From high school to 3rd grade: A teacher’s sub experience

Teaching

Teaching | Thursday, November 5, 2015

From high school to 3rd grade: A teacher’s sub experience

Elementary school is a whole different world. I'm finding this by subbing for third grade. It's an experience I wish others could have. (Public domain image via Pixabay)

Elementary school is a whole different world. I’m finding this by subbing for third grade. It’s an experience I wish others could have. (Public domain image via Pixabay)

As I stood at the door, I greeted 29 eight-year-olds and nine-year-olds. They were going to be my companions for the day, so I wanted to start the day on the right foot.

Twenty nine, I thought. Wow.

I’m a high school teacher. I don’t know if I can survive a day with 29 third graders.

I was signed up, though. Signed my name on the paper in the office and got the key and the lanyard with my key and my substitute ID badge.

This was going to be a new experience.

Really, it’s the kind of experience I want to immerse myself in as much as possible this year. After teaching for 11 years, this year I’m on a one-year sabbatical as I present professional development at schools, districts and conferences all over the country.

If this ends up being just a one-year leave of absence, I want to use it to experience what I never had for 11 years as a high school Spanish teacher. I want to see first-hand what life is like in other lobes of this expansive educational system.

One step I was sure of: I wanted to serve as a substitute teacher, and I wanted some experience in elementary school.

I now officially have four days of experience as a sub — two with this third grade class of 29 kids, one with a junior-high English class and one with a high school social studies class.

Here are some reflections from my two days filling in as a third-grade teacher, and I would love to hear your take on any of this in a comment below:

1. Consistency is huge in elementary school. At least it seems that way to me, a high school teacher stepping into this world momentarily. I’ve struggled being consistent with my grading policies and handling student behavior as a teacher. I always admired teachers who excelled in this area, who didn’t give special treatment to anyone and were aware of their unconscious biases.

It seemed like these third graders were really developing their sense of right and wrong, fair and unfair. My high school kids are starting to understand that other factors go into “fair” and “unfair.” I felt a responsibility to explain to the third graders why I did what I did or why certain things happen as they do.

2. I felt like they were still young enough that I could help them change. That’s not to say that I don’t think I can help my high school students change. But they’re clearly in a different phase of life and are starting to establish their identities, their morals and their assumptions about the world.

These third graders felt like a brand new jar of Play-Doh. Their “doh” is still in a freshly cut cylinder in the jar and didn’t have other colors smushed in from lots and lots of play. Some of my high school students’ Play-Doh, on the other hand, has dirt and rocks in it from being dropped on the floor. Some still have pristine Play-Doh. Both the third graders and the high schoolers need help working with the Play-Doh of their lives … just in different ways.

3. Little things took the most work. One of the most complicated parts of my day was bathroom break time. That was never an issue with me on the high school

4. Sub jobs are way different in elementary school than in high school. This stands to reason because, in many ways, teaching is way different in elementary school compared to high school. In high school, it’s a lot of “here’s your work … do it during class.” In elementary school, there’s some of that, but you’re actually teaching more there.

For example, I taught math during my most recent third grade sub job. I taught math. Me, who has taught high schoolers how to speak Spanish for years. I’m not a math person (if a “math person” exists). But I know how to subtract three-digit numbers from other three-digit numbers, even if the first number is something like 600 with all those tricky zeroes. Teaching material I’m not as comfortable with was taxing … I felt a little like I had been wrestling a bear all day when I was done. But it did really make me feel like an elementary school teacher in a way.

My experience as a sub is one I wish more teachers could have. I have spent so much of my career in my own classroom, my own little kingdom where I’m the king (sort of, in a way). I’ve had assumptions about what students go through in elementary school and in junior high. I’ve even had assumptions about what happens next door in my colleagues’ classes.

I’m finding that my assumptions are often way off what reality really is. The only way for me to really see that has been to step inside a classroom and experience it.

With all 29 of those third graders.

[reminder]What are your experiences in working with different levels of school? Do you find that you have assumptions, too? What are your reactions to my reflections above?[/reminder]

For notifications of new Ditch That Textbook content and helpful links:

Interested in having Matt present at your event or school? Contact him by e-mail!

Matt is scheduled to present at the following upcoming events:

[getnoticed-event-table scope=”all” expanding=”false”]

FREE teaching ideas and templates in your inbox every week!
Subscribe to Ditch That Textbook
Love this? Don’t forget to share
  • Neska Polita says:

    6 years as a 4th Bilingual teacher, then jumped to High School Spanish for 3 years, RIF sent back to Elementary 3rd Bilingual, one year SS/LA and other Math/Science then taught online Math for 2 years, laid off and I have been subbing this year and I LOVE it, too bad the pay is soooo bad. I discovered that I love PK and K, that I still enjoy 4 very much, that I like teaching HS in some places, that there are teachers that think low of of any grade that is not theirs (HS thinking Elementary is a piece of cake and the opposite) but that there are also the ones that understand that ANY grade is hard, if you find a niche you are lucky, stay there and enjoy. That sub are looked down in many places and by many people but that ‘intelligent’ people get to know the ones they like and they take care of them. I just have enjoyed so much seeing different grade levels, different classrooms, different schools and districts. The classes that I have enjoyed more are the ones where I have been a sub in several times, you start to make a connection there. Would love to be a ‘permanent’ sub for about 4/5 different grade levels each year. Oh well, dreaming here. Enjoy the subbing year, I certainly did (not over yet and who knows, if I don’t get a job I might have to keep doing it)

  • Juliette says:

    I’m going on 20 yrs of teaching, in 2 stints. My first teaching job was right after I got my credential, hired 3 was into the school year. A summer job became full-time and I left teaching. Fast-forward 15 yrs, I began subbing elem an middle school so I could match my kids’ schedules. It was a great learning lab.
    Every teacher should have the chance to sub–to see different routines, grade level needs, student stages (your Play Doh analogy), school ecosystems, teacher philosophies and collaboration. Being the sub also meant I could try 1 of my techniques in differing environs to see if they were effective or not.

  • Wendy Mulligan says:

    I really enjoyed your post about subbing in elementary. I’ve been an elementary teacher for 20 years, but 3 years ago when we moved to a new town, I didn’t have steady work for some time. So I got on the sub lists. I ended up in high demand at a local K-12 school, where most of my subbing was in the K-4 end of the school, where I was most comfortable. Then the high school Science guru got sick, and I was asked to cover for him for 2 weeks!
    I felt, and was indeed, very much out of my depth teaching Grade 12 Chem and Physics! Your thoughts in your blog resonated strongly with me, in an opposite kind of way. Those teenagers were resourceful and independent, and helped me find ways to help them. It was very much a “here’s your work, do it during class” sort of situation, and I found that quite boring, having been used to the busy-ness of early elementary classrooms. At the same time, it was fascinating to watch the way these young adults were so focused and determined with their work, with a whole lot more persistence than your average 7-year-old!
    I wholeheartedly agree with you, that all teachers should have the opportunity to experience the profession with many age groups of students. I believe it increases the respect we have for the jobs that our peers are doing. I’ll certainly never forget the day I taught Kindergarten and Grade 12 in the same day!

    • Matt Miller says:

      I know what you mean, Wendy. I subbed for my wife’s high school social studies classes, and although I had lots of time to work on things at my desk, I didn’t get to connect with them like I did with the elementary school kids. I’m glad we’ve both had a chance to experience education at both ends of the spectrum, although I’ve never done it all in one day! 🙂

  • Suzanne S. says:

    Matt, your post is insightful. It’s especially interesting to me that you picked up very quickly on the fact that routine is everything to elementary school students. Yet, they are so inconsistent themselves! I was a high school English teacher for about 15 years, then I went into administration. Even then, all of my experience was at the high school level. Last year, I took on the role of curriculum specialist for my district, and I now serve preK-12. Imagine that range! What an eye-opening experience this has been for me. The most interesting thing that I have found is that secondary teachers rarely ask for or accept support. Elementary school teachers either ask for a lot of help (even when they really don’t need it) or they just want someone to reassure them that what they are doing is right. I spend the vast majority of my time in the classrooms of little people. I cringe when I suspect that crying is about to start (as is often the case). I find myself having to form my sentences very carefully when I work with elementary people because my high school background gave me a bit of a sharp edge. I am overly direct at times–often a necessity in my former position. That’s not so appreciated in elementary school.

    What’s most valuable to me is seeing just how much kiddos change from kindergarten through 12th grade. I have my own grown children, but I watched them develop through the eyes of a parent–not through the eyes of an educator. Our children learn so much so fast. It’s amazing to me.

    I, too, think that every high school teacher would benefit from seeing an elementary teacher in action. It certainly has changed my perspective on what it’s like to work with young children!

    • Matt Miller says:

      Interesting … I’ve seen ways that elementary kids are different from high school, and ways that elementary teachers are different from high school, but I’ve never seen it from a support perspective. That’s good for me to know as I do present professional development on a regular basis. You’re right … kids do change a lot in 13 years and learn a TON. It’d be nice if all those making important decisions about education saw and appreciated that!

  • Laura says:

    Subs don’t deal with the parents. The kindergarten/first grade teachers are often the first to tell the parents their child is not the gifted and talented angel they think they are. Elementary teachers have to prep for every subject, unlike junior high and high school. They also have fewer opportunities to make extra money, like in coaching or directing, working athletics, tutoring……. But alas, they are too tired at the end of the day anyway. Let’s not forget the ever changing, competitive bulletin boards!

  • kim says:

    As part of a practicum to become a high school ICT teacher (7-12) I spent some 6 weeks in a k-12 school in the country(ie about 8 hour drive from home). In order to get my load up, I had to take grades 1-6 for a whole day. Because of the size of the school they were 1-2, 3-4 & 5-6 composite classes. I had to learn a whole new language (double click become click-click). Being an ex-software developer , before turning too teachin in my very late 40s (I was 50 on that prac) I have a habit of speaking in TLAs (three letter acronyms) – a habit that was well and truly broken on that prac.

    Luckily I was being hosted by a teacher who lived an hours drive away, and although we swapped the driving, he always drove on that day – I was mentally drained and ususally asleep by the time we got out of the carpark.

    Its nice to get out of one’s comfort zone & see how the other half live.

    • Matt Miller says:

      “Get out of one’s comfort zone & see how the other half live” — yes, it definitely is nice to do! I’ll bet your practicum really stretched your comfort zone, but I’ll bet your background gave you lots of advantages that others didn’t have.

  • Susan Seitz says:

    I have taught high school and junior high (grades 7 to 12) for twelve years. I started my career with the United States Department of Agriculture where I worked with farmers helping them understand the complexities of the Farm Bill. In a way I have been a teacher my whole life just in different venues. Walking into my own classroom 12 years ago was exciting and in a way very similar to working with farmers understand legislation. During my masters program I had the amazing opportunity to travel to 242 schools in Indiana and experience classrooms from K to 12 from math to english, to language to kindergarten. What strikes me the most is that many times elementary classes push 20 plus students in a room and the middle levels crowd just as many and in high school as students begin to filter in to higher levels of learning class sizes begin to become a little smaller. One thing is consistent, one teacher versus many learners, needing many different levels of learning until they get to those higher classes. Teachers are constantly pushed to the max but then again I experienced the same when I had to work with farmers and explain the farm bill. In all cases I had to find a means that worked best for their learning, how they were able to understand.
    I can honestly say that I am cut out for the rigors of high school I like my teenagers and helping them learn and use tools that they have already acquired but now they are expected to synthesize that information. I commend the elementary teachers who teach skills, such as reading, and writing that I end up with students who know language because with out them I would have much more to teach.
    I think it would be a wonderful experience for all teachers to experience another classroom, to step inside someone else’s shoes so we all have a better understanding of how we are all connected and how one doesn’t function without the other. It truly does take a village to raise a child and teach them and the learning never ceases because as adults many of them are still learning and need others to help guide them in the maize of life.

    • Matt Miller says:

      Two things I loved about your comment, Susan — 1. Whether it’s farmers and the farm bill or kids and science, teaching is teaching! 2. We’re better at the high school because of the good elementary teachers that taught the kids before us … when they do their jobs well, we can focus on what we’re best at and provide them outstanding experiences!

  • Janice says:

    Personal experience in a different role, in a different educational environment is invaluable. After 10 years in delivering professional development and serving in administrative roles, I took a full-time job teaching Spanish in an urban setting. Whew! I’m still processing all of my experiences. You’ll have a great year subbing.

  • E. Boudreaux says:

    I have taught for 30 years, “officially” Preschool, 2nd, 4th, 5th, 7th and 8th grades, as well as adult education. I echo the fairness issue. Also, even though little kids don’t know the work “hypocrisy”, they know it when they see it.
    Best teacher activity ever- one year, for Teacher Appreciation Week, our principal decided that the teachers needed to appreciate each other. So we all substituted in each others’ classrooms. We learned many things, such as, “What a good lesson plan for a sub looks like” and “Why don’t the teachers in the grade before us teach the kids ______________?” We found that even moving up or down by just one grade level makes a huge difference in the kids’ development.

    • Matt Miller says:

      Your “hypocrisy” comment made me laugh out loud … so true! And I would personally love the opportunity to sub in other teachers’ classrooms in my school. What a cool, eye-opening experience, for the teachers AND the students — they probably didn’t know what hit them when all the teachers were in different rooms!

  • Harry says:

    I, too, am a high school teacher. Years ago I had to teach a lesson to a group of 4th graders for a graduate internship. I had 20 minutes in this 4th grade class to teach a self-esteem lesson. I brought in big sheets of butcher paper and markers for the activity. I ended up spending 15 minutes trying to make groups of 4 and establishing which was the “lower right corner” of the paper. I discovered that a great debate arose when you have 1 kid sit a each corner of the paper. By the end of the lesson my self-esteem was bruised.

    • Matt Miller says:

      Ha … “By the end of the lesson my self-esteem was bruised.” When I read that, I literally laughed out loud! I know exactly what you mean … it’s like the bathroom break I talked about in the post! Teaching younger kids and older ones are really two different worlds, aren’t they??

  • Anabel Gonzalez says:

    Great post, Matt! I started my teaching career as a high school business teacher. After 12 years of marriage, my husband and I became parents and I decided to stay home. When my daughter entered kindergarten and my son went to preschool, I returned part-time to numerous roles including subbing. The elementary classroom was indeed a rude awakening, but I loved it and thought that I wanted to be an elementary teacher. So I went back and got certified, but no school would hire me since all my experience (except for subbing) was at the high school. So I returned to full-time teaching at the secondary level, teaching grades 7-12. I have to say that those admins were right. No question that I belong with teens, but I do treasure those days with the little ones. Enjoy your sabbatical and keep up the good work!

    • Matt Miller says:

      I love how you put that, Anabel … “No question that I belong with teens, but I do treasure those days with the little ones.” I feel the same about my sub experience as well as time with my own children, even though my strength is in teaching teens. Thanks for your insights!

  • Arley Barton says:

    I teach 5th grade and I completely agree with your second point. As the last stop before middle school, my goal is to help those students figure out the person they want to be and viewed as; not the person their friends want or their parents want them to be but the person they want to be. I believe they need to have a sense of self before going to middle school and back into that egocentric mindset.
    Thanks for your post, elementary is a world of its own within one building between K-2 and 3-5.

    • Matt Miller says:

      Indeed! I think that if students come out of school with a good view of who they are and who they want to be, that may be the most important thing they get from their time in education. Thanks Arley!

  • Heidi says:

    I teach technology at our elementary school but one year I was asked to teach a high school computer basics class. I was a little intimidated but accepted because I had a son in high school and had taught most of the kids at some point.
    It was so much fun and I had a completely different relationship with the kids as high schoolers than I did when they were in elementary school with me.
    I love my little ones – it’s so much fun seeing their excitement when they discover and understand something for the first time.
    I would do the high school class again in a heartbeat – because I enjoyed getting to know them as almost adults!

    • Matt Miller says:

      It’s amazing how you can have deep relationships with students but in completely different ways based on their age, isn’t it? One of the joys of finding your specialty in education! Thanks Heidi!

  • Joyce Stath says:

    I began teaching at the age of 38; I’d been a hairdresser for 17 years, and returned to college in my 30s. Since graduating, I have taught English at a men’s prison for a year, special needs preschool for two years, third grade for six years, and am currently in the third year of teaching eighth grade English (I also threw in high school summer school last year just so I don’t miss an age group!). Every job has taught me more about kids and about education. Right now, I feel like I am where I need to be. I enjoyed third grade, but the kids are still so needy at that age. I feel like eighth graders are really choosing what paths they will take in life, and that I have a huge opportunity and responsibility to guide them. I really like eighth graders! As far as the actual teaching, lesson planning is much more taxing in elementary school, but grading takes much more time in junior and senior high. I also like being able to master one subject area rather than trying to teach several with some degree of confidence. No matter what at which level we teach, there are challenges; some of us are better suited to handle the hormonal teens, and some are better with the homesick first graders. I’ll take teenagers any day!

    • Matt Miller says:

      Wow, Joyce, you have been all over! My wife teaches eighth graders and really feels that that’s her calling. I like following what I’m called to do, but I do love being able to experience other areas to make myself more well rounded. Thanks so much for adding your thoughts!

  • >