May 6, 2025 • 19 mins
Ever wonder what life is really like for substitute teachers navigating classrooms in today's educational landscape? This candid conversation with Felice, a substitute teacher from the Houston suburbs, pulls back the curtain on this vital yet often overlooked profession.
Felice brings a remarkably diverse background to her role, having worked as a Department of Commerce geographic specialist and an air quality planner before eventually finding her way into education. After five years as a certified elementary teacher specializing in science, she transitioned to substitute teaching for the flexibility and variety it offers. Her unique perspective bridges the gap between full-time educators and substitutes, giving her valuable insights into effective classroom management and building meaningful connections with students.
Throughout our discussion, Felice shares the genuine rewards of substitute teaching—from witnessing those "lightbulb moments" when concepts click for students to the freedoms of choosing when and where to teach. She doesn't shy away from the challenges either, addressing head-on the post-COVID behavioral issues many students exhibit, the frustration of missing lesson plans, and the need for flexibility when suddenly reassigned to different classrooms. Her story of improvising a 20-minute motivational talk when technology failed illustrates the quick thinking required in this role.
What makes this episode particularly valuable is Felice's practical advice for both new and experienced substitutes. From how she maintains classroom order with brain teasers and proximity techniques to her philosophy of treating each assignment as a job interview, her strategies translate across grade levels and subject areas. Whether you're considering substitute teaching, are already in the classroom, or simply curious about education today, Felice's story offers both inspiration and actionable takeaways for creating positive learning environments despite the inherent challenges.
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Episode Transcript
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Greg (00:19):
Substitute Teacher's Lounge of interviews with some
of the people that I have metvirtually through our Facebook
group.
Today we have Felice with usand we're going to ask her some
questions about substituteteaching.
I know you guys get tired oftalking hear me talking so you
(00:39):
always listen a lot to theinterview, so I'm glad she is
here today.
Felice, how are you doing today?
I'm doing good, greg, thanksfor having me.
Good, you're welcome.
Tell us what area you're in.
I don't want to say area of thecountry, because I don't
necessarily know you're in theUnited States yet, but go ahead
and tell us a little bit aboutyourself and where you're at.
Felice (01:03):
Okay, I am northwest of the city of Houston in Texas, so
I'm in one of the suburbs, andI have had a varied background.
I was a certified teacher forfive years.
Early childhood through sixthgrade.
I taught fifth grade science.
Childhood through sixth grade.
(01:25):
I taught fifth grade science.
Before I became a teacher, Iwas working for the Department
of Commerce as a geographicspecialist and then I was an air
quality planner for theDallas-Fort Worth area.
Greg (01:37):
Interesting.
Felice (01:38):
Yes, and I got into teaching.
I'm actually oh sorry, go ahead.
And I got into teaching.
I'm actually oh, sorry, goahead.
I got into teaching because Iwanted to do something different
and I answered a.
I guess they're not called oneads, they're job openings for a
vocational college.
They needed an adjunctinstructor.
(01:59):
So I said OK, I'll go ahead andtry that.
And I was with the college fora couple of years and that's how
I got into education.
Greg (02:08):
Okay, all right.
I have actually been to bothHouston and Dallas, both for the
same reason because they werehosting college basketball final
fours the year I went there andmy brother.
He worked for Texas A&M, whichis in the Houston area College.
Felice (02:29):
Station.
Greg (02:31):
So I am familiar with that area.
I probably like Dallas a littlebit better, at least the
stadium, because there's thingsyou can walk to around that
stadium and there's not reallyin Houston, you're right, so
let's start with this one.
What do you enjoy most aboutsubstitute teaching?
Felice (02:52):
I enjoy my flexibility.
If I'm honest, there areseveral things that I loved
about teaching the interactionand connections with students
and also seeing the light bulbgo on, you know, whenever I'm
working with a student and theyfinally get something, whether
it's math or science orsomething like that.
Greg (03:11):
What's your best subject?
Felice (03:13):
My best subject is science.
Okay, yes, I love science.
Occasionally, you know, I'vebeen asked to help with math and
reading intervention before thestate testing, so I've had to
brush up on my math Right.
But yeah, I mean just theflexibility, the connections
with students and teachers.
(03:35):
And then you know I like tohave new experiences.
So I will take that middleschool course in principles of
engineering and you know I'llsee what that's about.
Greg (03:46):
Yeah, really.
Felice (03:48):
So yeah, that's what I enjoy.
Greg (03:50):
Okay good, I'm a math guy.
I like math the best.
The only thing that'sfrustrating for me is I can
teach math, but I can't teachexactly what that program wants
you to type in here.
Do they want you to type intwo-fourths, or do they want you
(04:11):
to reduce it down to one-half?
Will they count it wrong if youput down one-half?
That's what makes itaggravating for me.
So I can help them with theirproblems, but sometimes I can't
always help them with theirformatting of how it goes in.
Good, all right, what do youthink the biggest challenge is
(04:33):
for substitute teachers or forschool systems in general?
This is going to get adifferent answer from probably
every part of the country rightnow.
What do you think the biggestchallenge is right now?
I can see you have your thinkface on.
Felice (04:49):
I do Well.
I mean, I think there's a fewchallenges, you know.
Greg (04:55):
Okay.
Felice (04:56):
It's walking into an assignment for me is not having
lesson plans in place.
Greg (05:03):
Right.
Felice (05:04):
Having been a teacher, I understand you got to leave all
of a sudden.
You don't have time to putlesson plans in place, but if
you had something basic you know, set up.
Even that's helpful For a sub.
You know you have to anticipatethat, so I think you have to
have a plan B ready to go.
Greg (05:22):
No doubt.
Felice (05:23):
Yeah, and then behavior.
I mean a lot of these kidsstayed home for COVID and now
they're back in the school andthey're not exactly you know
they don't have any realpractice of being in the
classroom with the routine andconsequences.
Greg (05:43):
And so I agree with you.
Felice (05:44):
Yes, that can be a challenge.
And then also, you know, whenyou sign up like we have, I use
Frontline, and so I sign up fora certain class or grade and I
get to school and they say ohwell, we need you here instead.
Greg (05:57):
Happens all the time.
Felice (05:58):
Yeah, it's PE.
Well, I'm not dressed for PE,but okay, I'll go ahead and do
that.
Yeah, so yeah, those are somechallenges.
But, yeah, the behavior,because you need to know what
you can and can't do, what youcan say, what you can't say,
when to ask for help, right,Right, you know, and I'm an
(06:22):
older person compared to all theother teachers around me I'm 67
, and I'm an old school kind ofguy.
Greg (06:30):
I've told them.
You know, I remember, you knowall the teachers when I was your
all's age had a wooden paddlebehind the door.
Now we don't do that anymore,but you know, I remember
teachers that used to paddlekids so hard you could hear them
back in the classroom from thehallway.
So you know, it's that and justsome of the things that are
(06:52):
really not proper to say or eventeach anymore that they were
teaching, and then some thingsthat they're learning today.
Even the method we were talkingabout math.
The method they do now for mathis different than the way I was
taught it.
We get to the same answer, butit's a little bit different.
Yeah, yeah, that is true, you'reright about I was just going to
(07:13):
say, the lesson plans.
A lot more schools now areusing google classroom and they
so, uh, even an absent teachercan load a lesson onto that, so
that makes it better probablyyes, it does all right.
So let's say I'll let you talkabout yourself a little bit in
(07:34):
this regard.
What makes you different fromother substitute teachers that
you've met?
You seem to me to be anextrovert.
Is that correct?
Felice (07:48):
I was an introvert for a lot of years and then you know,
growing up and having jobresponsibilities and being a
teacher.
I had to become an extrovert.
Greg (07:57):
OK, all right, tell us what makes you different from
other substitute teachers.
Felice (08:05):
Let's see Well probably my experience as a teacher.
You know I'm not walking inblind, teacher you know, I'm not
walking in blind.
Um I I know what it was likewhen I was teaching and so I'm
familiar with the um, maybe theculture of uh a school.
Um, I keep up with you know,like the safety concerns and you
(08:29):
know uh the upcoming um statetesting.
You know the upcoming statetesting which is really big in
the state, so I'm sorry, thehours is this week.
Yeah Well, I think everybody gottheirs in Texas in April.
So yeah, I try to get to knowthe students, especially if I'm
(08:49):
in an elementary school.
You know, if I have one or twodays in a row if I'm doing
reading or math intervention, Ireally form those connections
with the students.
And then when I go to sub inmiddle school and I see them
again, it kind of helps me, like, you know, if I'm in their
(09:09):
classroom I can say, you know,oh well, I know some of you from
elementary school and I alreadyhave that connection there.
And also I try to kind of makea connection with the teachers.
I know teachers are verystressed individuals I was one
of them Absolutely but, you know, try not to, you know, get on
their nerves per se, but justask questions, kind of visit
(09:32):
with them, just kind of buildsome sort of connection.
That way, you know, theyremember me also being courteous
and nice to the school staff,because walking into a school I
always think of it as a jobinterview.
I don't want a full-time job but, I, think of it as an interview
and I want to leave a goodimpression and I don't want to
(09:56):
be just, you know, a good sub.
I want to be a good person.
Greg (09:59):
Right and you know you are when they start calling you
back.
Felice (10:03):
That's when you know when I get those alerts on email
I was going to say I don't havesub alerts, but I do have two
sub coordinators in differentcampuses, and so they will call
me personally.
Greg (10:16):
Oh, that's the best thing to have right there.
Felice (10:19):
Yes.
Greg (10:20):
Because they're comfortable with you, you're
comfortable with them, and allthat.
Now do you sub elementary,middle and high school?
Felice (10:29):
I have not subbed high school.
My daughter's in high schooland she has forbade me to sub on
her campus, so I do.
When she was in elementary Idid sub at her school and also
at her middle school.
I tried not to get her classspecifically, but yes.
I do stay with upper elementarythird, fourth and fifth, and
(10:52):
then I do sixth, seventh andeighth.
Greg (10:55):
Right, and you probably know this because I know you
listen to the podcast but Isubbed middle school and high
school for six years.
I always said middle school wasmy favorite.
I always said sixth grade wasmy favorite COVID hit.
And then all those studentsjust all of a sudden seem more
immature and I told my wife.
I said, well, I'm going to tryelementary school and I just
(11:18):
tried it for the first year,fell in love with it.
This year, third grade's kindof my wheelhouse.
But I've done them all.
Third grade just seems like thelast grade before they start
developing their attitudes andtheir egos and that kind of
thing.
So I've really enjoyed it.
All.
(11:38):
Right, let me see, I'll ask youthis, and if you don't have one
, that's fine.
Okay, can you recall a humoroussituation in the classroom?
Maybe it's something I want toreenact where I am.
Felice (11:55):
I would have to say it was middle school.
Okay, Every teacher in themiddle school has what they call
an advisory period, and so ifyou're a science teacher, you're
going to have another set ofstudents come in for advisory
and it's going to be some sortof life lesson, whether it's
about you know, suicideprevention, drug abuse
(12:19):
prevention or even justmotivation and you know what
makes you a good person, kind ofthing.
There's always a lesson plannedand there's always a slideshow,
kind of thing.
There's always a lesson plannedand there's always a slideshow,
so I was subbing orchestra, yes, orchestra.
And so, yeah, the orchestrastudents left.
(12:39):
It was time for advisory.
Students came in that were notorchestra students, and I had
someone helping me with thesetup, with the slides and
everything.
Well, all I knew about theadvisory lesson was that it was
about motivation.
How do we keep our motivation?
So technology didn't work and Ihad to wing it for 20 minutes
(13:03):
and my mind is racing.
I was like, okay, I know this, Ilive this, what can I say?
And I'm looking at, you know,the seventh and eighth graders
in front of me going okay, getit together.
So I just started talking.
It was like an out-of-bodyexperience.
I don't really remember what Ido remember.
(13:26):
At the end one of the eighthgrade boys, which he was having
side conversations and I wouldjust kind of pause while you
know when I was talking and justhey, how's it going over there
he said oh no, ma'am, I'm fine.
Well, at the end he said thatwas the best class, you're the
best, and I thought good, good,good, good for you.
(13:47):
I wish I could remember what Isaid.
But yeah, that was quitehumorous and my stomach was
fluttering and I just, you knowI was nervous but I was just
trying to pull.
Greg (13:59):
I mean, really the story of my life is think fast yeah,
you know you, sometimes younever know how kids are going to
react.
I feel like here recently, thekids that I've had to fuss at
the most because they weren'tgetting their work done.
They're the ones that come backup to me the next day and say
(14:20):
oh, Mr Clowens, I'm glad you'reback again today.
You just never know.
You just never know.
Let's end with this one.
I'm not even sure that Imentioned this one before we
started, but I'm going to askyou this anyway If you came
across another person that wasthinking about becoming a
(14:44):
substitute teacher, what wouldyou say to them?
Felice (14:51):
I would say yeah, well, obviously I would start up with
the positives.
You don't want to scare anyoneaway, especially if they're
interested in doing somethinglike this.
I would just focus on thepositive and say it can be very
rewarding.
You will learn as much as thestudents will be learning.
(15:14):
You will form connections withstudents that you never thought
possible, I mean, and I wouldalso tell them that students are
human beings.
They're not robots.
A lot of times they may not.
They'll be non-compliant.
Don't take it personally.
Every student has a story andyou know you're human as well.
(15:37):
If you're not having a good day, chances are somebody in the
class is also not having a goodday.
So just don't take thingspersonally and just be open to
being flexible when you do sub,because you will have those
challenging moments when you areasked to give up that planning
period and go down the hall andcover for another teacher, and
(16:00):
that's just the nature of what asubstitute teacher is.
Greg (16:04):
Correct?
Yes, I agree, you know, youmade me think of something
Correct.
Felice (16:17):
Yes, I agree.
You know you made me think ofsomething.
Do you have a tip or trickabout when your your classes get
too loud, to maybe settle themdown?
Yes, Well with the elementary,you know I've learned some of
their call and response sayingsso I can implement those.
Middle school not so much.
You know, I do use proximityand I try to, especially at the
beginning of class, just kind ofgo around and meet these
seventh and eighth graders.
(16:38):
I keep picking on them.
But eighth graders are checkedout and you just want to, you
know, get to know them as humansfor like maybe a minute or two
Right, and then just kind of.
And it's hard to just standthere in silence because then a
few people will notice and thenit could turn into a lot of
(17:01):
yelling, like you know, be quiet, she's waiting, kind of thing.
But yeah, I try not to.
I've never banged on the desk,that's just not me, me either.
Yeah, so I just try to.
If there is a mic and I haveused the mic with the loop
around the neck, I will turnthat on because my voice is.
(17:22):
I try my best to, you know,throw my voice to the back of
the room, but sometimes you know, with these big voices,
especially in middle school, youcan't get through that way.
Greg (17:34):
So I'll have to search for the mic.
Felice (17:36):
But I also use brain teasers with my third, fourth
and fifth graders.
If I have a computer, if I'mlucky, I will log into my google
slide presentation and I willthrow up a picture and I will.
You know, we'll do a wonderabout it, or I'll do a riddle or
(17:57):
a joke, or you know justsomething, um, something fun
that they can kind of focus onand get settled I like it.
Greg (18:06):
I like it, in fact, I might.
I might steal some of yourideas, if you don't mind.
Oh no, go ahead All right,felice, we thank you for being
with us here today and wish youthe best as you continue to
substitute, teach, don't get intoo much trouble when you post
something on the Facebookgroup's.
(18:27):
That group is so funny because,you know, I let them say just
about anything on there, as longas they're not insulting each
other, and it's kind of what.
That's why the group has grown,because they knew they could do
that.
But anyway, right.
So that's it for us today and Iwish you the best.
Thank you, greg, all right.
Substitute Teacher's Lounge of interviews with some
of the people that I have metvirtually through our Facebook
group.
Today we have Felice with usand we're going to ask her some
questions about substituteteaching.
I know you guys get tired oftalking hear me talking so you
(00:39):
always listen a lot to theinterview, so I'm glad she is
here today.
Felice, how are you doing today?
I'm doing good, greg, thanksfor having me.
Good, you're welcome.
Tell us what area you're in.
I don't want to say area of thecountry, because I don't
necessarily know you're in theUnited States yet, but go ahead
and tell us a little bit aboutyourself and where you're at.
Felice (01:03):
Okay, I am northwest of the city of Houston in Texas, so
I'm in one of the suburbs, andI have had a varied background.
I was a certified teacher forfive years.
Early childhood through sixthgrade.
I taught fifth grade science.
Childhood through sixth grade.
(01:25):
I taught fifth grade science.
Before I became a teacher, Iwas working for the Department
of Commerce as a geographicspecialist and then I was an air
quality planner for theDallas-Fort Worth area.
Greg (01:37):
Interesting.
Felice (01:38):
Yes, and I got into teaching.
I'm actually oh sorry, go ahead.
And I got into teaching.
I'm actually oh, sorry, goahead.
I got into teaching because Iwanted to do something different
and I answered a.
I guess they're not called oneads, they're job openings for a
vocational college.
They needed an adjunctinstructor.
(01:59):
So I said OK, I'll go ahead andtry that.
And I was with the college fora couple of years and that's how
I got into education.
Greg (02:08):
Okay, all right.
I have actually been to bothHouston and Dallas, both for the
same reason because they werehosting college basketball final
fours the year I went there andmy brother.
He worked for Texas A&M, whichis in the Houston area College.
Felice (02:29):
Station.
Greg (02:31):
So I am familiar with that area.
I probably like Dallas a littlebit better, at least the
stadium, because there's thingsyou can walk to around that
stadium and there's not reallyin Houston, you're right, so
let's start with this one.
What do you enjoy most aboutsubstitute teaching?
Felice (02:52):
I enjoy my flexibility.
If I'm honest, there areseveral things that I loved
about teaching the interactionand connections with students
and also seeing the light bulbgo on, you know, whenever I'm
working with a student and theyfinally get something, whether
it's math or science orsomething like that.
Greg (03:11):
What's your best subject?
Felice (03:13):
My best subject is science.
Okay, yes, I love science.
Occasionally, you know, I'vebeen asked to help with math and
reading intervention before thestate testing, so I've had to
brush up on my math Right.
But yeah, I mean just theflexibility, the connections
with students and teachers.
(03:35):
And then you know I like tohave new experiences.
So I will take that middleschool course in principles of
engineering and you know I'llsee what that's about.
Greg (03:46):
Yeah, really.
Felice (03:48):
So yeah, that's what I enjoy.
Greg (03:50):
Okay good, I'm a math guy.
I like math the best.
The only thing that'sfrustrating for me is I can
teach math, but I can't teachexactly what that program wants
you to type in here.
Do they want you to type intwo-fourths, or do they want you
(04:11):
to reduce it down to one-half?
Will they count it wrong if youput down one-half?
That's what makes itaggravating for me.
So I can help them with theirproblems, but sometimes I can't
always help them with theirformatting of how it goes in.
Good, all right, what do youthink the biggest challenge is
(04:33):
for substitute teachers or forschool systems in general?
This is going to get adifferent answer from probably
every part of the country rightnow.
What do you think the biggestchallenge is right now?
I can see you have your thinkface on.
Felice (04:49):
I do Well.
I mean, I think there's a fewchallenges, you know.
Greg (04:55):
Okay.
Felice (04:56):
It's walking into an assignment for me is not having
lesson plans in place.
Greg (05:03):
Right.
Felice (05:04):
Having been a teacher, I understand you got to leave all
of a sudden.
You don't have time to putlesson plans in place, but if
you had something basic you know, set up.
Even that's helpful For a sub.
You know you have to anticipatethat, so I think you have to
have a plan B ready to go.
Greg (05:22):
No doubt.
Felice (05:23):
Yeah, and then behavior.
I mean a lot of these kidsstayed home for COVID and now
they're back in the school andthey're not exactly you know
they don't have any realpractice of being in the
classroom with the routine andconsequences.
Greg (05:43):
And so I agree with you.
Felice (05:44):
Yes, that can be a challenge.
And then also, you know, whenyou sign up like we have, I use
Frontline, and so I sign up fora certain class or grade and I
get to school and they say ohwell, we need you here instead.
Greg (05:57):
Happens all the time.
Felice (05:58):
Yeah, it's PE.
Well, I'm not dressed for PE,but okay, I'll go ahead and do
that.
Yeah, so yeah, those are somechallenges.
But, yeah, the behavior,because you need to know what
you can and can't do, what youcan say, what you can't say,
when to ask for help, right,Right, you know, and I'm an
(06:22):
older person compared to all theother teachers around me I'm 67
, and I'm an old school kind ofguy.
Greg (06:30):
I've told them.
You know, I remember, you knowall the teachers when I was your
all's age had a wooden paddlebehind the door.
Now we don't do that anymore,but you know, I remember
teachers that used to paddlekids so hard you could hear them
back in the classroom from thehallway.
So you know, it's that and justsome of the things that are
(06:52):
really not proper to say or eventeach anymore that they were
teaching, and then some thingsthat they're learning today.
Even the method we were talkingabout math.
The method they do now for mathis different than the way I was
taught it.
We get to the same answer, butit's a little bit different.
Yeah, yeah, that is true, you'reright about I was just going to
(07:13):
say, the lesson plans.
A lot more schools now areusing google classroom and they
so, uh, even an absent teachercan load a lesson onto that, so
that makes it better probablyyes, it does all right.
So let's say I'll let you talkabout yourself a little bit in
(07:34):
this regard.
What makes you different fromother substitute teachers that
you've met?
You seem to me to be anextrovert.
Is that correct?
Felice (07:48):
I was an introvert for a lot of years and then you know,
growing up and having jobresponsibilities and being a
teacher.
I had to become an extrovert.
Greg (07:57):
OK, all right, tell us what makes you different from
other substitute teachers.
Felice (08:05):
Let's see Well probably my experience as a teacher.
You know I'm not walking inblind, teacher you know, I'm not
walking in blind.
Um I I know what it was likewhen I was teaching and so I'm
familiar with the um, maybe theculture of uh a school.
Um, I keep up with you know,like the safety concerns and you
(08:29):
know uh the upcoming um statetesting.
You know the upcoming statetesting which is really big in
the state, so I'm sorry, thehours is this week.
Yeah Well, I think everybody gottheirs in Texas in April.
So yeah, I try to get to knowthe students, especially if I'm
(08:49):
in an elementary school.
You know, if I have one or twodays in a row if I'm doing
reading or math intervention, Ireally form those connections
with the students.
And then when I go to sub inmiddle school and I see them
again, it kind of helps me, like, you know, if I'm in their
(09:09):
classroom I can say, you know,oh well, I know some of you from
elementary school and I alreadyhave that connection there.
And also I try to kind of makea connection with the teachers.
I know teachers are verystressed individuals I was one
of them Absolutely but, you know, try not to, you know, get on
their nerves per se, but justask questions, kind of visit
(09:32):
with them, just kind of buildsome sort of connection.
That way, you know, theyremember me also being courteous
and nice to the school staff,because walking into a school I
always think of it as a jobinterview.
I don't want a full-time job but, I, think of it as an interview
and I want to leave a goodimpression and I don't want to
(09:56):
be just, you know, a good sub.
I want to be a good person.
Greg (09:59):
Right and you know you are when they start calling you
back.
Felice (10:03):
That's when you know when I get those alerts on email
I was going to say I don't havesub alerts, but I do have two
sub coordinators in differentcampuses, and so they will call
me personally.
Greg (10:16):
Oh, that's the best thing to have right there.
Felice (10:19):
Yes.
Greg (10:20):
Because they're comfortable with you, you're
comfortable with them, and allthat.
Now do you sub elementary,middle and high school?
Felice (10:29):
I have not subbed high school.
My daughter's in high schooland she has forbade me to sub on
her campus, so I do.
When she was in elementary Idid sub at her school and also
at her middle school.
I tried not to get her classspecifically, but yes.
I do stay with upper elementarythird, fourth and fifth, and
(10:52):
then I do sixth, seventh andeighth.
Greg (10:55):
Right, and you probably know this because I know you
listen to the podcast but Isubbed middle school and high
school for six years.
I always said middle school wasmy favorite.
I always said sixth grade wasmy favorite COVID hit.
And then all those studentsjust all of a sudden seem more
immature and I told my wife.
I said, well, I'm going to tryelementary school and I just
(11:18):
tried it for the first year,fell in love with it.
This year, third grade's kindof my wheelhouse.
But I've done them all.
Third grade just seems like thelast grade before they start
developing their attitudes andtheir egos and that kind of
thing.
So I've really enjoyed it.
All.
(11:38):
Right, let me see, I'll ask youthis, and if you don't have one
, that's fine.
Okay, can you recall a humoroussituation in the classroom?
Maybe it's something I want toreenact where I am.
Felice (11:55):
I would have to say it was middle school.
Okay, Every teacher in themiddle school has what they call
an advisory period, and so ifyou're a science teacher, you're
going to have another set ofstudents come in for advisory
and it's going to be some sortof life lesson, whether it's
about you know, suicideprevention, drug abuse
(12:19):
prevention or even justmotivation and you know what
makes you a good person, kind ofthing.
There's always a lesson plannedand there's always a slideshow,
kind of thing.
There's always a lesson plannedand there's always a slideshow,
so I was subbing orchestra, yes, orchestra.
And so, yeah, the orchestrastudents left.
(12:39):
It was time for advisory.
Students came in that were notorchestra students, and I had
someone helping me with thesetup, with the slides and
everything.
Well, all I knew about theadvisory lesson was that it was
about motivation.
How do we keep our motivation?
So technology didn't work and Ihad to wing it for 20 minutes
(13:03):
and my mind is racing.
I was like, okay, I know this, Ilive this, what can I say?
And I'm looking at, you know,the seventh and eighth graders
in front of me going okay, getit together.
So I just started talking.
It was like an out-of-bodyexperience.
I don't really remember what Ido remember.
(13:26):
At the end one of the eighthgrade boys, which he was having
side conversations and I wouldjust kind of pause while you
know when I was talking and justhey, how's it going over there
he said oh no, ma'am, I'm fine.
Well, at the end he said thatwas the best class, you're the
best, and I thought good, good,good, good for you.
(13:47):
I wish I could remember what Isaid.
But yeah, that was quitehumorous and my stomach was
fluttering and I just, you knowI was nervous but I was just
trying to pull.
Greg (13:59):
I mean, really the story of my life is think fast yeah,
you know you, sometimes younever know how kids are going to
react.
I feel like here recently, thekids that I've had to fuss at
the most because they weren'tgetting their work done.
They're the ones that come backup to me the next day and say
(14:20):
oh, Mr Clowens, I'm glad you'reback again today.
You just never know.
You just never know.
Let's end with this one.
I'm not even sure that Imentioned this one before we
started, but I'm going to askyou this anyway If you came
across another person that wasthinking about becoming a
(14:44):
substitute teacher, what wouldyou say to them?
Felice (14:51):
I would say yeah, well, obviously I would start up with
the positives.
You don't want to scare anyoneaway, especially if they're
interested in doing somethinglike this.
I would just focus on thepositive and say it can be very
rewarding.
You will learn as much as thestudents will be learning.
(15:14):
You will form connections withstudents that you never thought
possible, I mean, and I wouldalso tell them that students are
human beings.
They're not robots.
A lot of times they may not.
They'll be non-compliant.
Don't take it personally.
Every student has a story andyou know you're human as well.
(15:37):
If you're not having a good day, chances are somebody in the
class is also not having a goodday.
So just don't take thingspersonally and just be open to
being flexible when you do sub,because you will have those
challenging moments when you areasked to give up that planning
period and go down the hall andcover for another teacher, and
(16:00):
that's just the nature of what asubstitute teacher is.
Greg (16:04):
Correct?
Yes, I agree, you know, youmade me think of something
Correct.
Felice (16:17):
Yes, I agree.
You know you made me think ofsomething.
Do you have a tip or trickabout when your your classes get
too loud, to maybe settle themdown?
Yes, Well with the elementary,you know I've learned some of
their call and response sayingsso I can implement those.
Middle school not so much.
You know, I do use proximityand I try to, especially at the
beginning of class, just kind ofgo around and meet these
seventh and eighth graders.
(16:38):
I keep picking on them.
But eighth graders are checkedout and you just want to, you
know, get to know them as humansfor like maybe a minute or two
Right, and then just kind of.
And it's hard to just standthere in silence because then a
few people will notice and thenit could turn into a lot of
(17:01):
yelling, like you know, be quiet, she's waiting, kind of thing.
But yeah, I try not to.
I've never banged on the desk,that's just not me, me either.
Yeah, so I just try to.
If there is a mic and I haveused the mic with the loop
around the neck, I will turnthat on because my voice is.
(17:22):
I try my best to, you know,throw my voice to the back of
the room, but sometimes you know, with these big voices,
especially in middle school, youcan't get through that way.
Greg (17:34):
So I'll have to search for the mic.
Felice (17:36):
But I also use brain teasers with my third, fourth
and fifth graders.
If I have a computer, if I'mlucky, I will log into my google
slide presentation and I willthrow up a picture and I will.
You know, we'll do a wonderabout it, or I'll do a riddle or
(17:57):
a joke, or you know justsomething, um, something fun
that they can kind of focus onand get settled I like it.
Greg (18:06):
I like it, in fact, I might.
I might steal some of yourideas, if you don't mind.
Oh no, go ahead All right,felice, we thank you for being
with us here today and wish youthe best as you continue to
substitute, teach, don't get intoo much trouble when you post
something on the Facebookgroup's.
(18:27):
That group is so funny because,you know, I let them say just
about anything on there, as longas they're not insulting each
other, and it's kind of what.
That's why the group has grown,because they knew they could do
that.
But anyway, right.
So that's it for us today and Iwish you the best.
Thank you, greg, all right.
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