October 13, 2025 • 24 mins
There’s nothing quite like that moment when you stand outside your classroom after being out. Will you walk into calm or chaos? In this episode, we’re sharing six simple strategies to get your classroom back on track after a sub day, whether you’ve been gone for a few hours or a few weeks. You’ll learn a step-by-step approach for resetting routines, reconnecting with students, and addressing behavior concerns in a way that restores calm and strengthens your classroom community. Walk away ready to confidently transition from substitute chaos to smooth sailing...no matter what you find when you open that door!
Prefer to read? Grab the episode transcript and resources in the show notes here: https://www.secondstorywindow.net/podcast/resetting-after-a-substitute-teacher/
Resources:
- Joshua Radin: One Day Home
- Join the Teacher Approved Club!
- Connect with us on Instagram @2ndstorywindow.
- Shop our teacher-approved resources.
- Join our Facebook group, Teacher Approved
- Leave a review on Apple Podcasts.
- Leave a comment or rating on Spotify.
Related Episodes to Enjoy:
- Episode 165, Keeping Students Engaged All Year Long, No Matter the Season
- Episode 219, How to Build a Classroom Community That Lasts All Year
- Episode 223, The Core 4 Routines Every Classroom Needs to Run Like Clockwork
- Episode 226, The October Reset Every Teacher Needs
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Heidi (00:01):
This is episode 228 of Teacher Approved.
You're listening to TeacherApproved, the podcast helping
educators elevate what mattersand simplify the rest. I'm
Heidi.
Emily (00:13):
And I'm Emily. We're the creators behind Second Story
Window, where we give researchbased and teacher approved
strategies that make teachingless stressful and more
effective. You can check out theshow notes and resources from
each episode atsecondstorywindow.net.
Heidi (00:28):
We're so glad you're tuning in today. Let's get to
the show.
Emily (00:35):
Hey there. Thanks for joining us today. In today's
episode, we are sharing sixstrategies for getting your
classroom back on track afteryou've had a substitute teacher.
Plus, we have a teacher approvedtip for setting your students up
for success on future sub days.
Heidi (00:50):
But let's start with a try it tomorrow, where we share
a quick win that you can try inyour classroom right away.
Emily, what's our suggestionthis week?
Emily (00:57):
This week, try referring to substitute teachers as guest
teachers when you talk with yourstudents. This simple language
shift helps drive home the pointthat this person should be
respected the same way you arerespected. Instead of saying,
we'll have a sub tomorrow, trywe'll have a guest teacher
visiting our classroom tomorrow.
Heidi (01:13):
I love this. It sets a completely different tone. When
we call someone a guest teacher,it implies that they are someone
special that we are welcominginto our space, not just a
placeholder until the realteacher gets back.
Emily (01:25):
If you like this idea or anything else we share her on
the podcast, we would love it ifyou would take a moment and give
us a five star rating and reviewon your podcast app.
So here we are in early October,and if you haven't been out sick
yet this year, you probably willbe soon.
Heidi (01:40):
And even if you haven't had to call in the substitute
for a training or a meeting sofar, there's likely one on your
calendar in the near future.
Emily (01:48):
Being away from school, it's a huge stress from start to
finish, because first there'sthe scramble to get sub plans
ready when you're alreadyfeeling awful or rushing to
prepare for a last minutemeeting. Then there's the worry
about how things are going whileyou're away, and finally,
there's walking back into yourclassroom wondering what you're
going to find.
Heidi (02:05):
Whether you have been out for half a day or for two weeks,
coming back is always a heavymoment. Standing outside your
door, it's like Schrodinger'sclassroom. In that moment,
there's still a chance thateverything went great. The sub
taught all your material, thechildren were golden angels, and
inside you will find everythingneat and tidy and waiting for
(02:26):
your return.
Emily (02:28):
But there's also the chance that it did not go great.
The sub taught nothing. Thechildren were out of control,
and your classroom now qualifiesfor FEMA emergency response
funds. But until you unlock thatdoor, you don't know how it all
played out.
Heidi (02:42):
No, I can't look. We should just hang out in the
hallway for a while.
Emily (02:47):
Sorry, we're gonna have to go in there and see what
happened.
Heidi (02:52):
Oh, this is such a cruel way to start the day. I remember
coming back from a training onceto find a three page handwritten
note, chronicling everythingthat had gone wrong. This was
from a retired teacher who hadsubbed over 100 days that year,
and she said my class was thehardest she had ever
encountered.
Emily (03:11):
Wow, that is just not the award you're looking to win as a
teacher.
Heidi (03:15):
No, no, definitely not. And I saved that note for
posterity. I mean, on the onehand, it was validating, because
those kids were tough, and I didwarn her up front that they were
kind of like a pack of puppies,so she had a little heads up.
But on the other hand, what doyou do with that? How do you
even begin to get back on track?
Emily (03:34):
Oh, so rough. One time, I came back to find that the sub
hadn't used any of the plans I'dprepared, but had gone through
all of my cupboards and gottenout random supplies for the
kids. They played with mathgames that I was saving for
later in the year. He,, nosurprise, it was a he dug out my
treasure box and gave everyone aprize. He helped himself to the
(03:55):
candy that was in that week'sestimation jar. And my room was
a complete disaster.
Heidi (04:00):
Oh, that's so frustrating, because there's
nothing you can do after youhave put all of that time and
energy into writing well thoughtout plans and preparing all
those materials, only to have itjust all be ignored.
Emily (04:13):
And of course, we have also had amazing subs over the
years, the ones that the kidscan't wait to tell you about,
and who left everything betterthan they found it.
Heidi (04:21):
Yes, that's so true. Some subs are just magic. It's like
having Mary Poppins fill in forthe day. But whether you return
to find that everything ispractically perfect or a perfect
nightmare, there is still thatmoment when you walk back in and
think, Okay, how do I get myclassroom feeling like my
classroom again?
Emily (04:40):
And that's exactly what we're talking about today, how
to smoothly get everyone back ontrack, whether you're dealing
with the aftermath of chaos orjust the general disruption that
comes with having someone elsein your space.
Heidi (04:51):
If you remember our favorite analogy of student
engagement, our goal is to keepthe forces of structure and
novelty in balance. If you havetoo much structure, the kids are
bored and causing problems. Ifhave too much novelty, the kids
are overwhelmed and causingproblems. Having a sub is a
guarantee of increased novelty.Even now that you're back, they
are still coming down from thathigh energy.
Emily (05:12):
That's why they need you to step in to help them
regulate. And we do that byleaning into structure. It gives
your students space to shifttheir energy from unregulated
excitement to focusedengagement. So today we've got
six strategies to help you dojust that.
Heidi (05:27):
And the good news is that most of these strategies really
don't require a lot of extrawork. It's more about a
framework for how to beintentional with the time and
the energy that you wouldalready be spending.
Emily (05:38):
Right. Because there's a very real chance you might still
be recovering from whatever keptyou out in the first place. The
last thing you need is acomplicated plan that requires
you to overhaul your wholesystem while you're recovering
from a stomach bug. So let'sdive into our six simple
strategies for resetting yourclassroom after you've been out.
Heidi (05:57):
The first thing, and this is vital, because it makes
everything else easier, it's toget to school early if you
possibly can. And I know, I hatethe mornings, and I know that
this is the last thing you wantto do, especially if you're
still not feeling great. Buteven just 15 or 20 minutes can
make such a difference in howthe day unfolds.
Emily (06:16):
And it is so unfair that you have to jump right back into
the thick of things the secondyou walk in the door. But that
is teacher life, unfortunately.So let's do what we can to make
this a smooth transition, andyou can start that by taking a
second to pause.
Heidi (06:29):
That pause is important. As you walk into your classroom
the first morning back, take amoment to look around before you
do anything else. Sometimes thestate of your classroom tells
you more than any note evercould. Are the desks where you
left them? Is your board stillorganized the way you like? Are
there mysterious art projectshanging out that you definitely
(06:49):
did not assign?
Emily (06:51):
Like when I found the treasure box I had left in the
back of the closet lying open onthe counter, the visual scan
told me way more than any notecould have.
Heidi (07:00):
He probably didn't leave much of a note anyway, it
doesn't seem like that type ofsub.
Emily (07:03):
Yeah, no.
Heidi (07:06):
Arriving early also gives you a few minutes to check in
with the teacher next door. Theyprobably heard everything, and
they are just waiting to fillyou in on what really happened.
Emily (07:15):
Oh, gosh, you know they've got tons to tell you.
And once you get that debrief,you can go over the sub note, if
they haven't emailed youalready, tidy any mess, and get
your materials ready for theday.
Heidi (07:27):
The goal is to get all of the prep work out of the way
before the kids arrive. Thatway, you're free to be present
with them, instead of scramblingaround trying to figure out
where everything is.
Emily (07:35):
Once you've done the prep work for the day, take a couple
minutes to create an atmospherethat says we're back to normal.
And that is our second strategyfor recovering your class after
a sub, and that is to set awelcome tone.
Heidi (07:46):
I always tried to have something that felt like home,
maybe familiar music playing, ora welcome back message on the
board, just a signal that yourclassroom is your classroom
again.
Emily (07:58):
Plus a calm atmosphere helps you feel ready too. Kids
pick up on your energyimmediately, and if you're
frazzled and still figuringthings out, they will notice,
and they will be frazzled too.But if you have time to say,
Hey, I'm glad to see you, Imissed you, it sets a completely
different tone.
Heidi (08:14):
It's that presence that makes all the difference, and
this is why it's so important toget there early, so that you're
not stuck making copies as thekids arrive. When you can
actually be there, physicallyand emotionally, it helps the
kids get back on track.
Emily (08:27):
Think of it like bumpers on a bowling lane. Your calm,
grounding presence on that firstmorning back is a gentle nudge
to keep the energy of the dayrolling in the right direction.
Without it, you might end upwith a gutter ball.
Heidi (08:39):
Which in a classroom means you'll have hyper kids. If
you are not in the room as theyarrive, they're going to be
amped up wondering if you'regoing to be there, and if not,
who is. That means you will haveto spend a bunch of energy to
keep that bowling ball rollingdown the lane.
Emily (08:53):
I wonder how far we can stretch this bowling metaphor.
Heidi (08:57):
What, you don't think that was a strike?
Emily (08:59):
It's really more of a homerun, but let's not mix
metaphors.
Heidi (09:05):
Well anyway, that sets us up for our third strategy for
recovering after a sub. Onceyou've taken a breath and the
classroom is ready for a freshstart, the next priority is
reconnection.
Emily (09:17):
This step is so important. Don't just launch
into math like nothing happened.When kids have had a day, or
even just half a day with asubstitute, it's like the
emotional tether between you andthe class has stretched a
little. Before you dive intomath facts or reading groups,
just take a few minutes to relaxsome of that tension.
Heidi (09:32):
This really doesn't have to be a big production. If you
do morning meeting, this is theperfect time to just add in a
moment of connection. If youdon't do morning meeting, just
gather everyone together for afew minutes.
Emily (09:42):
A nice place to start is with gratitude. Thank everyone
for welcoming the guest teacherand doing their best. It sets a
positive tone right from thestart.
Heidi (09:49):
And then you could do a quick temperature check. Have
everyone share one word for howthey're feeling today, or keep
it even quicker with a signal.Ask everyone to show a thumbs up
or a thumbs down or a thumbssideways, just to see where
everyone's at emotionally.
Emily (10:04):
You may even want to include a little we're back
together moment. So maybe yourclass cheer or a favorite song
that feels distinctly like yourclassroom.
Heidi (10:12):
This is also a great time for something playful, a silly
movement song, a two minutedance break, or a read aloud of
a funny picture book. Thisreally can be quick, but the
point is to send the message, Isee you, we're back together,
and we are a team again. Thosefew minutes do more for the
day's learning than any franticrush to get straight to the
lesson plan could.
Emily (10:32):
And bonus, while you're reconnecting, you can casually
take the emotional temperatureof the class. You'll notice
who's still a little keyed upfrom yesterday, who needs a
private check in later and who'sready to roll. It's a small
investment of time that pays offwith a smoother, calmer reset
for everyone.
Heidi (10:48):
You might want to close out this reconnection time with
our fourth strategy, which is toask students to share their
perspective of how things wentwith the sub.
Emily (10:57):
Oh, yeah, they have insights you won't get anywhere
else.
Heidi (11:01):
And we don't want this time to feel like a punishment
or a lecture, so try framing itas a chance to notice what went
well and what could be smoothernext time.
Emily (11:09):
And you can totally keep this simple and short. Maybe
during morning meeting, you aska few open ended questions,
like, what was something youenjoyed about yesterday? What
helped the day go smoothly?What's one thing we could all do
better when we have a guestteacher next time?
Heidi (11:23):
If you prefer a quieter start, try a quick written
reflection. Give students asticky note or a half sheet with
prompts like two stars and awish, which is two things that
went well and one thing thatcould be better next time. Or,
what would you want to tell ournext guest teacher about our
class? That gets them thinkingabout your classroom culture
from an outsider perspective.
Emily (11:43):
Sometimes kids surprise you with what they notice. They
might point out things thatworked really well that you
hadn't thought of.
Heidi (11:48):
Plus, it gives them a voice in the process, instead of
just having things done to them.
Emily (11:54):
Okay, so you've arrived early, you set a peaceful,
welcoming tone, you set asidetime for reconnection, and
invited students to reflect onhow things went. Now it's time
for our fifth strategy, and thisis the moment you've been
waiting for, getting back toyour regularly scheduled
programming.
Heidi (12:09):
Yes, remember how we want to lean into structure to reset
the class? After reconnecting,the fastest way to help everyone
feel secure again is to just getback to your normal routine.
Emily (12:21):
Kids thrive on predictability, and having a
guest teacher no matter howwonderful they are, disrupts
that, so the sooner you canreturn to your regular schedule,
the better. Obviously, we wantto schedule time to reconnect
and reflect. But besides thatnecessary detour, do what you
can to follow as normal aroutine as possible.
Heidi (12:38):
If you find that things still feel a little shaky as you
go through your regularroutines, you can lightly touch
on expectations. Hey, let'sremember how we stand in line
without talking, or, who canshow me our hand signal for the
bathroom.
Emily (12:51):
And we really do want this to feel light, because
you're not re teachingeverything or lecturing. You're
just gently reinforcing how yourclassroom works, reminding them
that you have boundaries andyou're going to keep them.
Heidi (13:03):
Yeah, that's the real key. If there are bigger issues,
like if the sub noted problemswith noise or transitions,
invite the class to help problemsolve. I heard transitions were
tricky yesterday. What ideas doyou have for making those
smoother when we have a guestteacher?
Emily (13:18):
Of course, if things went really, really poorly with the
sub, you may want to spend sometime today clearly re-teaching
your expectations, but you cansave that for any worst case
scenario situations. You don'thave to do it every time.
Heidi (13:30):
Yeah, hopefully you never need to use it. But you know
that you've got that tool handyif you need it. Those Tell Try
Tally Talk slides you set up forthe start of the school year
work just as well in October asthey did in September. So get
those out if they're needed, andyou can go back to Episode 75 if
you need a refresher on thetell, try, tally, talk method.
Emily (13:49):
Addressing things that didn't go well while you're out
can be tricky, but it'simportant, and that's our sixth
strategy for resetting yourclass. Thoughtfully handle
behavior issues.
Heidi (13:58):
Yeah, this can feel so tricky, but remember, you don't
have to launch into detectivemode the minute the bell rings.
Start by calmly reviewing anynotes the sub left or any
feedback you received. If therewere issues, give yourself a
moment to separate the factsfrom any strong emotions.
Emily (14:14):
If you offered a reward for good behavior during your
absence, follow through. If theyearned it, celebrate. If not,
talk about why and what they cando differently next time.
Heidi (14:23):
And during that discussion, it's important to
keep the tone very matter offact. Start with a reminder that
expectations are the same nomatter who is teaching. You
aren't angry, you're justclarifying,
Emily (14:36):
Yeah, so you might say something like, I heard that
yesterday, there were somechallenges with following
directions during science. Let'stalk about how we can handle
that better next time. Framingit as a shared problem to solve
rather than a list ofpunishments, helps students stay
engaged instead of defensive.
Heidi (14:51):
And depending on what happened, you could add this
discussion to your reconnectiontime. Ask, what worked well when
the guest teacher was here?Where did we slip? Let students
suggest solutions or ways tomake the next sub day smoother.
Emily (15:06):
The key is reframing it as a learning opportunity. Every
time we have a sub, we get alittle better at it. That
mindset helps students own theirrole in creating a respectful,
welcoming classroom for any sub,and it plants the seeds for an
even smoother experience thenext time you're out.
Heidi (15:21):
The goal here isn't to shame anyone, it's to rebuild
trust and clarify expectations.End the conversation by
restating the positive. I knowwe can handle it even better
next time, and here is how we'lldo it. Wrapping up with a
forward looking focus letseveryone reset and move on
without lingering tension.
Emily (15:40):
When kids help create the solutions, they're way more
likely to follow through. Plus,it shifts from you were bad to
how can we be successful.
Heidi (15:48):
Now there will probably be some occasions when there
have been specific incidentsthat you need to address. So
handle those privately, so thatthe conversation can stay
respectful and constructive.Playing out the drama in front
of the whole group just neverends well.
Emily (16:01):
Yeah, and if things were really rough when you were gone,
remind students that you canalways take the Fresh Start
approach. Today we get to showwhat we're really about.
Heidi (16:09):
So to recap, when you're coming back after having a guest
teacher, get to school early, ifpossible, so that you can feel
prepared and ready for the dayto start.
Emily (16:18):
Then set the tone for a welcoming reentry by tidying
your space and being present togreet your students.
Heidi (16:24):
Take time to reconnect before jumping into academics,
and get your studentsperspective on how things went
with the guest teacher.
Emily (16:30):
Get back to your regular routine as quickly as possible,
and address any behavior issuesthoughtfully.
Heidi (16:37):
The nice thing is that these strategies aren't just
about fixing problems, they'reabout strengthening your
classroom community and helpingstudents become more successful
when you're not there, so thathopefully the next time you come
back after an absence, you dofind that everything was
practically perfect while youwere away.
Emily (16:54):
The teacher's dream. We would love to hear about your
substitute teacher stories, TheGood, the Bad and the You won't
believe what I found when I gotback stories. Come join the
conversation in our TeacherApproved Facebook group.
Now for our Teacher Approved Tipof the Week, where we share an
actionable tip to help youelevate what matters and
simplify the rest. This week'stip is to use your first
(17:15):
substitute experience of theyear as a foundation for
preparing students for futureguest teachers. So tell us more
about it, Heidi.
Heidi (17:22):
Okay, this is a tip that will pay off every single time
you need a sub again. Use yourmost recent experience of having
a sub to start preparing yourstudents for the next one. Once
you have reconnected andreflected, take a few minutes to
talk about what worked well andwhat could be even better the
next time that you're out. Keepit positive and collaborative,
(17:43):
something like, you did a greatjob getting your work done
yesterday. What else should wedefinitely remember to do
whenever we have a guestteacher? And what could we tweak
so that the next guest teacherfeels even more welcome? Make
sure to capture those ideas.Maybe it's a chart that you
could post, or a digital doc youproject. You can even have
students write their responsesthat you gather to share with
(18:04):
the class.
Emily (18:05):
Some classes even create a when we have a guest teacher
agreement that they all sign,things like we will follow all
classroom rules and we will behelpful and kind. Having it
written down and signed makes itfeel more important.
Heidi (18:16):
And once you've written down your expectations, here's
the magic. Refer back to yourlist or your chart, often not
just when you're planning to beabsent. If you walk by another
class that has a sub, pause andsay, Hey, remember our sub plan?
How should you come to thecarpet when I'm not here? Yep,
quickly and quietly withouttouching anybody else.
Emily (18:37):
Those quick reminders keep expectations fresh and they
normalize the idea that a smoothsub day is just part of your
classroom culture, and you haveconfidence in their ability to
represent your classroom well.
Heidi (18:47):
Even if you are lucky enough never to get sick, you're
still going to have a sub day ortwo during the year. By
preparing students now, it makesthe whole experience less
stressful for everyone,including you. That way the next
time you have to be out, whetherit's a planned PD day or an
unexpected sick day, yourstudents already know exactly
what to do.
Emily (19:05):
And that means your guest teacher walks into a class
Heidi (19:06):
To wrap up the show, we're sharing what we're giving
that's calm, welcoming and selfmanaging, and you come back to a
extra credit to this week.Emily, what gets your extra
room that doesn't feel like it'sbeen through a tornado. Future
you will thank present you forlaying that ground work now.
credit?
Emily (19:24):
I'm giving extra credit to my old lady habit of my
favorite show, which is CBSSunday Morning.
Heidi (19:32):
I love CBS Sunday Morning.
Emily (19:34):
I picked this up for my parents because this was always
on on Sundays at our house, andso I just started watching it
myself, and it is just myfavorite little button to the
start of ,the end of the week,start of the week, whichever you
want to call Sundays. I like itbecause it is technically a news
show, so you will get a littlebit of news. But it's not like
(19:54):
Meet the Press or something,where you're just going to get
like a fire hose to the face ofall the news. We're already all
getting that. This is more gonnajust hit the big stuff, and
might have, like a story thatdives into an aspect of the big
stories, but otherwise it reallyis just a collection of
interesting stories.
Like, I love learning about likethese interesting places in the
(20:18):
world where they like do aninteresting deep dive about
some, or an occupation I'venever heard of, or they have a
lot of like, human intereststories where there's some guy
that always does this, I can'tremember his name now, Steve,
maybe Steve something, wherehe's just, like, highlighting
the story of, like, the cute kidwho, like, made a stand to offer
free hugs to people. And he goesand interviews the kid and oh,
(20:41):
gosh, it's so feel good. It justis calming. And I feel like it
helps me stay informed, but alsoI just, I love that it teaches
me random things that I didn'tknow I didn't know. Like, I
always like, I feel like a lotof the weird things I know about
the world I learned from CBSSunday Morning.
Heidi (21:00):
Like Dutch canal jumping or random roadside attractions,
or an artist that you've neverheard of, or an artist you know
a ton about, but here's thatwhole new look at their past
history that you haven't thoughtabout before. It's just always
eye opening.
Emily (21:14):
Yeah, sometimes it'll be like a deep dive into like some
historical person that you justnever knew this whole thing
about their background, orthey'll often do like a
celebrity interview as well. Butit's not, it's not like the
typical celebrity interview.It's usually a much more
interesting personalconversation, which I
appreciate, too. So anyways, ifyou want a new old lady habit,
(21:37):
start watching CBS SundayMorning.
Heidi (21:40):
They should sponsor us. We love them so much.
Emily (21:42):
Seriously, my kids all know the little trumpet sounds.
Heidi (21:45):
That little blurb, until our trumpet sounds again or
something.
Yep. What are you giving extracredit to, Heidi?
I'm giving extra credit toJoshua Radin's new album one day
home, which is just perfect fallchill vibes, if you're in the
mood for that. It's like peakJoshua Radin, if, if you were a
(22:07):
fan back in like 2006, this isall those right points. But it
also, there's a second versionof the album that, instead of
guitar, is piano and vocal. AndI think I almost like that
better. It's kind of remindingme of like, vintage Billy Joel
stuff. Like, very, it's theexact same songs, just different
arrangements, and either way,both a win.
Emily (22:30):
I'm excited to check that out, because Joshua Radin is
quintessentially acousticguitar. So, hearing it with
piano, that sounds exciting.
Heidi (22:36):
Very different.
Emily (22:37):
I heard a Joshua Radin song on like a random commercial
the other day, and I was like,whoa, this is weird. It always
reminds me of how I think I was22 when we went and saw that
concert that he did. And Iremember at the time thinking, I
am too old for concerts. And Iwas 22.
Heidi (22:52):
We had to stand the whole time. We're like, no.
Emily (22:54):
We are not cut out for this life. As much as we love
music, we are not cut out forstanding in bars for concerts.
Heidi (23:04):
I know, I think at the time, we were complaining, like,
by the time, like you had to getthere an hour early. No wonder
we like a CBS Sunday mornings.
Emily (23:14):
I know, I think we've always been middle aged, it
turns out.
Heidi (23:18):
Or we're just not dumb.
Emily (23:20):
No, we know what we like.
Heidi (23:22):
Nobody wants to be standing around for four hours
on a concrete floor. No, it'snot fun. Does not make the music
any better.
Emily (23:29):
Amen. But I will check out his new album, so I'm
excited.
Heidi (23:33):
Much more enjoyable than standing around.
Emily (23:35):
Amen.
Heidi (23:36):
That is it for today's episode. Whether you're dealing
with your first sub day of theyear, or you're a seasoned pro
at this, remember that everyexperience is a chance to
strengthen your classroomcommunity.
We hope you enjoyed this episodeof Teacher Approved. I'm Heidi.
Emily (23:54):
And I'm Emily. Thank you for listening. Be sure to follow
or subscribe in your podcast appso that you never miss an
episode.
Heidi (24:01):
You can connect with us and other teachers in the
Teacher Approved Facebook group.We'll see you here next week.
Bye for now.
Emily (24:07):
Bye.
This is episode 228 of Teacher Approved.
You're listening to TeacherApproved, the podcast helping
educators elevate what mattersand simplify the rest. I'm
Heidi.
Emily (00:13):
And I'm Emily. We're the creators behind Second Story
Window, where we give researchbased and teacher approved
strategies that make teachingless stressful and more
effective. You can check out theshow notes and resources from
each episode atsecondstorywindow.net.
Heidi (00:28):
We're so glad you're tuning in today. Let's get to
the show.
Emily (00:35):
Hey there. Thanks for joining us today. In today's
episode, we are sharing sixstrategies for getting your
classroom back on track afteryou've had a substitute teacher.
Plus, we have a teacher approvedtip for setting your students up
for success on future sub days.
Heidi (00:50):
But let's start with a try it tomorrow, where we share
a quick win that you can try inyour classroom right away.
Emily, what's our suggestionthis week?
Emily (00:57):
This week, try referring to substitute teachers as guest
teachers when you talk with yourstudents. This simple language
shift helps drive home the pointthat this person should be
respected the same way you arerespected. Instead of saying,
we'll have a sub tomorrow, trywe'll have a guest teacher
visiting our classroom tomorrow.
Heidi (01:13):
I love this. It sets a completely different tone. When
we call someone a guest teacher,it implies that they are someone
special that we are welcominginto our space, not just a
placeholder until the realteacher gets back.
Emily (01:25):
If you like this idea or anything else we share her on
the podcast, we would love it ifyou would take a moment and give
us a five star rating and reviewon your podcast app.
So here we are in early October,and if you haven't been out sick
yet this year, you probably willbe soon.
Heidi (01:40):
And even if you haven't had to call in the substitute
for a training or a meeting sofar, there's likely one on your
calendar in the near future.
Emily (01:48):
Being away from school, it's a huge stress from start to
finish, because first there'sthe scramble to get sub plans
ready when you're alreadyfeeling awful or rushing to
prepare for a last minutemeeting. Then there's the worry
about how things are going whileyou're away, and finally,
there's walking back into yourclassroom wondering what you're
going to find.
Heidi (02:05):
Whether you have been out for half a day or for two weeks,
coming back is always a heavymoment. Standing outside your
door, it's like Schrodinger'sclassroom. In that moment,
there's still a chance thateverything went great. The sub
taught all your material, thechildren were golden angels, and
inside you will find everythingneat and tidy and waiting for
(02:26):
your return.
Emily (02:28):
But there's also the chance that it did not go great.
The sub taught nothing. Thechildren were out of control,
and your classroom now qualifiesfor FEMA emergency response
funds. But until you unlock thatdoor, you don't know how it all
played out.
Heidi (02:42):
No, I can't look. We should just hang out in the
hallway for a while.
Emily (02:47):
Sorry, we're gonna have to go in there and see what
happened.
Heidi (02:52):
Oh, this is such a cruel way to start the day. I remember
coming back from a training onceto find a three page handwritten
note, chronicling everythingthat had gone wrong. This was
from a retired teacher who hadsubbed over 100 days that year,
and she said my class was thehardest she had ever
encountered.
Emily (03:11):
Wow, that is just not the award you're looking to win as a
teacher.
Heidi (03:15):
No, no, definitely not. And I saved that note for
posterity. I mean, on the onehand, it was validating, because
those kids were tough, and I didwarn her up front that they were
kind of like a pack of puppies,so she had a little heads up.
But on the other hand, what doyou do with that? How do you
even begin to get back on track?
Emily (03:34):
Oh, so rough. One time, I came back to find that the sub
hadn't used any of the plans I'dprepared, but had gone through
all of my cupboards and gottenout random supplies for the
kids. They played with mathgames that I was saving for
later in the year. He,, nosurprise, it was a he dug out my
treasure box and gave everyone aprize. He helped himself to the
(03:55):
candy that was in that week'sestimation jar. And my room was
a complete disaster.
Heidi (04:00):
Oh, that's so frustrating, because there's
nothing you can do after youhave put all of that time and
energy into writing well thoughtout plans and preparing all
those materials, only to have itjust all be ignored.
Emily (04:13):
And of course, we have also had amazing subs over the
years, the ones that the kidscan't wait to tell you about,
and who left everything betterthan they found it.
Heidi (04:21):
Yes, that's so true. Some subs are just magic. It's like
having Mary Poppins fill in forthe day. But whether you return
to find that everything ispractically perfect or a perfect
nightmare, there is still thatmoment when you walk back in and
think, Okay, how do I get myclassroom feeling like my
classroom again?
Emily (04:40):
And that's exactly what we're talking about today, how
to smoothly get everyone back ontrack, whether you're dealing
with the aftermath of chaos orjust the general disruption that
comes with having someone elsein your space.
Heidi (04:51):
If you remember our favorite analogy of student
engagement, our goal is to keepthe forces of structure and
novelty in balance. If you havetoo much structure, the kids are
bored and causing problems. Ifhave too much novelty, the kids
are overwhelmed and causingproblems. Having a sub is a
guarantee of increased novelty.Even now that you're back, they
are still coming down from thathigh energy.
Emily (05:12):
That's why they need you to step in to help them
regulate. And we do that byleaning into structure. It gives
your students space to shifttheir energy from unregulated
excitement to focusedengagement. So today we've got
six strategies to help you dojust that.
Heidi (05:27):
And the good news is that most of these strategies really
don't require a lot of extrawork. It's more about a
framework for how to beintentional with the time and
the energy that you wouldalready be spending.
Emily (05:38):
Right. Because there's a very real chance you might still
be recovering from whatever keptyou out in the first place. The
last thing you need is acomplicated plan that requires
you to overhaul your wholesystem while you're recovering
from a stomach bug. So let'sdive into our six simple
strategies for resetting yourclassroom after you've been out.
Heidi (05:57):
The first thing, and this is vital, because it makes
everything else easier, it's toget to school early if you
possibly can. And I know, I hatethe mornings, and I know that
this is the last thing you wantto do, especially if you're
still not feeling great. Buteven just 15 or 20 minutes can
make such a difference in howthe day unfolds.
Emily (06:16):
And it is so unfair that you have to jump right back into
the thick of things the secondyou walk in the door. But that
is teacher life, unfortunately.So let's do what we can to make
this a smooth transition, andyou can start that by taking a
second to pause.
Heidi (06:29):
That pause is important. As you walk into your classroom
the first morning back, take amoment to look around before you
do anything else. Sometimes thestate of your classroom tells
you more than any note evercould. Are the desks where you
left them? Is your board stillorganized the way you like? Are
there mysterious art projectshanging out that you definitely
(06:49):
did not assign?
Emily (06:51):
Like when I found the treasure box I had left in the
back of the closet lying open onthe counter, the visual scan
told me way more than any notecould have.
Heidi (07:00):
He probably didn't leave much of a note anyway, it
doesn't seem like that type ofsub.
Emily (07:03):
Yeah, no.
Heidi (07:06):
Arriving early also gives you a few minutes to check in
with the teacher next door. Theyprobably heard everything, and
they are just waiting to fillyou in on what really happened.
Emily (07:15):
Oh, gosh, you know they've got tons to tell you.
And once you get that debrief,you can go over the sub note, if
they haven't emailed youalready, tidy any mess, and get
your materials ready for theday.
Heidi (07:27):
The goal is to get all of the prep work out of the way
before the kids arrive. Thatway, you're free to be present
with them, instead of scramblingaround trying to figure out
where everything is.
Emily (07:35):
Once you've done the prep work for the day, take a couple
minutes to create an atmospherethat says we're back to normal.
And that is our second strategyfor recovering your class after
a sub, and that is to set awelcome tone.
Heidi (07:46):
I always tried to have something that felt like home,
maybe familiar music playing, ora welcome back message on the
board, just a signal that yourclassroom is your classroom
again.
Emily (07:58):
Plus a calm atmosphere helps you feel ready too. Kids
pick up on your energyimmediately, and if you're
frazzled and still figuringthings out, they will notice,
and they will be frazzled too.But if you have time to say,
Hey, I'm glad to see you, Imissed you, it sets a completely
different tone.
Heidi (08:14):
It's that presence that makes all the difference, and
this is why it's so important toget there early, so that you're
not stuck making copies as thekids arrive. When you can
actually be there, physicallyand emotionally, it helps the
kids get back on track.
Emily (08:27):
Think of it like bumpers on a bowling lane. Your calm,
grounding presence on that firstmorning back is a gentle nudge
to keep the energy of the dayrolling in the right direction.
Without it, you might end upwith a gutter ball.
Heidi (08:39):
Which in a classroom means you'll have hyper kids. If
you are not in the room as theyarrive, they're going to be
amped up wondering if you'regoing to be there, and if not,
who is. That means you will haveto spend a bunch of energy to
keep that bowling ball rollingdown the lane.
Emily (08:53):
I wonder how far we can stretch this bowling metaphor.
Heidi (08:57):
What, you don't think that was a strike?
Emily (08:59):
It's really more of a homerun, but let's not mix
metaphors.
Heidi (09:05):
Well anyway, that sets us up for our third strategy for
recovering after a sub. Onceyou've taken a breath and the
classroom is ready for a freshstart, the next priority is
reconnection.
Emily (09:17):
This step is so important. Don't just launch
into math like nothing happened.When kids have had a day, or
even just half a day with asubstitute, it's like the
emotional tether between you andthe class has stretched a
little. Before you dive intomath facts or reading groups,
just take a few minutes to relaxsome of that tension.
Heidi (09:32):
This really doesn't have to be a big production. If you
do morning meeting, this is theperfect time to just add in a
moment of connection. If youdon't do morning meeting, just
gather everyone together for afew minutes.
Emily (09:42):
A nice place to start is with gratitude. Thank everyone
for welcoming the guest teacherand doing their best. It sets a
positive tone right from thestart.
Heidi (09:49):
And then you could do a quick temperature check. Have
everyone share one word for howthey're feeling today, or keep
it even quicker with a signal.Ask everyone to show a thumbs up
or a thumbs down or a thumbssideways, just to see where
everyone's at emotionally.
Emily (10:04):
You may even want to include a little we're back
together moment. So maybe yourclass cheer or a favorite song
that feels distinctly like yourclassroom.
Heidi (10:12):
This is also a great time for something playful, a silly
movement song, a two minutedance break, or a read aloud of
a funny picture book. Thisreally can be quick, but the
point is to send the message, Isee you, we're back together,
and we are a team again. Thosefew minutes do more for the
day's learning than any franticrush to get straight to the
lesson plan could.
Emily (10:32):
And bonus, while you're reconnecting, you can casually
take the emotional temperatureof the class. You'll notice
who's still a little keyed upfrom yesterday, who needs a
private check in later and who'sready to roll. It's a small
investment of time that pays offwith a smoother, calmer reset
for everyone.
Heidi (10:48):
You might want to close out this reconnection time with
our fourth strategy, which is toask students to share their
perspective of how things wentwith the sub.
Emily (10:57):
Oh, yeah, they have insights you won't get anywhere
else.
Heidi (11:01):
And we don't want this time to feel like a punishment
or a lecture, so try framing itas a chance to notice what went
well and what could be smoothernext time.
Emily (11:09):
And you can totally keep this simple and short. Maybe
during morning meeting, you aska few open ended questions,
like, what was something youenjoyed about yesterday? What
helped the day go smoothly?What's one thing we could all do
better when we have a guestteacher next time?
Heidi (11:23):
If you prefer a quieter start, try a quick written
reflection. Give students asticky note or a half sheet with
prompts like two stars and awish, which is two things that
went well and one thing thatcould be better next time. Or,
what would you want to tell ournext guest teacher about our
class? That gets them thinkingabout your classroom culture
from an outsider perspective.
Emily (11:43):
Sometimes kids surprise you with what they notice. They
might point out things thatworked really well that you
hadn't thought of.
Heidi (11:48):
Plus, it gives them a voice in the process, instead of
just having things done to them.
Emily (11:54):
Okay, so you've arrived early, you set a peaceful,
welcoming tone, you set asidetime for reconnection, and
invited students to reflect onhow things went. Now it's time
for our fifth strategy, and thisis the moment you've been
waiting for, getting back toyour regularly scheduled
programming.
Heidi (12:09):
Yes, remember how we want to lean into structure to reset
the class? After reconnecting,the fastest way to help everyone
feel secure again is to just getback to your normal routine.
Emily (12:21):
Kids thrive on predictability, and having a
guest teacher no matter howwonderful they are, disrupts
that, so the sooner you canreturn to your regular schedule,
the better. Obviously, we wantto schedule time to reconnect
and reflect. But besides thatnecessary detour, do what you
can to follow as normal aroutine as possible.
Heidi (12:38):
If you find that things still feel a little shaky as you
go through your regularroutines, you can lightly touch
on expectations. Hey, let'sremember how we stand in line
without talking, or, who canshow me our hand signal for the
bathroom.
Emily (12:51):
And we really do want this to feel light, because
you're not re teachingeverything or lecturing. You're
just gently reinforcing how yourclassroom works, reminding them
that you have boundaries andyou're going to keep them.
Heidi (13:03):
Yeah, that's the real key. If there are bigger issues,
like if the sub noted problemswith noise or transitions,
invite the class to help problemsolve. I heard transitions were
tricky yesterday. What ideas doyou have for making those
smoother when we have a guestteacher?
Emily (13:18):
Of course, if things went really, really poorly with the
sub, you may want to spend sometime today clearly re-teaching
your expectations, but you cansave that for any worst case
scenario situations. You don'thave to do it every time.
Heidi (13:30):
Yeah, hopefully you never need to use it. But you know
that you've got that tool handyif you need it. Those Tell Try
Tally Talk slides you set up forthe start of the school year
work just as well in October asthey did in September. So get
those out if they're needed, andyou can go back to Episode 75 if
you need a refresher on thetell, try, tally, talk method.
Emily (13:49):
Addressing things that didn't go well while you're out
can be tricky, but it'simportant, and that's our sixth
strategy for resetting yourclass. Thoughtfully handle
behavior issues.
Heidi (13:58):
Yeah, this can feel so tricky, but remember, you don't
have to launch into detectivemode the minute the bell rings.
Start by calmly reviewing anynotes the sub left or any
feedback you received. If therewere issues, give yourself a
moment to separate the factsfrom any strong emotions.
Emily (14:14):
If you offered a reward for good behavior during your
absence, follow through. If theyearned it, celebrate. If not,
talk about why and what they cando differently next time.
Heidi (14:23):
And during that discussion, it's important to
keep the tone very matter offact. Start with a reminder that
expectations are the same nomatter who is teaching. You
aren't angry, you're justclarifying,
Emily (14:36):
Yeah, so you might say something like, I heard that
yesterday, there were somechallenges with following
directions during science. Let'stalk about how we can handle
that better next time. Framingit as a shared problem to solve
rather than a list ofpunishments, helps students stay
engaged instead of defensive.
Heidi (14:51):
And depending on what happened, you could add this
discussion to your reconnectiontime. Ask, what worked well when
the guest teacher was here?Where did we slip? Let students
suggest solutions or ways tomake the next sub day smoother.
Emily (15:06):
The key is reframing it as a learning opportunity. Every
time we have a sub, we get alittle better at it. That
mindset helps students own theirrole in creating a respectful,
welcoming classroom for any sub,and it plants the seeds for an
even smoother experience thenext time you're out.
Heidi (15:21):
The goal here isn't to shame anyone, it's to rebuild
trust and clarify expectations.End the conversation by
restating the positive. I knowwe can handle it even better
next time, and here is how we'lldo it. Wrapping up with a
forward looking focus letseveryone reset and move on
without lingering tension.
Emily (15:40):
When kids help create the solutions, they're way more
likely to follow through. Plus,it shifts from you were bad to
how can we be successful.
Heidi (15:48):
Now there will probably be some occasions when there
have been specific incidentsthat you need to address. So
handle those privately, so thatthe conversation can stay
respectful and constructive.Playing out the drama in front
of the whole group just neverends well.
Emily (16:01):
Yeah, and if things were really rough when you were gone,
remind students that you canalways take the Fresh Start
approach. Today we get to showwhat we're really about.
Heidi (16:09):
So to recap, when you're coming back after having a guest
teacher, get to school early, ifpossible, so that you can feel
prepared and ready for the dayto start.
Emily (16:18):
Then set the tone for a welcoming reentry by tidying
your space and being present togreet your students.
Heidi (16:24):
Take time to reconnect before jumping into academics,
and get your studentsperspective on how things went
with the guest teacher.
Emily (16:30):
Get back to your regular routine as quickly as possible,
and address any behavior issuesthoughtfully.
Heidi (16:37):
The nice thing is that these strategies aren't just
about fixing problems, they'reabout strengthening your
classroom community and helpingstudents become more successful
when you're not there, so thathopefully the next time you come
back after an absence, you dofind that everything was
practically perfect while youwere away.
Emily (16:54):
The teacher's dream. We would love to hear about your
substitute teacher stories, TheGood, the Bad and the You won't
believe what I found when I gotback stories. Come join the
conversation in our TeacherApproved Facebook group.
Now for our Teacher Approved Tipof the Week, where we share an
actionable tip to help youelevate what matters and
simplify the rest. This week'stip is to use your first
(17:15):
substitute experience of theyear as a foundation for
preparing students for futureguest teachers. So tell us more
about it, Heidi.
Heidi (17:22):
Okay, this is a tip that will pay off every single time
you need a sub again. Use yourmost recent experience of having
a sub to start preparing yourstudents for the next one. Once
you have reconnected andreflected, take a few minutes to
talk about what worked well andwhat could be even better the
next time that you're out. Keepit positive and collaborative,
(17:43):
something like, you did a greatjob getting your work done
yesterday. What else should wedefinitely remember to do
whenever we have a guestteacher? And what could we tweak
so that the next guest teacherfeels even more welcome? Make
sure to capture those ideas.Maybe it's a chart that you
could post, or a digital doc youproject. You can even have
students write their responsesthat you gather to share with
(18:04):
the class.
Emily (18:05):
Some classes even create a when we have a guest teacher
agreement that they all sign,things like we will follow all
classroom rules and we will behelpful and kind. Having it
written down and signed makes itfeel more important.
Heidi (18:16):
And once you've written down your expectations, here's
the magic. Refer back to yourlist or your chart, often not
just when you're planning to beabsent. If you walk by another
class that has a sub, pause andsay, Hey, remember our sub plan?
How should you come to thecarpet when I'm not here? Yep,
quickly and quietly withouttouching anybody else.
Emily (18:37):
Those quick reminders keep expectations fresh and they
normalize the idea that a smoothsub day is just part of your
classroom culture, and you haveconfidence in their ability to
represent your classroom well.
Heidi (18:47):
Even if you are lucky enough never to get sick, you're
still going to have a sub day ortwo during the year. By
preparing students now, it makesthe whole experience less
stressful for everyone,including you. That way the next
time you have to be out, whetherit's a planned PD day or an
unexpected sick day, yourstudents already know exactly
what to do.
Emily (19:05):
And that means your guest teacher walks into a class
Heidi (19:06):
To wrap up the show, we're sharing what we're giving
that's calm, welcoming and selfmanaging, and you come back to a
extra credit to this week.Emily, what gets your extra
room that doesn't feel like it'sbeen through a tornado. Future
you will thank present you forlaying that ground work now.
credit?
Emily (19:24):
I'm giving extra credit to my old lady habit of my
favorite show, which is CBSSunday Morning.
Heidi (19:32):
I love CBS Sunday Morning.
Emily (19:34):
I picked this up for my parents because this was always
on on Sundays at our house, andso I just started watching it
myself, and it is just myfavorite little button to the
start of ,the end of the week,start of the week, whichever you
want to call Sundays. I like itbecause it is technically a news
show, so you will get a littlebit of news. But it's not like
(19:54):
Meet the Press or something,where you're just going to get
like a fire hose to the face ofall the news. We're already all
getting that. This is more gonnajust hit the big stuff, and
might have, like a story thatdives into an aspect of the big
stories, but otherwise it reallyis just a collection of
interesting stories.
Like, I love learning about likethese interesting places in the
(20:18):
world where they like do aninteresting deep dive about
some, or an occupation I'venever heard of, or they have a
lot of like, human intereststories where there's some guy
that always does this, I can'tremember his name now, Steve,
maybe Steve something, wherehe's just, like, highlighting
the story of, like, the cute kidwho, like, made a stand to offer
free hugs to people. And he goesand interviews the kid and oh,
(20:41):
gosh, it's so feel good. It justis calming. And I feel like it
helps me stay informed, but alsoI just, I love that it teaches
me random things that I didn'tknow I didn't know. Like, I
always like, I feel like a lotof the weird things I know about
the world I learned from CBSSunday Morning.
Heidi (21:00):
Like Dutch canal jumping or random roadside attractions,
or an artist that you've neverheard of, or an artist you know
a ton about, but here's thatwhole new look at their past
history that you haven't thoughtabout before. It's just always
eye opening.
Emily (21:14):
Yeah, sometimes it'll be like a deep dive into like some
historical person that you justnever knew this whole thing
about their background, orthey'll often do like a
celebrity interview as well. Butit's not, it's not like the
typical celebrity interview.It's usually a much more
interesting personalconversation, which I
appreciate, too. So anyways, ifyou want a new old lady habit,
(21:37):
start watching CBS SundayMorning.
Heidi (21:40):
They should sponsor us. We love them so much.
Emily (21:42):
Seriously, my kids all know the little trumpet sounds.
Heidi (21:45):
That little blurb, until our trumpet sounds again or
something.
Yep. What are you giving extracredit to, Heidi?
I'm giving extra credit toJoshua Radin's new album one day
home, which is just perfect fallchill vibes, if you're in the
mood for that. It's like peakJoshua Radin, if, if you were a
(22:07):
fan back in like 2006, this isall those right points. But it
also, there's a second versionof the album that, instead of
guitar, is piano and vocal. AndI think I almost like that
better. It's kind of remindingme of like, vintage Billy Joel
stuff. Like, very, it's theexact same songs, just different
arrangements, and either way,both a win.
Emily (22:30):
I'm excited to check that out, because Joshua Radin is
quintessentially acousticguitar. So, hearing it with
piano, that sounds exciting.
Heidi (22:36):
Very different.
Emily (22:37):
I heard a Joshua Radin song on like a random commercial
the other day, and I was like,whoa, this is weird. It always
reminds me of how I think I was22 when we went and saw that
concert that he did. And Iremember at the time thinking, I
am too old for concerts. And Iwas 22.
Heidi (22:52):
We had to stand the whole time. We're like, no.
Emily (22:54):
We are not cut out for this life. As much as we love
music, we are not cut out forstanding in bars for concerts.
Heidi (23:04):
I know, I think at the time, we were complaining, like,
by the time, like you had to getthere an hour early. No wonder
we like a CBS Sunday mornings.
Emily (23:14):
I know, I think we've always been middle aged, it
turns out.
Heidi (23:18):
Or we're just not dumb.
Emily (23:20):
No, we know what we like.
Heidi (23:22):
Nobody wants to be standing around for four hours
on a concrete floor. No, it'snot fun. Does not make the music
any better.
Emily (23:29):
Amen. But I will check out his new album, so I'm
excited.
Heidi (23:33):
Much more enjoyable than standing around.
Emily (23:35):
Amen.
Heidi (23:36):
That is it for today's episode. Whether you're dealing
with your first sub day of theyear, or you're a seasoned pro
at this, remember that everyexperience is a chance to
strengthen your classroomcommunity.
We hope you enjoyed this episodeof Teacher Approved. I'm Heidi.
Emily (23:54):
And I'm Emily. Thank you for listening. Be sure to follow
or subscribe in your podcast appso that you never miss an
episode.
Heidi (24:01):
You can connect with us and other teachers in the
Teacher Approved Facebook group.We'll see you here next week.
Bye for now.
Emily (24:07):
Bye.
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