Meaningful Assignments vs. Busy Work

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Meaningful Assignments vs. Busy Work
By Michelle

In our area, subs do not have to have any training because there is such a severe shortage. We have some subs with ed. degrees, others with a bach. degree in another area, and some who have not had any college at all. Some
of these people prefer hands-on lessons and others want the kids seated perfectly still in there desks not talking.
My way of handling this has been to leave a variety of materials. My sub folder contains a minimum of three days of emergency plans. I do one day mini-units on a theme or a particular picture book. I have one of days very hands on with manipulative games, art activities,

etc. One of them is very basic with color sheets, a video, a group computer activity, and other quiet activities. The third is somewhere in between. I also leave a list of extra activities for time-fillers such as playdoh, bubbles, books to read, games to play, visual stimulation activities, etc. (my kids have severe disabilities, so my list looks pretty different from regular ed!). I include a general introduction sheet with a schedule and all necessary medical and behavioral information. This includes what the aides are to do, who to contact in case of an emergency (i.e., tantrums, seizures, allergic reactions, etc.), and who is allowed to take the kids out of the room (APE, therapists, behavior team, etc.). I leave a note on the front of this folder stating where regular plans are and that the sub should feel free to do those or any of the emergency plans in the folder. That way, the sub gets some choice and can do the things she likes and is most comfortable with. Because the emergency lessons are done as mini-thematic units, they are more relevant than just busy work would be.

BTW, I know subbing in sped classes has been a hot topic on this board. One way we try to prepare subs is to have them sub for one of my aides before they sub for me. That way, I can walk them through anything they need to know (feeding, positioning in wheelchairs, dealing with behaviors when the kids can't speak, etc.). They seem to feel more comfortable that way. If they are really uncomfortable, I know not to ask them back. I discuss this with them before they leave and they seem to be very open. I have had one or two tell me they would not be comfortable returning, but most are more than happy to come. I have a nice list of people who have been in my classroom with me and know my kids. They do a super job when I have to be out.