€Å"With visible motion her diurnal round! Behind me did they stretch in solemn train, Feebler and feebler, and I stood and watched Till all was tranquil as dreamless sleep.† As a child he is travelling with the spirit of nature. I think everyone could relate to Wordsworth poems in someway: I know that I can relate to his feeling of a spirit in the woods. When I was lost I in the woods I felt as if someone was there showing where to go. So I will end on this note â€Å"Touch-for there is a spirit in the woods.†