Long-Term Substitute

As a long-term substitute, I was responsible for teaching math and science to 6th, 7th, and 8th grade students at a private middle school. I was also the homeroom teacher for the 6th graders, who were experiencing block schedule for the first time and needed assistance with the transition from single-classroom learning to multi-classroom learning. My math and science curriculum was provided by the teacher of record and I was expected to adapt it as needed. I was to create the homeroom lessons myself. My teaching style relies heavily on explicit instruction to ensure student comprehension, formative assessments (which comes hand in hand with differentiation. I will always modify my lessons to meet my students where they are.), and modeling both the concepts being taught and positive mindsets.

As I worked through each week, I found myself developing new strategies to support learners who are resistant to help. As this was a private school, many students felt pressure to do well to "make it worth their parent's money" so to say. When I implemented more projects and games and real-world assignments many of my struggling learners were able to find a foothold without needing to explicitly accept my help.

This role truly strengthened my ability to work with students of different temperaments, and showed me how to scaffold my lessons to better support the silent strugglers.

The Exploding Watermelon Lab

Students were given a bag of rubber bands, a watermelon, and plenty of PPE with the simple instructions: make it explode. We had just spent a week learning about potential and kinetic energy and how they are stored and released. Now, they had the opportunity to experience it before their very eyes. They were expected to assign roles within their groups, monitor each other, and ensure everyone was completing tasks properly (there are no make-ups!)