I talked to a substitute across the hallway who had subbed in a low-income school. She was discussing the fact that she could not settle those classes down. She kept trying to get quiet and order so she could teach and the minutes marched on as she became more frazzled, watching too many students blow off her most sincere efforts, many deliberately bating her.

After awhile, a group of kids came up to her desk to help.

“Just teach us,” they said. “If they don’t want to learn, ignore them.”

“It was so sad,” she said to me. I had to return to work so I don’t know exactly how this story ends. I know I internally subbed in the 90% poverty district in which I worked once and ended up doing exactly what those kids suggested.

“If you want to learn the material, come up to the desk,” I finally said. “If you don’t, find a corner and quiet down enough so that others can hear.” I then invited specific kids forward.

That approach can work better than an outsider might expect. At least those kids who are creating disruptions for the sake of adding chaos to their environment sometimes pull themselves together. They don’t want to be excluded from the group. They just want to be the center of attention. In general, ostracism works well with a subgroup of kids.

Eduhonesty: I have watched sub positions from my old district sit for days waiting for some sub to pull the trigger and agree to take the helm of those classrooms. Waiting, waiting, waiting. In the more academically-motivated, wealthier and better-funded districts where I am also on the sub rolls, positions are snatched up, often within a few minutes of the posting.

I don’t think I’ve ever seen an article on this specific topic. Teachers are legally required to do a great deal of professional development nowadays, much of which takes them out of the classroom. If a teacher misses 9 days to professional development, IEP meetings, curriculum meetings, etc., she has missed 1/20th of the school year. Who filled in for her? The best districts can find and retain the best subs. Those academically-struggling, less fortunate districts — especially those suffering from high percentages of widespread disorder within the classroom (see previous post) will not sign on the best subs.

Why would I put up with widespread disorder in a disrespectful classroom when 10 miles down the road, I can walk into a room with well-prepared sub plans and enthusiastic students who are excited to see me? I signed on with my old district to help out friends, but working conditions remain substantially better in every other district I have joined.

Once again, the kids who need the most help end up likely to receive the least.