With elementary and middle school students, the teacher may consider counting orally to ten or marking ten separate marks on the chalkboard to communicate that you expect the class to give you their attention now. If an elementary or middle school class has a quiet signal, such as all students raising their hand, the teacher may initiate the class signal for quiet. The substitute teacher may want to establish a signal for class quiet early in the day, if the regular classroom teacher does not have a signal. With primary students, the teacher may require students to lay their heads on the desk and observe five minutes of quiet time to compose themselves. Student Activity Transitions Teachers should be very precise about the directions they give students.
Student movement creates increased opportunities for students to become disruptive.
Unless the educational activity dictates student movement, it is normally better for the teacher to move to the students. If you expect students to misbehave, they will usually live up to your expectation. However, when a student has been identified as a problem, the substitute teacher may ask other teachers who have worked with this student about educational strategies which have been effective in the past. Enlist a problem student's support by asking for their help or by assigning them a classroom responsibility. Individual praise, recognition, or granting of an educational privilege often is effective in encouraging problem students to be more cooperative.