- Contact Us
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- Topics A Through H
- Acute Stress Disorder
- Aggression and Anger Management
- Asperger's Syndrome
- Attention Deficit Hyperactivity Disorder
- Behavior Principles
- Bipolar Disorder
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- Childhood Disintegrative Disorder
- Communication
- Conduct Disorder
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- Topics H Through P
- Topics Q Through Z
- Travel Guides for Families
- Topics A Through H
- For Professionals
- School Leaders
- Topics A through Ch
- Topics Ci Through G
- Classroom Interventions
- Cognitive Problem Solving
- Communication
- Compassion Fatigue
- Compliance
- Conduct Disorder
- Conflict Resolution
- Cooperative Learning
- Depression
- Diabetes
- Differential Reinforcement of Other Behavior
- Disorganization
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- Effective Classroom
- Emotion Regulation
- English as a Second Language
- Evidence-Based Mental Health Programs
- Flexible Grouping
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- Functional Behavioral Assessment
- Generalized Anxiety Disorder
- Good Behavior Game
- Topics H Through P
- Homelessness
- Incarcerated Parent
- Increasing Engaged Time
- Keeping Your Classroom Safe
- Major Depressive Disorder
- Managing Medication Side Effects
- Motivating Students
- Motivational Interviewing
- Natural Disasters
- Non-Compliance
- Obsessive Compulsive Disorder
- Oppositional Defiant Disorder
- Panic Disorder
- Participation
- Pervasive Development Disorder
- Pervasive Development Disorders
- Physical Activity
- Post-Traumatic Stress Disorder
- Praise in the Classroom
- Precision Requests
- Topics Q Through Z
- Reactive Attachment Disorder
- Rett Syndrome
- Schizophrenia
- Selective Mutism
- Self-Management
- Self-Monitoring
- Separation Anxiety Disorder
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- Stealing
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- Truancy
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- Help For Teachers
- Help for Students
Occupying the Students if There is Free Time
Strategies to Consider:
You might want to consider:
- Using a "Fill-In" activity (See Chapter 6 of the Substitute Teacher Handbook.); and/or
- Expanding upon a part of the lesson plan left by the permanent teacher.
In order to expand upon a portion of the lesson plan left by the permanent teacher, consider:
- Asking students to respond in writing to higher level questions that you generate (See pages 36 through 40 of the Substitute Teacher Handbook.);
- Inviting students to engage in a "Think-Pair-Share" activity to help them think deeply about a topic and then feel comfortable sharing their insights with the whole class; and/or,
- Encouraging students to visualize a concept and then map it (See pages 30 to 31 of the Substitute Teacher Handbook.)