Just Plain Bill

Observations of a Substitute Teacher IX

Holding the Hands of the Future

Just the other day, as I was pondering a great question from one of my third-grade students, I realized my students will be the leaders and decision-makers in a generation or so.

We’d been talking about robots, what they can do and what they can’t do. The discussion morphed into the area of whether a robot had “feelings.” One student had seen the movie 2001, Space Odyssey, and brought up the subject of HAL 9000, the robot that accompanied the astronauts into space.

HAL had a memorable line in the movie when he was asked to let Dave, the crew chief on the mission, open the space ship door to let him in. HAL’s classic line was, “I’m sorry, Dave, I’m afraid I can’t do that.”

This line from the movie gave rise to Malika’s question, “Can HAL have emotions, ‘cause he said, ‘I’m sorry…’ Doesn’t he have to have emotions to say that?”

Needless to say, I didn’t have an answer to that question. Plus, I hoped the students would discuss that question themselves – and they did.

This gave rise to all kinds of research on their iPads and from books in the library. That spontaneous lesson became the highlight of the week, in addition to several students having fun repeating HAL’s “I’m sorry, Dave…” response during the week. 

These future leaders are some very bright and inquisitive minds, possessing terrific senses of humor too!

Just Plain Bill

Observation by a Substitute Teacher VIII

Fountain of Youth

As the natural evolution of diminished energy and overall health comes as one ages, compounded by the lasting impact from athletic injuries and several instances of “over-doing it” physically, there usually comes a drop in both performance and mobility.

I am pleased to say the antidote that has addressed most all of the above is realized by the daily company of the school age children I have the privilege of teaching.

Each day I teach, I feel my life being enriched, energized – and extended.

Just Plain Bill

Observations by a Substitute Teacher VII

There are many things a teacher does for students during a typical day in an elementary school. In my opinion, one important service is tying a young student’s shoes.

Throughout my life, I believe I’ve tripped over untied shoes more than a few times, and with the ways most students race around the playground during recess, it’s a miracle that more students do not trip over their own shoelaces.

I got a chuckle while reading an article addressing this challenge in my morning paper titled, “Do it the right way.” I also heard the same research covered on Science Friday, on NPR, as well as in the first 3-minute TED talk given over 10 years ago on the same subject.

As I tied the shoes for a third student just today, I can opine briefly on the timeliness of all this reporting as I did my part to help students not trip on their own shoelaces as they continued on their journey through school life.  

A winning move - now backed by the latest research.  

Just Plain Bill

Observations by a Substitute Teacher VI

I’ve found that many teachers teach their students to use a variety of hand signs to signal a few important requests. As I move from room to room, and from school to school, it’s imperative that I learn and recognize how these signs fit in classroom management.

When I begin my classroom schedule, I ask the students how they make their requests using hand signals. In the majority of the 30 or so different classrooms, in grades ranging from pre-K (or transitional K) through middle school eighth grade, I receive the following information:

·     Fingers crossed – bathroom (representing an “R”)

·     Three fingers - drink of water (representing a “W”)

·     Thumbs up – a good job

Last week, while teaching a kindergarten class, one four-year raised her hand to include a clarification to the above. Maria said, “We never use this middle finger or we’ll get into trouble.”

Good information to learn before these students get much older - and I had to hide my smile as I received this “warning!”

Priceless!

Just Plain Bill

Observations by a Substitute Teacher V

What’s for lunch?

As I substitute in classrooms of children with learning challenges, I get the opportunity to help them during their snack and lunch activities. In that role, I’ve observed a great range of items in snacks and lunches, many reflecting a variety of delicious ethnic specialties.  

While my sample size is quite small, in six special needs classes with approximately 100 students in attendance ranging from four to eight-years of age, I observed the following:

Typical commercial snacks, such as

-      Pringles

-      Pretzels

-      Raisins

-      String cheese

-      Yogurt treats

-      Sushi

-      Potato chips

-      Peanut butter

-      Trail mix

-      Veggie chips

Other fare, such as

- Broiled Brussel sprouts

- Succotash

- Fried onions

- Lamb stew

- Pot stickers

- Guacamole and chips

- Different kinds of cookies

- Carrots, celery, jicama, and tomatoes

- Fruit

- A wide variety of juice and milk beverages

Since the majority of the students had some degree of autism and were either non- or of limited verbal skills, I supported the student’s eating order and preferences through their variety of actions. Since there was also the concern for any food allergies, the “no trading food” rule was strictly enforced.

Through these rich experiences, I got to learn about student and family preferences as I helped with this important part of the student’s school day. 

All in all, a valuable educational experience for me.