50 Ways To Be A Better Relief Teacher

A manual to support teachers in classrooms
bobbrandis.com
2 Tinaroo Ct
Gladstone Qld Australia
Phone 0408067696
ABN 24062975758
Table of Contents
Relief Teaching. .............................................................................................. 2
Ways to be better at Learning Management .................................................... 3
Ways to be better at Classroom Management ............................................... 14
Ways to be better at Behaviour Management ................................................ 19
Ways to be better at Lesson Management .................................................... 31
Ways to be better at Outcome Management ................................................. 41
About the Author. .......................................................................................... 45
Advertising Policy. ......................................................................................... 47
Index of Articles. ............................................................................................ 48
5 0 W A Y S T O B E A B E T T E R R E L I E F T E A C H E R
2

Relief Teaching.
Relief Teaching is so different to regular classroom teaching.
The students will respond to you differently and, if it is your first
time with the class, they will not know your expectations or your style
of teaching. You are different to their teacher and they know you
wont be with them for very long. How they respond to you will, to a
large extent, be determined by how you respond to them.
You must convince the students that you
are going to make a difference,
are going to value-add to their day,
care about their performance and
you plan to do something about it.
Most people respond well to people they know and who they think will care about
them. Students are no different. Show them in the first 10 minutes that you care.

This book outlines 50 strategies that could be part of your relief teaching
repertoire.

3

Ways to be better at Learning Management

he biggest challenge facing teaching is that LEARNING must occur.
Being the best teacher in the world is meaningless unless kids actually
learn. Just like the doctor who quoted, The surgery was a success but the
patient died. Teaching can not be achieved unless someone has learned as a
result of your input.

Make sure the MAIN thing is
the main THING.

Always keep focused on the MAIN outcome of your lesson. This should be
clearly established in your own mind well before you start the lesson. Write
the answer to this question somewhere in your diary, At the end of this
lesson I want kids to

The value of being a relief teacher is that you dont have to use the current
jargon. Just use plain English to answer this question.

If you want children to
write good sentences or publish a story or learn how to use
capitals letters or find x in an equation,
then make certain all
your language, all your praise and all your effort clearly focuses on
this goal.

Dont make a big deal about anything else such as handwriting/bookwork.
Certainly, make passing comments as needed but dont dwell.

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Keep your language
supportive and corrective.

Support the outcome by keeping the kids focused on the learning. You
should be reinforcing all during the lesson, This is what you are
learning.

While patrolling the room, always mention the outcomes you want to
achieve like, those adverbs are descriptive and really add meaning to
your sentences

Dont give out all the
information every time.

Some time kids want to explore options to get information. Give out books,
computer access and/or website for students to search.

Show the students how to use common search engines like Google. Make
topics broad enough to allow students to have options in their
interpretations.

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5

There is no doubt that group work is the chatty option. Having kids facing
other kids is a sure fire bet to start discussion. But if discussion is important
to your lesson, then perhaps group work is a great option.

If the group is chatty, check out other options. CLICK HERE for 10 Ways
to Keep Chatty Kids on Task.

Group work has the risk of bombing. Kids can become more difficult to
bring back on task so have an escape plan if group work looks like it
isfailing. (Relief teachers are known to be great pragmatists anyway.) See

However, dont use failure language. Avoid critical comments like, Well
that was a mess back to rows. Consider language which is more positive
and developmental.

OK. Now lets move to the next phase of the lesson. Thank you for moving your
chairs quietly back to rows. Now get ready to listen about the next activity.

The most difficult thing in group work, for you as a relief teacher, is that it is
protocol to return the room to the condition in which it was found.
Group work is not to be confused with collaborative learning. See

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Consider group work as an
option
6

Investigations are powerful
learning opportunities.

Investigations are those activities avoided by most relief teachers because
they are usually difficult to organize on the spot. So be organized for an
activity before you arrive.

Kids get a lot of value out of learning investigations and a part from the
setting up; they are generally quite easy to manage probably because the
kids, even the ratbags, are clearly focused.

If you havent tried investigations in a classroom, try an easy one first.

Probability This is a simple activity exploring chance rolling die and
flipping coins. CLICK HERE.

This one explores the relationship between the drop height and the bounce
height of a table tennis ball. CLICK HERE

One you have a few investigations up your sleeve, you can refine them,
resource them as you see fit and pull them out whenever you need to.

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Free with Making Maths More Fun

7

Allow Time to THINK

Students need time to THINK and process new concepts. Relief teachers,
because they know content and skills, sometimes go on without giving kids
the take up time needed to understand a concept. Sometimes relief teachers
talk too fast and pepper the students with questions and activities without
giving them time to process. You know the old adage, Stop and smell the
roses! That is also true in the classroom.

When you have taught a new skill, concept or strategy, simply stop. Watch
the class as they process what has been covered. When you need to ask a
question, simply pause before expecting an answer. Some students just need
time to
o process and understand the question;
o retrieve the necessary information and then (finally)
o formulate a response

8

Be pragmatic.

Sometimes lessons develop in a completely different way than you expected.
Sometimes that can be a good thing. So how do you know the difference?

Go back to . Is the main thing still the main thing? If not, then bring
the lesson back and consider the matter another day.

Lets say you want to explore the Voyage to the Moon. During the
discussion the class is animated and excited about discussing the more
general nature of space travel can we get to other universes, how can we
travel at the light of speed, what do astronauts eat?

Now consider the MAIN thing. If you want to discuss the technology of
Apollo 11, then move the discussion back. If your MAIN thing was the key
issues of space, then go with the flow.

How exciting learning can be!

9

Put learning into practice

Kids, from the beginning of time have always asked, Why do we have to
learn this?

And it used to be so simple.

You need to learn how to club dinosaurs so we can eat, Kronk.

But now, the answer is much more complicated. Why do we have to do
algebra? Why do we have to write about our Christmas/Easter holiday yet
again?

You probably need to be prepared and have answers ready. The best way
not to be forced to answer the difficult question is to put it into practice. If
you learn about FRICTION show how it applies to rolling a ball on the
carpet V the floor.

If you learn about 3D shapes make them. Use shopping catalogues for
math activities. Explore probability by rolling dice.

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10

Allow TIME to TALK.

Allow students the time to talk. Check out this strategy. Honestly, everyone
needs to be given a chance to talk. Put 30 adults together in a small room
and tell them to be quiet. It is not a practical application of learning.

Talking is fundamental to how we learn and not allowing children that
opportunity seems to me to be a little unfair. And quite frankly, it makes
your job, as a relief teacher, that much harder.

The management issue is to keep the talk on the task at hand. Off task
behaviour is not acceptable in a learning situation. All the more reason to
teach that learning through talking is important.

Share your learning process

There is nothing more valuable to a student learner than to see a master at
work. When learning a new concept, vocalise the thought processes you use
to interpret meaning.

Show your class how you develop meaning. Senior high school math
teachers are great at this, particularly if they are introducing a new and
difficult concept. They often think aloud and bring their class with them.

This is a great way, even for younger students, to see learning in action from
a master. Vocalise your thought processes to your class, show the kids how
you create links to prior knowledge, how you use your decoding skills.

You didnt get where you are now because you are a slouch. Show off the
techniques you use to develop understanding. In this situation, you are
indeed, a role model to kids.

11

Use an ADVANCED ORGANISER.

David Ausebel developed the theory of Advanced Organisers in 1960.
Essentially, he believed that if students were given a framework before the
lesson, they work better be able to apply or understand the concept.

This could be as simple as displaying on a board what you are going to do
during the lesson. I do the same with my program for the day.

There is considerable debate in educational forums about the intricacies of
this strategy. I leave that to the academics.

All I know is that it works.

Build your lesson

Identify you introduction, the body of your lesson and your conclusion.
Kids will respond to this structure. I know, you havent heard this since Uni
days. Life was so much simpler then.

And now we have much more complex lesson structures.

And Im not sure we are any better at it. If you can identify these three
elements, so can the kids. This is part of that Advanced Organiser stuff (see
number . This is what adds meaning to learning.

12

Provide a FOCAL point in the
classroom

Have you ever been in a crowd and pointed skyward. Everybody looks
skyward.

It is not much different in a class. Give the kids something at which to look.
If you are studying water, have pictures of dams, if you are looking at Africa
have pictures of lions, if you are studying film and drama have a picture of
Pamela Stephenson.

Use the board as a YOUR scribble pad and watch how the kids focus. This
is the SCREEN generation. Im sure some of these kids would sit at a
screen saver if the computer ever had a chance to need it.

Manage the interruptions.

Goodness knows the modern relief teacher (just like the modern teacher)
has it tough and part of the problem is the constant stream of interruptions
that occur during the day. Learn the hierarchy of the school, to see what
interruptions can be controlled. Start from the top. The boss, well, that goes
without saying. Instructions must be followed then and there.

But others respectfully request that the interruption occur outside your
valued teaching and the kids valuable learning time. (And good luck with
that!)

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13

Be visible in the classroom

This has to be the first lesson on Learning Management 101. Why
wouldnt it be? Learning occurs best when you interact with students and
that only happens when students can see you.

I have seen all too often, a relief teacher anchored at the desk having already
issued 30 worksheets left by the regular teacher.

Lets face it. Learning isnt going to happen.

Be visible - Let the students see you better still, let the students see you
work. How can you expect them to, if you dont?

Be visible Interact. Ask questions check for understanding. Help check
for misunderstandings.

Be visible offer guidance if needed and encouragement when not.

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14
Ways to be better at Classroom Management

he classroom is vital to the learning environment. The order, the processes,
the procedures. Obviously the good classroom teacher will have these
completely ingrained in the students. So when a stranger (you) comes in to
disrupt their world you can expect, We dont do it that way.

And the students are perfectly entitled to be protective of their classroom. So be
prepared to ask the students about procedural matters.
Dont feel threatened if your way is the wrong way because it is different to
their usual practice.
Never force the issue by saying, Well we are going to do it my way.
If there is conflict between you and their regular teacher, they will REJECT YOU!

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15

Set the classroom up for
success

Unfortunately you dont have much choice here. The classroom only belongs to
you for a short period of time. You are really only a classroom sitter.

But there are some things you can do to help. Dont be afraid to move some
furniture around to suit the day you have planned. I suggest taking a photo with
your phone so you know how it looked. Then you could return it to its original
condition at the end of the day.

The physical layout should reflect your teaching style. If you want students to
collaborate in small groups, for example, organize them around tables or
clusters of desks. For whole-group discussions, try a circle or U-shaped desk
configuration. If you plan on an individualized instruction, you might set up
learning stations.

Keep YOUR equipment within easy reach and secure all your valuables. Easily
accessible materials and supplies can eliminate delays, disruptions, and
confusion for students.
Generally I prefer desks in cooperative groups of four any more generally
becomes more complex to manage. So if necessary, just put a bit of distance
between large groups. It is amazing how little is needed to create a perceived
barrier.

I know some relief teachers who bring a bean bag to school since reading and
interacting with groups on the floor is their modus operandi.
Good for them.

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16

Making Learning Rewarding.

I know the old argument about intrinsic worth of education and kids should not
work just for rewards Blah! Blah! Blah!

But honestly, would you work if you didnt get paid? Kids love rewards (and
so do I!)

I use a business card approach as just one of my strategies. I used to make up
my own which proved a laborious task. Now I get them made for next to
nothing through Vistaprint.

You can get 250 very cheaply and you can design your own. Leave a space for a
childs name and hand a few out very early in the day so kids know what you are
offering.

Imagine handing this to a child and telling them to take that home to their Mum
or Dad. What a buzz that would create around the classroom.

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Billys
Billy
17

Control the movement.

The way kids move around the room is important to the success of the
learning environment. Make certain pathways to the common areas are clear
and free. This includes the bin, the tap, your desk.

Im sure the classroom teacher would already have this in place, but it is
worth checking before hand. Stand back and have a critical look at the
thoroughfare areas of the classroom.

Keep the turkeys from
flying.

It is a sad fact that there will be a class where you will encounter turkeys. You
know the kids who spend the whole day going Gobble! Gobble! Gobble! At
least that is what it sounds like. Certainly it makes as much sense.

These are the stressors of the day. Statistically, in a class of 25 you will encounter
about 4 unfortunately.

Hopefully you will have recognised them early and put in place the proactive
steps of standing close, maintaining eye contact.

You need to cut them off quickly. The rule, as a relief teacher, is Dont
interfere with the learning of others!

Let the turkeys know that you will not tolerate their interference when others
want to learn. And if they sulk and sit at their desk well that will work! As long
as they arent interfering with others!

Of course some turkeys fly only when they have an audience. You will recognise
these turkeys early in the day. In this case dont give them an audience. If one
starts to spread wings, deny him/her the audience and say (in as quiet a voice as
you can), Class, I would you like you to turn you chairs and look this way.

And if that doesnt work well, you know what happens to turkeys eventually,
dont you?

18

Be prepared. Have a time
out area ready.

In every flight I have taken, the flight attendant always asks passengers to be
aware of the nearest exit.

In the classroom, particularly if you are new, you need to consider the exit
strategies if things go pear-shaped.

Your teaching colleague next door will be the best point of call and usually a
great source of support.

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20
Ways to be better at Behaviour Management

our behaviour , as the relief teacher, is the single most influential impact
on the behaviour of the students in your classroom. You have a huge
impact on how your day will go. There are a couple of MUST DO
strategies that will help your day run smoothly.

Anticipate Compliance.

Generally most students want to behave and very few really want the tension of
getting into trouble. So if you give instructions, anticipate that the student will
comply and act as if this is the case.

For example, in your travels around the room you notice Gina is reading a book
and not doing her math. You take the least intrusive path, Thanks for putting
that book away, Gina. (NB Closed request - ) And continue to move
around the room as if you know Gina is going to comply.

Gina feels your expectation and 99.9% of the time she will comply, because she
is not going to get any mileage if she doesnt. You have already moved on!

Consider the alternative action. You say the same thing, but stand at Ginas desk
with arms on your hips and a snarl ready on your lips. Youre ready for a fight
and Gina is likely to accommodate you.

Close your requests with
the appropriate language.

Close your request. You can close off a request by prefacing your statement
with an expectation of compliance. Such statements like Thank you for
closing the windows for me, Paul. Few students are likely to refuse a request
phrased in such a way.
Y
21

Differentiate between
discipline and managing
behaviour

Relief teachers seem to take things to heart far too often. Learn to differentiate
between discipline and behaviour.

Discipline is a belief system of values and principles. Children learn that at
home. Discipline involves the principles of honesty, fairness and the values of
integrity and personal accountability amongst many many more.

Teachers dont discipline students, we manage their behaviour. Parents are still
accountable (not teachers) if their child breaks the law, damages property.

Society dumps on teachers far too easily.

So dont reach for the bottle just yet. Ahh heck go for it anyway!

Stop on my SIGNAL

Do the class know when you want their attention? Avoid screaming, Listen
Now! because as a Relief Teacher the class is not attuned to your voice. Try
other options like a small bell, clap of hands, a silly bike horn. Experiment with
different techniques that will work for you.

Whatever you use, it is important to have a STOP SIGNAL at your disposal.

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22

Disregard the secondary
behaviours

Secondary behaviours are those that occur when you have a discussion with
the student and the student wants to take control.

They are 'chase me' behaviours designed to push your buttons, gain a furious
response and ultimately distract you from the purpose of the discussion.
Some kids are masters at it, having practised it very well at home.

OK. So you want Freddie (its a shame that, statistically, most of the
offenders are boys) to leave the room. You have exhausted all of your
positive reinforcement, redirection techniques, warnings and sanctions and
need him to leave.

The secondary behaviours are the chair being thrown back, stamping,
general huffing and puffing posturing. Freddie is building up a real
performance for the benefit of his classmates.

He may want to divert the conversation away from the original behaviour or
try to encourage a confrontation.

Don't allow him to take control of your behaviour. Resist the temptation to
address the secondary behaviours at the moment. Instead, remember them
for later.

There is little doubt that Freddie will eventually leave and when he has left
the room, he has followed your instructions. The dramatic trail of disruption
that he has left in his wake can be dealt with later. Your calm and considered
response will be watched by the class and they will be impressed by your
confidence, even in those emotionally fuelled moments.

The class will slowly learn that these misbehaviours will not work with you.
Job well done!

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24

Keep your instruction
DIRECT

Major long-term studies have proven the irrefutable success of direct instruction
(now called explicit teaching)

The term refers to a method for teaching that is fast-paced and provides constant
interaction between students and the teacher.

Im old very old. So I can remember direct instruction well. I was taught by this
method and I taught using this method. It was the staple of my teaching repertoire.
Direct Instruction is rich in structure and drilling and content. It is starting to
become more popular given the current drive for proven results.

Many studies have proven its success as a teaching strategy.

What does it mean for the Relief Teacher and how do you DO it?
Direct instruction is a sequence of supports:
setting a purpose for learning
telling students what to do
showing them how to do it
guiding their hands-on application of the new learning.
Direct instruction begins with setting the stage for learning, followed by a clear
explanation of what to do (telling), followed by modeling of the process (showing),
followed by multiple opportunities for practice (guiding) until students can
participate independently. Direct instruction moves from a situation where the
teacher has HEAVY input to where students have full responsibility with minimal
teacher involvement.

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25

Avoid going for the throat
FIRST!

As hard as it might prove to be, dont go for the throat first.
Start with the non-intrusive strategies.

You might have to take a few deep breaths first. You do remember that World
War One started with one shot.

I have sometimes been caught out by not making a concerted effort to get all
the facts first.

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26

Distract Diffuse Disperse.

The truth of the matter is that sometimes you are going to be confronted
with a disagreement between students. This can happen within metres of a
teacher.

Here is a simple strategy that (usually) works.

Firstly, DISTRACT students from hurting or hitting - what ever is
occurring. This might be a whistle or calling out. (Water on the fighting dogs!).
The aim is to get the offenders to focus on you, not each other. ("I'm here
gentlemen/ladies. Look at me!" - repeat this calmly.). If you can use humour, now is
a good time to apply it. If not - DON'T.

Never get in the middle no matter how big you are.

Secondly, DIFFUSE the anger by NOT being angry yourself. (Riots develop
when both sides are angry.) Avoid shouting or panicking. Be calm - at
least sound calm. Keep your directions short and clear. Never give more
than ONE direction at a time.

"Bill, thanks for standing over there. John, thanks for putting your hands
down." Repeat if necessary but do not change the directions. "OK. Let's sit
down and face opposite directions." Having students sit on the ground really
has a calming effect. (Watch what NYPD do). and then handcuff them to the
nearest pole.

Thirdly, DISPERSE. You only need the offenders. Chase the watchers
away. (Move on citizens. Nothing to see here)

The next step depends on your level of authority. If you are comfortable
dealing with the offenders at this point, then do it. I suggest if you are a
relief teacher you probably need to pass the offenders over to some one.
Now ... that is another article!

27

Use the assertive I message

These I-messages are expressions of our feelings. Thomas Gordon, creator
of Teacher Effectiveness Training (TET), tells us to structure these messages
in three parts. First, include a description of the childs behavior. When you
talk while I talk... Second, relate the effect this behavior has on the teacher.
...I have to stop my teaching... And third, let the student know the feeling
that it generates in the teacher. ...which frustrates me.

A teacher, distracted by a student who was constantly talking while he tried
to teach, once made this powerful expression of feelings: I cannot imagine
what I have done to you that I do not deserve the respect from you that I
get from the others in this class. If I have been rude to you or inconsiderate
in any way, please let me know. I feel as though I have somehow offended
you and now you are unwilling to show me respect.

The student did not talk during his lessons again.

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28

Never make it
PERSONAL

If an important goal is for our students to treat each other with respect, then the
responsibility for modelling respectful communication is on you.

Words can be very powerful. Be careful how you use them.

Be sure that your words focus on the behaviour not on the student. There is a
very big difference between saying, "You are so lazy!" and, "You haven't done
your homework."

Teacher remarks should be about behaviours. Students should know you value
them even when you have to address areas that need improvement.

It is important to remember that some of our students will test us to see if we
can maintain our respectful attitude even after they push our buttons. Never
personalize students' remarks or behaviour.

Always remember that often the child who acts like they need approval the least
is the one who needs it the most.

Model behavior.

Kids love double standards. A teacher yelling at a student for yelling in the
playground just doesnt make sense.
Make no mistake, you are on show. The students want to see how you solve
conflict. They will often use that as an exemplar.

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30

Know when to IGNORE.

Sometimes you have to learn to pick the battles. There is no good coming back
with, We won the battle, General but we lost the war!

Some relief teachers (and some teachers) target the most trivial matters which
are blown out of all proportion.

Cops in Australia now have to halt car pursuits when it seems the risks outweigh
the rewards.

So if a shirt is not tucked in or a paper has been thrown to the floor, give it the
due weight it deserves.

Direct the learning to the
MISCREANT.

The student who continually misbehaves is often disengaging themselves from
the lesson for a purpose. Perhaps they are finding the work too difficult and do
not want to show themselves up as being a dunderhead.

Being a rebellious youth is far more socially acceptable.

If you suspect this is the case, engage the student in a learning activity that
shows the rest of the class they are capable.

You have to tread carefully here and manufacture a situation when the student
looks good.

Nothing breeds success like success!

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32
Ways to be better at Lesson Management

esson Management is the bread and butter for teachers. It is the
fundamental indicator of success. The lesson is the equivalent of a
carpenters hammer.

No teacher leaves university without a comprehensive understanding of lesson
design. But is the hustle and bustle of the busy day, it sometimes is not given
enough credence.

All else is smoke and mirrors. If you can structure your lessons effectively, then
you are well on your way to helping your students achieve results.

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33

Keep the STUDENTS
learning through Active
Engagement

Learning is superficial until the learner is actively engaged. Teaching that
emphasizes active engagement helps students process and retain
information. It leads to self-questioning, deeper thinking, and problem
solving.
Engagement strategies like repetition, trial and error, and posing questions
move the brain into active and constructive learning. Such activities can lead
to higher student achievement.
First, select learning activities that support the content of the instruction and
engage students. Here are five steps teachers should follow:
Thoroughly learn/understand the curriculum.
Identify teaching objectives and strategies that engage students and
build understanding.
Ask yourself these planning questions:
o What is the goal?
o What order does the teaching need to follow?
o What do the students already know?
o What do I want them to learn?
Prepare the lesson based on your goals.
Construct processing/learning activities that match the concepts,
skills, and goals.
To engage students, the teacher must help students draw on their own
experiences to build a "scaffold" on which they can "hang" new ideas. When
students are actively engaged, they focus on what is being taught and better
process new information.
Most effective teaching takes place in "chunks," so it is best to teach new
information in 10 minute segments followed by a processing activity.

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A processing activity is an activity that causes students to pose questions,
manipulate information, and relate the new learning to what they already
know. Such engagements reinforce the learning and help move the learning
to the long-term memory banks.
A processing activity can be as simple as a 60-second jotting down of the
important points just covered, telling your partner three things that you just
learned, or expressing something in a song. Other activities include:
Designing a concept map,
Creating an outline,
Writing a story problem,
Making up a different ending to a story,
Designing mock trials,
Conducting an experiment,
Measuring the length of the hallways with triangles.
When students are actively engaged in their learning, they are processing and
retaining information and using higher order thinking.

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35

Develop Cooperative
Learning Situations

Lets not turn this into an academic exercise.

Cooperative learning occurs when a group of kids come together to explore or
solve a problem by working and learning together. I know a lot of teachers plonk
this into the group work category, but it seldom is.

The purpose is to work together to do something that they could NOT do
individually. That is why group work is not really cooperative learning. Often time
group work fails because it is not structured correctly and has no chance to become
cooperative.
What cooperative learning does, when used properly, is ENGAGE the students.
But they need an appropriate task or investigation.
CLICK HERE for a suitable task.
CLICK HERE for strategies that support cooperative learning.

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36

Develop Collaborative
Learning Situations

Im sure I am going to be disbarred from every academic arena in the country
for this.

The academic have argued the semantics about collaborative and cooperative
learning for years, and still the argument has gone no further than semantics.

Let me keep this simple. I see collaborative learning occurring when the teacher
directs the activity without actually knowing where it is going to go.

For example, BRAINSTORMING develops a whole range of ideas and you
dont know what the kids will come up with. Unless of course you simply ADD
your own and make THEM the important ones. (Ive done that plenty of times).

But this is a collaborative approach to learning where the teacher is part of the
learning process. I have found that kids engage with this strategy quite well.
After the brainstorming activity you can set tasks for individual students or small
groups and they will feel they own the learning.

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37

Keep a sense of
HUMOUR

Kids LOVE IT when they see teachers laugh or smile. Your class will spend
more time in your classroom than almost any other single place in their lives.

And sure, teaching is serious business but it is important, usually for your own
sanity, that you dont lose sight of the trees for the forest.

Kids need to see how adults interact. Show them that having a joke and not
taking everything SO seriously is important.

Teach on the Move

Teach while walking the classroom. Dont anchor yourself to the front of the
room or to your desk.
This enables you to stand beside the recalcitrant students and offer support to
students who need it. With my lesson plans and activities on PowerPoint, I
control the lesson from anywhere with a laser pointer like this one.
I purchased it on eBay for less than $15. It is the best thing I have ever bought.

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Balance the lesson.

Variety is the spice of life or so the saying goes. I have visited many lessons in
my time as a principal.

And in some of these rooms I find it difficult to stay awake, myself.

Are you boring the brains out of your class?

Stand back and have a good hard look. If you are add variety. Speed it up,
slow it down, add visuals, change the lesson from passive to active, get excited,
calm things down do anything to break up the boredom.

Intersperse passive time
with activity.

I know I just said that in number but I mean it. Sometime kids are glued
onto their chair for the whole day. And some times day in and day out. Sure,
they go out for PE occasionally but REALLY?

Have a go at standing up. Try talking the answers instead of writing them. Tell
the answer to your partner. Show your partner a different way to do something.
Teach your friend something he didnt know before. Make a diorama to
interpret a poem.

Anything to get the blood re-flowing. I wonder if you can get DVT in a classroom?

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39

Keep the STORM on the
horizon

There are some times in the classroom where you can feel the tension rise. Just
like the onset of a summer storm.

It takes a wise teacher to diffuse any situation when storms are a-brewing.
Storms bring so much collateral damage that it takes a long time to recover.

You have two options. If the heat is rising, you have to decide whether
1. to put the storm shutters up and weather it out or
2. to pull up anchor and move to calmer waters.

Me, I prefer to pull up anchor. So if an activity is creating too much friction, if
some of the kids are causing unnecessary angst, I like to move onto something
which will lower the temperatures.

I find an activity which is on the floor. A look at me, listening style activity does
the trick.

Peer Tutoring

Use peer tutoring for students who are having difficulty. Students who have
mastered the concept could tutor students who dont.

Students can often explain concepts to other students with relevance. They
become the teacher. Set them the goal of having their student pass the test.

They cement their understanding of the concept and improve others.

If you want to understand a concept LEARN it.
If you want to REALLY understand it TEACH it.

40

Keep them ON TASK.

One of the greatest challenges for Relief Teachers - or any teacher for that
matter - is to keep the kids on task.
Writing is often seen as passive so these strategies will keep your students active
and ON TASK.
1. Each student gets one sheet of paper (say A4) size and they write their
name on top.
2. Select one topic relevant to what they are studying (eg. the Moon)
3. They start with their sheet and write ONE fact about the moon. (eg.
the moon takes a month to orbit the earth).
4. On YOUR signal they swap their paper to the left and receive from the
right. They get a short time to READ and then on YOUR signal they
write - but the idea has to be original.
5. When they get their sheet back they should have 5, 10 or 15 ideas
about the moon - depending on the size of the group.
6. They could then go about check its accuracy.
You can vary the size of the group, the complexity of the topic, the speed of the
rotation.

Keep the DAY PLAN
visible to everyone.

Keep your daily plan in front of the kids at all times.

This will show the kids that you are organised and that you mean business.
A PowerPoint with a hyper link to the lessons is a great organiser.

41
Ways to be better at Outcome Management

s a relief teacher you are not directly accountable for the long term
success of your students. You are probably not going to be there
long enough anyway.
But, do you know how kids suddenly become motivated if they know
something is going to be tested or assessed?
Well, they do the opposite for some relief teachers because they know
that they are NOT going to be assessed or tested. What they learn on
your watch will probably be retaught by their regular teacher.
So what is the motivation for them to learn?
Yeah! I know what you are saying. Intrinsic value of learni BLAH!
BLAH! BLAH!
You need to stamp your authority (not literally) and make your students
understand that you are going to value add to their day and you WILL be
making certain they understand, achieve, improve, recognise success
during your watch.
So there

A
42

SCORE your
understanding

A quick way to check for understanding which is surprisingly effective is the five
finger score.

It is only a simple test and by no means an objective measure.

At an important juncture in the lesson, ask the kids to indicate, using their fingers, (5
being the highest and best score to 1 being the lowest score) what they think about
a particular concept.

For example, during a math lesson you ask the kids, Indicate how well you
understand the formula for the area of a circle? Kids will put up their fingers from
1 to 5.

If you see lots of 5s, you are home and hosed. You scored another victory, you
educational marvel, you!

Explain it to ME.

Never accept a nod of assent as understanding. Swap places with the
student. Even sit in their chair. Let the student take the front of the
classroom and ask her, Explain it to me again!

43

Dear Mum,
Today I learned

This is a great way to end the day on a positive. The students write a letter to
their parents (or significant adult in their life) and outline what they did
during the day (or week) that you were there.

You might need to make a judgement call about whether or not you need to
proof these pieces of work.

The students could then place the note in the envelope and drop it in their
mailbox at home for their parents to find.

Draw a picture of you
NOW.

This one is based on the BEFOE and AFTER scenario.

44

Only accept a high
standard of work.

Students will produce work to the standard you accept. Only accept a high
standard of work.

Early in your first day with your class, set the standard of work you will
accept by asking, "Is that the best work you can produce?"

If the answer is "No", then respond with, "Well, if it's not good enough for
you, then it's not good enough for me. How about you have another go
and show your classmates AND ME your best work."

If the answer is "Yes", respond with, "Let me help you improve. Use a
sharper pencil, write more clearly, use a ruler for your lines ..." as
appropriate

Ticket to leave.

Just before the bell is due to go give all children two tickets.
Before the students leave the room they must hand over two tickets, on which they
have recorded two things they NOW know about the lesson they just had. Proof
that you have valued-added to their day.

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45
About the Author.

Hi.

My name is Bob Brandis.

My history is below but in a nutshell,
I have been with Education Qld for 38 years,
a teacher for 35;
of which 32 were as a principal.
I am now a relief teacher because I enjoy it.
I want to share my experience and improve your relief teaching skills.

I started with Education Queensland in 1973. I spent a few years teaching primary
classes in Brisbane before taking over my first principal position at my one teacher
school in 1979.

I progressed through the principal ranks taking on bigger and bigger schools until I
earned principalship of my big city school in Gladstone.

Throughout my career I kept close to my classrooms and teachers.

After 38 years with Education Queensland - 32 years as principal, I retired from full
time work in 2010. During that time I taught in every classroom from Prep through
to Year 12.

46
I saw some great relief teachers and some who just struggled through their days,
not for the want of trying.

After I retired, I decided to join the ranks of relief teaching and walk the talk. I now
do relief teaching in small country schools with multi-age students, small city
schools with composite classes and large city schools.

Not surprisingly relief teaching is not the same as regular classroom teaching.

You don't have the same authority as the regular classroom teacher with the
children. You won't have developed the same relationships and you may not even
have the chance to do so.

As a relief teacher, you are not accountable for the long term goals of your students
but you are accountable for the short term goals.

Relief Teaching is about

establishing your authority quickly, succinctly and often (not to be confused
with aggression);
having curriculum assignments/tasks which are purposeful, powerful and
meaningful to your students;
managing students productively for the duration of your visit.
being fully prepared for your day.

I offer you my experience and will happily share activities, tasks and curriculum
assignments that are tried and tested in various classrooms and various age groups.
Visit my website reliefteaching.com and join the discussion, upload free lessons,
share thoughts about relief teaching, open up some food for thought and read
articles that will help become a better relief teacher.

47
Advertising Policy.

The advertisements throughout this book are either direct links to eBooks and
other Resources available as instant downloads from the suppliers or a direct link
to the suppliers website.

While the author has been selective and chosen resources most suited to the topic
at hand, the author makes no claims about the quality or suitability of any of the
resources available.

Many of them are really good. I have downloaded quite a few of them myself - but not all of them.
(Come On! Im not made of money. Even I have to pay.)

Should you elect to purchase any item, the deal you develop is between the supplier
and yourself.

I would like to think that all the suppliers throughout this eBook are totally honest
about their product(s).

However, I do not publically endorse any product nor any of the claims made
within.

48
Index of Articles.

Allow TIME to TALK., 10
Allow Time to THINK, 7
Anticipate Compliance, 19
Avoid going for the throat FIRST!, 23

Balance the lesson., 34
Be pragmatic., 8
Be prepared. Have a time out area
ready., 18
Be visible in the classroom, 13
Build your lesson, 11

Close your requests with the
appropriate language., 19
Consider group work as an option, 5
Control the movement., 17

Dear Mum,, 39
Develop Collaborative Learning
Situations, 32
Develop Cooperative Learning
Situations, 31
Differentiate between discipline and
managing behaviour, 20
Direct the learning to the
MISCREANT., 27
Disregard the secondary behaviours,
21
Distract Diffuse Disperse., 24
Dont give out all the information
every time., 4
Draw a picture of you NOW., 39

Explain it to ME, 38

Investigations are powerful learning
opportunities., 6

Keep a sense of HUMOUR, 33
Keep the STORM on the horizon, 35
Keep the STUDENTS learning
through Active Engagement,
29
Keep the turkeys from flying., 17
Keep your instruction DIRECT, 22
Keep your language supportive and
corrective., 4
Know when to IGNORE., 27

Make sure the MAIN thing is the
main THING., 3
Making Learning Rewarding., 16
Manage the interruptions., 12
Model behavior., 26

Never make it PERSONAL, 26

Only accept a high standard of work.,
40

Peer Tutoring, 35
Provide a FOCUS point in the
classroom, 12
Put learning into practice, 9

SCORE of understanding, 38
Set the classroom up for success, 15
Share your learning process, 10
Stop on my SIGNAL, 20

Teach on the Move, 33
Ticket to leave., 40

Use an ADVANCED ORGANISER.,
11
Use the assertive I message, 25

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A manual to support teachers in classrooms

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