As a supply teacher I have built many strong relationships with teachers, principals, and other staff members. I was presented with the opportunity to teach a character design lesson for an animation class due to my visual arts background. Within this lesson, I included; a tailored colour theory section, to promote engagement I had a Buzzfeed quiz for an intro to palette, and various slides for “character analysis” discussions. I used several nostalgic characters for the analyses which led us through the stages of character design, including; silhouette, palette, and exaggeration. These were used to exercise and test our new knowledge on character shape, colour schemes, and expression. My powerpoint presentation was colourful, comical, informative, and engaging which in the end, seemed to be a hit. The students from this class still to this day stop me in the halls to ask me for advice on their artworks and animation projects.
As a supply teacher, I treat the classes as if they were my own and often return to the same classes upon request. I always come to my classes with back-up ideas for how students can apply their new knowledge if they finish the assigned workload. I had Grade 11 students learning about street art via Google Arts and Culture resources online. For those who finished, I assigned them the sketchbook task to write their name or draw an image in street art style. By giving them options, this promoted student choice which enhances student success and gave them the opportunity to engage knowledge with a hands-on task. Additionally, it optimized the class time as it was used productively.
I spent three days consecutively substituting for a Visual Arts teacher and was tasked to introduce a new assignment. The students were to create 5 Artist Trading Cards with an ongoing theme but I quickly realized that these Grade 9’s didn’t know what a theme was. In addition, the students brought to my attention that they didn’t or couldn’t access their Brightspace classroom to see the assignment criteria that was posted. Despite thoroughly and clearly explaining the assignment the day before, the next day I wrote on the board the specific criteria for their artworks so they could easily reference if they were on the right track. Additionally, I prepared a class mind-mapping activity for us to popcorn out some ideas for themes. This way we could have a better understanding of what a theme is and some themes they may use for their ATC’s. This seemed to help the students branch out from the examples I provided the first day introducing the assignment.
My supply teaching experiences have taught me to be observant and use those observations to your advantage. I have taught many subject matters beyond my expertise, but that didn’t stop me from using the resources around me to support and assist my students when needed. There was a time when I was called to supply for a senior academic chemistry class. They simply had textbook work to finish, so I went around and ensured everyone was being productive. Most students were actively working except for one who pretended to do work whenever I walked by. I asked him several times throughout the class if needed help, but he shooed me away. I understand that sometimes students will see a supply teacher and automatically shut off, as if it was a day off from work. However, my supply teaching method and belief is that I will always give my best efforts to promote learning and productivity in any classroom I am in. Nearing the end of class, I asked the student what he had accomplished that day. He proceeded to tell me, “nothing miss. I couldn’t figure out the first question, so I gave up.” I was very candid in my response and said, “I can’t say that I have the answer or that I am knowledgeable in this area, but do you mind if I look at the question and we can try it together?” The question was multiple choice and regarded some kind of chemical reactions and oxidation. I first suggested process of elimination and picked his brain for what he knew about this type of process. We narrowed it down to two possible answers, but we still weren’t sure. I then remembered what I had observed walking around earlier, and that he should have a note in his book about this! I asked him to pull out his binder and sift through to find a worksheet on this chemical reactive process. He had a chart that described possible reactions; after analyzing it, I noticed a pattern. I then showed him the pattern, and asked him if this could possibly be the solution. We talked through it and agreed that (b) was the correct answer. We checked the back of the book and revealed we were right! The student had a huge grin on his face, and we high-fived over our successes. He only accomplished one textbook question that day, but I think he learned more than that. Despite neither of us knowing the answer from memory, I showed him creative ways to find the answer. I showed him how to use his resources and not give up at the first sign of a challenge; I certainly didn’t. There have been numerous instances where students need my assistance in subject areas I am unfamiliar with. My technique is to work backwards and self-teach myself, so I can proceed to show them how to do it; I have used this method in plenty math classes. I find that if you’re honest and open about what you know and make those strides to help as much as you can, students will not only appreciate it, but recognize the ways you are actively learning as well. If you are just as new to the information as they are, you can demonstrate how you broke it down to your level of understanding, which could be the same level as there’s sometimes.
Overall, my supply teaching experience has been filled with special moments. I have been in Math and Science classes where I have had to work backwards to help a student solve a problem that even I didn’t know the answer too at first; showing them new ways to find the answers/resources and not to give up. I have taught art students linoleum printing, painting techniques, and encouraged them to push their ideas further. I have gotten the opportunity to witness and be a part of students’ creative process as they ask me for critiques, feedback, and advice. Supply teaching has not only allowed me to share my knowledge and expertise but it has helped me become a more well-rounded educator. It has challenged me to come up with spur of the moment and creative solutions, even in areas outside of my expertise. All in all, my goal as an educator is to inspire and encourage students and these moments show me I have achieved just so, despite being in their journeys for such a short time.