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lovetosub lovetosub is offline
 
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When teachers don't back us up
Old 11-21-2009, 04:43 AM
 
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Worked at fav HS last week. Last class of the day was full of emotional and behavior support teenagers, about 20 of them, with myself and the inclusion teacher. Class went fine, until inclusion teacher left 15 minutes early. All hell broke loose. The two young men who are not allowed to leave the room without an escort, (hm, wonder why), immediately stood up and tried to leave, repeatedly interrupting me and badgering me with requests. Other students just egged them on. Another student stole the remote control for the video we were supposed to be watching, and another student kept sneaking behind the teacher's desk to play with the computer. It was riot mentality, and I was the target. I held my ground, and my classroom management skills are pretty d.... good. But it was bad. Really Bad. I know I should've called security, but it was the last few minutes at that point and I didn't think worth the trouble. The bell would've rung by the time they got to the room. One student knocked into me as he was leaving the room, obviously trying to knock me over or intimidate me. Whatever.

Spent 30 minutes writing up the note to the teacher, letting her know what happened and who the instigators were. Told the secretary on the way out the door what occurred, and when I mentioned that the inclusion teacher had left, the secretary said, "What? No, no, no. She shouldn't have left." and she began writing my comments down in earnest.

I came in for a different assignment the very next day. Knew I had to, otherwise those kids would've thought they scared me away. I tracked the teacher down and told her what happened face to face so she knew how bad it was. The inclusion teacher who had left showed up and was "surprised" to hear how bad the kids were. "You mean in just those few minutes, it got that bad?" she asked, implying that she had only stepped out of the room for a little while. Yeah. Right. Fifteen minutes in hell can seem much, much longer.

Anyway, I asked the teacher what the consequences were going to be, only because I sub in that school A LOT and I need to know because I'm sure these kids will be in my classes in the future.

Inclusion teacher said, "Oh, I'll give them a good talking to."

What?

You've got to be kidding.

I will never, ever, sub for that teacher again. And when I mentioned what happened to the teachers with whom I am friendly, they all said the same thing. Inclusion teacher got in Big trouble for leaving me alone with the classroom of misfits, and probably lied about how long she was gone to admin. Thank goodness I have a good reputation as a sub in that school.

I hope inclusion teacher got more than "a good talking to....."


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Old 11-21-2009, 05:39 AM
 
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good for you...too many times I've read on this board about how subs don't put down enough info. about how their day went good/bad...if I had a good day I write down what went good...if I had a bad day...I'll write the bad along with the names of the perpetrators (I take attendance at the beginning of the class with my own seating chart) if the student starts and doesn't listen I circle their name and write a quick note of what happened so at the end this all goes to the teacher....

you were right to tell the admin and the teacher (I did this for a class in MS hunted down the teacher and she told me they had to do an extra 100 exercises!!! to be graded!!!!)

Never let them see you slink away---I've been subbing in that MS for 2 years now and the students know I don't take crap!!!
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Good for you
Old 11-21-2009, 07:54 AM
 
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You did the right thing, and I don't blame you for never going back to that teacher's room.

I remember several years ago when I subbed in what I'll call Loosey-Goosey Middle School.
During one of the math periods, one that had a large number of special ed. students, the equivalent of the inclusion teacher was supposed to be there. In fact, when I saw her at the beginning of the morning, she made a point of telling me that she would be there. She never showed up and never apologized or explained why she never came.

Meanwhile, the regular teacher had asked me in her lesson plan to walk up and down the rows to make sure everyone had done a homework assignment. Yeah, right. As soon as I started checking, the students realized that some of them weren't being watched. This was their clue, and all you-know-what broke loose. I immediately stopped walking up and down the rows, and went to the front of the room where I could keep an eye on everyone.

The regular teacher was angry with the class when she returned, but I never did get an explanation as to why the other teacher never came.
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On the note of inclusion classes
Old 11-21-2009, 10:21 AM
 
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This past week I've subbed with and for an inclusion teacher on two occasions. As the inclusion teacher, I was not privy to which students needed extra help/monitoring (sometimes it's not obvious who has an IEP or has other special needs). Part of Collaborative TEAM Teaching is working in a team for the benefit of all students in a classroom; how can this be done if the substitute is not looked upon as a team member?
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Old 11-21-2009, 03:19 PM
 
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K---I feel your pain---I once subbed for a Spec. Ed. teacher and didn't leave notes as to who I was supposed to give extra help for!!!! WTH!!!!...I talked to the teacher and she explained that they don't single out any ONE student for help but to support everyone....lovely....then why don't they just post it as a reg. sub job

Inclusion is another way of saying===we're trying to save $$$$


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Old 11-21-2009, 07:09 PM
 
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sounds like this was more than "inclusion" -- a BD room?

Inclusion can be a wonderful thing. I taught for 10 yrs and loved working with 2 particular sped teachers. I always wanted them and their kids in my room 1st hour. We truly team taught as much as we could -- I was definately the lead teacher but she would jump in with explanations/memory techniques/etc whenever she wanted (and I was fine with that). I wanted my team taught class first hour because I could then share the same things she had shared with the rest of my classes!!!

But without a reg and a sped tchr willing to work together "inclusion" doesn't work. I've seen many regular ed teachers who are almost hostile to the sped tchr -- they just don't want another adult in their room. Personally, I think that mentality is nuts. It can be a real advanatage for ALL the kids if it's done right.
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Old 11-24-2009, 02:44 AM
 
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We do a lot of inclusion here - especially this year with our district going totally Title 1. That said - its really hard as a sub - even one that everyone knows to act as the inclusion teacher. You never know exactly how much the lead teacher wants you to do. Usually - the teacher I'm subbing for leaves me a seating chart with her kids circled so I have an idea who to help - but still I feel funny going into another teacher's class. So now what I do is always introduce myself to the teacher and tell them whatever they need - just yell - even if its menial. I like to keep busy and that way they can never say - well that sub did nothing but hang out in my room.

Oh and yeah - I've had inclusion teachers skip out of my classes when I was subbing in - annoying! I've had regular staff ask where the other teacher went to and I said - well you'll have to ask them. Like I have my hands full with the class - can't baby sit another teacher.
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