February 18, 2025 • 17 mins
This episode sheds light on my frustrations as an experienced substitute teacher, where low tolerance for certain administrative practices, student distractions, and teacher interactions have prompted reflection and growth. Understanding the evolving dynamics in the classroom and personal strategies for maintaining positivity amidst challenges are key themes.
• Addressing low tolerance for vague administrative practices
• Sharing experiences related to student distraction
• Discussing issues regarding fellow teachers
• Emphasizing the importance of maintaining a positive approach
• Reflecting on personal growth and classroom management
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Greg (00:00):
Greg Collins, episode 279 of Substitute Teacher's Lounge.
It's February 18th, 2025.
You know something that I don'tat this point because I didn't
know what title to give thisepisode.
So you know it.
You've seen it as I'm recordingthis, I don't know it yet.
It's a little.
(00:21):
I don't want to say negative.
We'll say some positive thingsby the time this discussion is
over but I've gotten to thepoint that I have a low
tolerance for some things now asa substitute teacher.
I don't know if it's my age, Idon't know if it's the sheer
(00:41):
fact that I've been subbing forseven years and I'm just
thinking why do I have to put upwith this?
Or I don't know.
You're going to have things popinto your head as I'm talking
about this today.
There are things that get on mynerves that have to do with
administration, that have to dowith students and, unfortunately
(01:04):
, that have to do with teachers.
So low tolerance discussiontoday, things that get on my
nerves.
Substitute Teachers Loud.
All right, guys.
(01:31):
I will mention that last week'sepisode substitute teachers
quiet tools was a very popularone that took off quickly.
I was I was surprised that ittook off that fast, so lots of
downloads on that.
I did want to mention that theseptember 24 2024, the one
titled Substitute TeachingElementary School oh my, it's
the one that I did right after Ihad done my very first
(01:54):
elementary school session.
Well, for some reason it wasn'tlisted at the end of the year
as the number one episode of theyear end of the year as the
number one episode of the year.
But since then it has picked upso many listens that it has had
more downloads than any otherepisode recorded in 2024.
And it's not close.
So if you haven't listened tothat one and you're a big
(02:17):
elementary school person, goback to that.
All right, I got to talk aboutthis Things that I now have a
low tolerance for.
Let's start on theadministrative side first.
Oh, and let me say, by the way,that I still know that I am
quite blessed.
(02:37):
I can let things aggravate mesometimes, but I know from what
I'm reading from you guys on ourSubstitute Teachers Lounge
Facebook group, our page there'sa lot of you that are going
through a lot worse things thanI am.
I actually am almostembarrassed a little bit to
bring up what I'm going to bringup today, but it still gets on
(02:59):
my nerves.
So I hope that you can at leasttake something from this, and
we'll try to smooth things over.
I am going to talk aboutadministration first, just one
thing.
It's just one thing because Ilove all the administrators and
principals that I've worked with.
Then I'm going to talk aboutstudents and then I'm going to
(03:20):
talk about teachers.
To me, the most crucialdiscussion of some things that I
have come across in the lastfew months I don't think it's
worth mentioning, and we'll doit in that order, so we'll save
the most intense for last iswhat it amounts to.
To begin with, the only thingthat aggravates me with
(03:41):
administration.
There are some schools that letme back up most schools.
When an absent shows up, itshows the teacher's name.
It sometimes it shows theschool that they're at and it
sometimes actually shows thesubject that they teach.
Most of the time it just saysyou know the area they're in,
(04:05):
like social studies, and youknow I like to do my research
and look them up real quicklyand see if I can find some
information on the schoolwebsite as to what grade they
teach and so on.
We've had episodes about that,so I won't go into that anymore.
There's ways to do that, butsometimes the postings will just
(04:27):
say teacher.
Now there's two ways that Iguess I should say two reasons
that they do this.
One is that, like here,recently we've had a lot of
sickness in the area flu.
Some schools in the area haveactually a private school closed
(04:47):
because they didn't have enoughstudents to even have class in
the school.
So some schools in the areawill say teacher and post a
generic substitute because theyknow that they're going to have
some absences.
They don't necessarily know whothose absences are going to be
yet, so they just put downteacher and they assign you when
(05:10):
you get in.
That's okay, except for thenext one I'm going to tell you
about.
It makes me not want to takethe first one either.
Some will put down teacher ifit's a hard class to find a sub
for, sort of like.
It makes me feel like they doit because they don't want you
(05:32):
to know what you're steppinginto, and I don't like it when
they do that.
I understand why they do that.
I've been a I don't want to callit a victim, but I've probably
picked up this school yearprobably half a dozen of those.
There's some things that andI've enjoyed.
(05:53):
Now don't get me wrong, I'veenjoyed the classes every time,
but it's just kind ofaggravating, walking in blindly
and in fact going to the desk ofthe school not yet knowing what
you're even going to be doing.
Not crazy about that.
I now have a low tolerance forthat.
That gets on my nerves.
I don't like it.
(06:13):
I would rather know what I wasdoing when I get in.
Now you could say even worsethan that it's when you know
what you're doing when they goin but they ask you to do
something else.
Now I'm more in line with thatscenario than I am just having
to come in blindly.
I don't mind so much.
(06:34):
I'll take one for the team.
I'll realize that they reallyneed me there.
It might be a more difficultarea, but the fact that they're
asking me Mr Collins, we couldreally use you in this area
instead of the one you signed upfor, will that be okay?
Well, I kind of like that.
They're being very honest withme and I'll go ahead and take
(06:56):
those jobs when that happens.
Let's go to students now.
We'll talk about students alittle bit.
I've loved substitute teachingmiddle school and high school
the six previous years beforethis school year.
I now feel like I enjoy theelementary school more than any
(07:20):
of those.
Now, because of that, when I goback to high school, I can tell
that I've really changed.
And maybe it'll be.
The students aren't, as I wasgoing to say, crazy about me.
That's a little bit silly touse a phrase like that.
But maybe they don't lookforward to me being there.
(07:41):
Maybe they think I've changedand here's why I had this happen
.
A few weeks ago there was astudent in class smart student
really has nothing to do withthat but he got through with his
work and instead of justsitting still, he walked around
the room seeing how manydifferent people that he could
(08:01):
distract.
Now, the worst problem was he'sa popular student.
The kids kind of liked to bedistracted.
I didn't like it that he wasdoing that.
I made him sit down.
He probably didn't appreciatethat.
I had him in a lot of classes.
He probably thinks I've changed.
(08:22):
Probably thinks I've changedand maybe I have, but and maybe
it's a little elementaryschool-ish that I've changed,
because that really doesn'thappen in elementary school.
It happens with teenagers andtheir freedoms and I can do what
I want, type of thing.
Now, younger kids have thatattitude sometimes too, but it
(08:46):
has now gotten to the point thatthose kind of students who feel
like they can just do whateverthey want to now get on my
nerves.
I have a low tolerance for themand I'm sure they can see it in
the way I react Now.
I'll leave that one there forstudents, I know already those
(09:06):
of you that are listening canthink of a lot of students that
get on your nerves for variousdifferent reasons.
Some students require a lot ofattention.
Maybe that takes you away fromthe other students.
Maybe that's an unfortunatething that could perhaps get on
your nerves.
So I don't know what would youeven do in that situation.
The few things that I'vechanged on that get on my nerves
(09:30):
now are probably notsignificant enough that they're
close to what you have to gothrough.
But I'm just sharing somethoughts Now as far as that
situation, maybe since ithappened in the last few weeks I
know to handle it better.
Maybe I can be more diplomaticif the student doesn't respond
(09:50):
and just basically, the studentnever was disrespectful to me.
I just finally got fed up withhim distracting I was going to
say aggravating everybody, buthe really wasn't doing that.
He was distracting everybody.
So I had him go back to hisseat, all right.
Finally, teachers that get onmy nerves are because I tend to
(10:13):
be popular with the students,for whatever reason.
Maybe it's because I nevermatured past their level.
(10:34):
I've used that line before, butI don't know why.
But that doesn't bother me.
Here's what bothers me I have,within the last six weeks, I
have taught some classes where acouple of them were sped
classes, but that really doesn'tmatter.
I volunteered to take a student,that is, a first grade student,
(10:56):
who had kind of made up to me,and when I took the student
somewhere, they wanted me tohold their hand, sit with them
the whole time, and I took themthrough their activities class.
When they say activities atthis school, they're usually
talking about band or music orthe gymnasium or even outside
(11:16):
activities, something to thateffect.
And that student wanted me towalk with them to those classes.
So I did.
Well, the student was very nice, always smiling, but not
participating.
And I saw two teachers and youknow the students are supposed
to participate, even though thiswas a sped student, they're
(11:40):
supposed to participate in theclasses too, and the student
didn't want to.
The student just wanted to sitby me, to be perfectly honest,
always smiling, always apleasant personality.
One teacher went up to them andtried to get them to do
something and she wouldn't do it.
But the teacher just said allright, you won't be able to
(12:00):
participate in the fun thingswe're going to do later on if
you don't know how to do thisright now.
That was one way to handle it.
That was my preferred way.
Another teacher I saw her walkover to this student.
In fact, the teacher had such astern look on her face I
thought she was going to anotherstudent because they were doing
(12:23):
something wrong or talking whenthey shouldn't have been, on to
another student because theywere doing something wrong or
talking when they shouldn't havebeen.
But she went to this studentand said listen.
And then went to a whole bigspill about how you've got to do
this and, as you might expect,this particular student.
She was a slow learner.
That's the best way to handleit.
She reacted, and here's thissweet little kid that reacted
(12:45):
negative because the adult wasbeing negative with her.
She started flailing arms,flailing legs.
The teacher tried to get her tosettle down but really didn't
give in to her.
She stuck by her guns andfinally the girl just laid down
on the floor and wouldn't doanything else, and then the
teacher walked away.
Well, the teachers that I have alow tolerance for, I'm not
(13:09):
going to tell that teacher thatthat is not my place.
I had the discussion with otherteachers and they actually
agreed with me.
In fact, they interrupted meand said oh, I know what you're
getting ready to say happened,and they agreed with me.
So I have a low tolerance forteachers, that you know.
We want students to respect us.
(13:29):
Well, let's respect thestudents too.
We don't know what's going onin that student's life right now
.
They've got to get their workdone, there's no doubt about
that.
But still, let's have a littlecompassion and be able to share,
maybe more diplomatically.
Maybe that teacher could havegone up.
(13:50):
And you know, I'm not a teacher.
I don't have to put up withthis every day, and that's part
of it too.
I just show up every so often,try to do my best and try to
make the students' days go bybetter.
I like it when I see thepositive attitudes which the
student had.
They just weren't doing whatthey were supposed to be doing
(14:11):
during their related artsactivities, so the teacher went
off on them in that manner.
That's what I have a lowtolerance for.
Maybe.
Maybe if I had to deal withthat every day, I would finally
get fed up with it and what Iwould call snap as well.
But those are the things that Itend to have a low tolerance
(14:34):
for now.
I know you have some Wrappingall of it in a package.
Regardless of what I have a lowtolerance for, I'm going to try
my best not to compromise myselfto the point that I will not be
the positive person that I havestrived to be.
I talked to a co-teacheroutside of school not too long
(14:57):
ago and the teacher actuallysaid she's a very young teacher.
She's working on trying to beso nice.
And I said well, I'm just theopposite.
I was probably meaner in my 20sand 30s than I am now.
I've tried to become morepositive over the years and I
(15:18):
think the students like thatabout me.
So I don't know if that's theformula.
Are you supposed to be mean inyour 20s and 30s and then be
nice later on?
I don't know.
But regardless, there are thingsthat get on my nerves that I
have a low tolerance for.
I'm working on ways to adapt tothat.
The main way to adapt to.
(15:39):
That is just not going back tothe class that you really got to
the point that you can't standanymore.
That's a tough way of saying it.
It's probably not quite thatbad, I'll be honest, and my wife
can't believe it, but I'mreally liking elementary school.
I have passed over openingsthat I would have just pounced
(16:03):
on in years past because I'mhoping that an elementary school
job opening will come together.
Hope things are working wellwith you.
Hope you don't have any ofthese on my nerve type
situations.
But if you do, maybe we canwork on still having a positive
approach or at least being ableto get out of it in a positive
(16:26):
manner.
Greg Collins, episode 279 of Substitute Teacher's Lounge.
It's February 18th, 2025.
You know something that I don'tat this point because I didn't
know what title to give thisepisode.
So you know it.
You've seen it as I'm recordingthis, I don't know it yet.
It's a little.
(00:21):
I don't want to say negative.
We'll say some positive thingsby the time this discussion is
over but I've gotten to thepoint that I have a low
tolerance for some things now asa substitute teacher.
I don't know if it's my age, Idon't know if it's the sheer
(00:41):
fact that I've been subbing forseven years and I'm just
thinking why do I have to put upwith this?
Or I don't know.
You're going to have things popinto your head as I'm talking
about this today.
There are things that get on mynerves that have to do with
administration, that have to dowith students and, unfortunately
(01:04):
, that have to do with teachers.
So low tolerance discussiontoday, things that get on my
nerves.
Substitute Teachers Loud.
All right, guys.
(01:31):
I will mention that last week'sepisode substitute teachers
quiet tools was a very popularone that took off quickly.
I was I was surprised that ittook off that fast, so lots of
downloads on that.
I did want to mention that theseptember 24 2024, the one
titled Substitute TeachingElementary School oh my, it's
the one that I did right after Ihad done my very first
(01:54):
elementary school session.
Well, for some reason it wasn'tlisted at the end of the year
as the number one episode of theyear end of the year as the
number one episode of the year.
But since then it has picked upso many listens that it has had
more downloads than any otherepisode recorded in 2024.
And it's not close.
So if you haven't listened tothat one and you're a big
(02:17):
elementary school person, goback to that.
All right, I got to talk aboutthis Things that I now have a
low tolerance for.
Let's start on theadministrative side first.
Oh, and let me say, by the way,that I still know that I am
quite blessed.
(02:37):
I can let things aggravate mesometimes, but I know from what
I'm reading from you guys on ourSubstitute Teachers Lounge
Facebook group, our page there'sa lot of you that are going
through a lot worse things thanI am.
I actually am almostembarrassed a little bit to
bring up what I'm going to bringup today, but it still gets on
(02:59):
my nerves.
So I hope that you can at leasttake something from this, and
we'll try to smooth things over.
I am going to talk aboutadministration first, just one
thing.
It's just one thing because Ilove all the administrators and
principals that I've worked with.
Then I'm going to talk aboutstudents and then I'm going to
(03:20):
talk about teachers.
To me, the most crucialdiscussion of some things that I
have come across in the lastfew months I don't think it's
worth mentioning, and we'll doit in that order, so we'll save
the most intense for last iswhat it amounts to.
To begin with, the only thingthat aggravates me with
(03:41):
administration.
There are some schools that letme back up most schools.
When an absent shows up, itshows the teacher's name.
It sometimes it shows theschool that they're at and it
sometimes actually shows thesubject that they teach.
Most of the time it just saysyou know the area they're in,
(04:05):
like social studies, and youknow I like to do my research
and look them up real quicklyand see if I can find some
information on the schoolwebsite as to what grade they
teach and so on.
We've had episodes about that,so I won't go into that anymore.
There's ways to do that, butsometimes the postings will just
(04:27):
say teacher.
Now there's two ways that Iguess I should say two reasons
that they do this.
One is that, like here,recently we've had a lot of
sickness in the area flu.
Some schools in the area haveactually a private school closed
(04:47):
because they didn't have enoughstudents to even have class in
the school.
So some schools in the areawill say teacher and post a
generic substitute because theyknow that they're going to have
some absences.
They don't necessarily know whothose absences are going to be
yet, so they just put downteacher and they assign you when
(05:10):
you get in.
That's okay, except for thenext one I'm going to tell you
about.
It makes me not want to takethe first one either.
Some will put down teacher ifit's a hard class to find a sub
for, sort of like.
It makes me feel like they doit because they don't want you
(05:32):
to know what you're steppinginto, and I don't like it when
they do that.
I understand why they do that.
I've been a I don't want to callit a victim, but I've probably
picked up this school yearprobably half a dozen of those.
There's some things that andI've enjoyed.
(05:53):
Now don't get me wrong, I'veenjoyed the classes every time,
but it's just kind ofaggravating, walking in blindly
and in fact going to the desk ofthe school not yet knowing what
you're even going to be doing.
Not crazy about that.
I now have a low tolerance forthat.
That gets on my nerves.
I don't like it.
(06:13):
I would rather know what I wasdoing when I get in.
Now you could say even worsethan that it's when you know
what you're doing when they goin but they ask you to do
something else.
Now I'm more in line with thatscenario than I am just having
to come in blindly.
I don't mind so much.
(06:34):
I'll take one for the team.
I'll realize that they reallyneed me there.
It might be a more difficultarea, but the fact that they're
asking me Mr Collins, we couldreally use you in this area
instead of the one you signed upfor, will that be okay?
Well, I kind of like that.
They're being very honest withme and I'll go ahead and take
(06:56):
those jobs when that happens.
Let's go to students now.
We'll talk about students alittle bit.
I've loved substitute teachingmiddle school and high school
the six previous years beforethis school year.
I now feel like I enjoy theelementary school more than any
(07:20):
of those.
Now, because of that, when I goback to high school, I can tell
that I've really changed.
And maybe it'll be.
The students aren't, as I wasgoing to say, crazy about me.
That's a little bit silly touse a phrase like that.
But maybe they don't lookforward to me being there.
(07:41):
Maybe they think I've changedand here's why I had this happen
.
A few weeks ago there was astudent in class smart student
really has nothing to do withthat but he got through with his
work and instead of justsitting still, he walked around
the room seeing how manydifferent people that he could
(08:01):
distract.
Now, the worst problem was he'sa popular student.
The kids kind of liked to bedistracted.
I didn't like it that he wasdoing that.
I made him sit down.
He probably didn't appreciatethat.
I had him in a lot of classes.
He probably thinks I've changed.
(08:22):
Probably thinks I've changedand maybe I have, but and maybe
it's a little elementaryschool-ish that I've changed,
because that really doesn'thappen in elementary school.
It happens with teenagers andtheir freedoms and I can do what
I want, type of thing.
Now, younger kids have thatattitude sometimes too, but it
(08:46):
has now gotten to the point thatthose kind of students who feel
like they can just do whateverthey want to now get on my
nerves.
I have a low tolerance for themand I'm sure they can see it in
the way I react Now.
I'll leave that one there forstudents, I know already those
(09:06):
of you that are listening canthink of a lot of students that
get on your nerves for variousdifferent reasons.
Some students require a lot ofattention.
Maybe that takes you away fromthe other students.
Maybe that's an unfortunatething that could perhaps get on
your nerves.
So I don't know what would youeven do in that situation.
The few things that I'vechanged on that get on my nerves
(09:30):
now are probably notsignificant enough that they're
close to what you have to gothrough.
But I'm just sharing somethoughts Now as far as that
situation, maybe since ithappened in the last few weeks I
know to handle it better.
Maybe I can be more diplomaticif the student doesn't respond
(09:50):
and just basically, the studentnever was disrespectful to me.
I just finally got fed up withhim distracting I was going to
say aggravating everybody, buthe really wasn't doing that.
He was distracting everybody.
So I had him go back to hisseat, all right.
Finally, teachers that get onmy nerves are because I tend to
(10:13):
be popular with the students,for whatever reason.
Maybe it's because I nevermatured past their level.
(10:34):
I've used that line before, butI don't know why.
But that doesn't bother me.
Here's what bothers me I have,within the last six weeks, I
have taught some classes where acouple of them were sped
classes, but that really doesn'tmatter.
I volunteered to take a student,that is, a first grade student,
(10:56):
who had kind of made up to me,and when I took the student
somewhere, they wanted me tohold their hand, sit with them
the whole time, and I took themthrough their activities class.
When they say activities atthis school, they're usually
talking about band or music orthe gymnasium or even outside
(11:16):
activities, something to thateffect.
And that student wanted me towalk with them to those classes.
So I did.
Well, the student was very nice, always smiling, but not
participating.
And I saw two teachers and youknow the students are supposed
to participate, even though thiswas a sped student, they're
(11:40):
supposed to participate in theclasses too, and the student
didn't want to.
The student just wanted to sitby me, to be perfectly honest,
always smiling, always apleasant personality.
One teacher went up to them andtried to get them to do
something and she wouldn't do it.
But the teacher just said allright, you won't be able to
(12:00):
participate in the fun thingswe're going to do later on if
you don't know how to do thisright now.
That was one way to handle it.
That was my preferred way.
Another teacher I saw her walkover to this student.
In fact, the teacher had such astern look on her face I
thought she was going to anotherstudent because they were doing
(12:23):
something wrong or talking whenthey shouldn't have been, on to
another student because theywere doing something wrong or
talking when they shouldn't havebeen.
But she went to this studentand said listen.
And then went to a whole bigspill about how you've got to do
this and, as you might expect,this particular student.
She was a slow learner.
That's the best way to handleit.
She reacted, and here's thissweet little kid that reacted
(12:45):
negative because the adult wasbeing negative with her.
She started flailing arms,flailing legs.
The teacher tried to get her tosettle down but really didn't
give in to her.
She stuck by her guns andfinally the girl just laid down
on the floor and wouldn't doanything else, and then the
teacher walked away.
Well, the teachers that I have alow tolerance for, I'm not
(13:09):
going to tell that teacher thatthat is not my place.
I had the discussion with otherteachers and they actually
agreed with me.
In fact, they interrupted meand said oh, I know what you're
getting ready to say happened,and they agreed with me.
So I have a low tolerance forteachers, that you know.
We want students to respect us.
(13:29):
Well, let's respect thestudents too.
We don't know what's going onin that student's life right now
.
They've got to get their workdone, there's no doubt about
that.
But still, let's have a littlecompassion and be able to share,
maybe more diplomatically.
Maybe that teacher could havegone up.
(13:50):
And you know, I'm not a teacher.
I don't have to put up withthis every day, and that's part
of it too.
I just show up every so often,try to do my best and try to
make the students' days go bybetter.
I like it when I see thepositive attitudes which the
student had.
They just weren't doing whatthey were supposed to be doing
(14:11):
during their related artsactivities, so the teacher went
off on them in that manner.
That's what I have a lowtolerance for.
Maybe.
Maybe if I had to deal withthat every day, I would finally
get fed up with it and what Iwould call snap as well.
But those are the things that Itend to have a low tolerance
(14:34):
for now.
I know you have some Wrappingall of it in a package.
Regardless of what I have a lowtolerance for, I'm going to try
my best not to compromise myselfto the point that I will not be
the positive person that I havestrived to be.
I talked to a co-teacheroutside of school not too long
(14:57):
ago and the teacher actuallysaid she's a very young teacher.
She's working on trying to beso nice.
And I said well, I'm just theopposite.
I was probably meaner in my 20sand 30s than I am now.
I've tried to become morepositive over the years and I
(15:18):
think the students like thatabout me.
So I don't know if that's theformula.
Are you supposed to be mean inyour 20s and 30s and then be
nice later on?
I don't know.
But regardless, there are thingsthat get on my nerves that I
have a low tolerance for.
I'm working on ways to adapt tothat.
The main way to adapt to.
(15:39):
That is just not going back tothe class that you really got to
the point that you can't standanymore.
That's a tough way of saying it.
It's probably not quite thatbad, I'll be honest, and my wife
can't believe it, but I'mreally liking elementary school.
I have passed over openingsthat I would have just pounced
(16:03):
on in years past because I'mhoping that an elementary school
job opening will come together.
Hope things are working wellwith you.
Hope you don't have any ofthese on my nerve type
situations.
But if you do, maybe we canwork on still having a positive
approach or at least being ableto get out of it in a positive
(16:26):
manner.
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