It’s 8:55, you’re nervously watching the clock thinking I’m almost there….five more minutes and my morning will be free (and I can finally get around to culling all those friends of mine on Facebook)….and in walks your DOS, silently, slinking in the morning shadows cast by shelves and shelves of dusty copies of Practical English Usage. She clears her throat and nervously taps you on the shoulder, your index finger quivering with excitement over the left mouse button as you feel time ticking down with a certain sense of cruel, twisted fate….happy Monday!!!
1) Stop, don’t retaliate and listen!
Cover happens to everyone – we’ve all had to do it, or better yet, drop someone in it at some point as a result of a bad oyster, broken leg, bike accident or torn skirt. There is certainly something to be said for the reciprocal, karmic nature of the way teachers handle their contractual obligations in relation to covering classes….and if nothing else, we really need to remember that one day it will be you calling in sick and in need of help.
Talking about cover to some friends the other day, we noted that the stress teachers typically feel in response to the proverbial tap on the shoulder and nervous smile from the DOS is inversely proportional to the amount of time remaining before you need to walk into the classroom; When you’re asked to cover with two weeks’ notice most teachers barely notice, but when that tap on the shoulder comes at five minutes to the hour, there are some of us who need to change their socks, others of us who manage to fit a surprising number of cigarettes into the morning, and others of us whose profane vocabulary comes into its own.
That being said, we also feel that once the clock ticks past the hour, the students are settled, and pleasantries have been exchanged, things becomes eerily familiar (unless of course you happen to be covering for a teacher who did all the cutting a prep for you….and then you realise that they’ve cut up the materials for the wrong class……….which has NEVER happened to us or anyone we know…..ever….).
So, when the tap comes, and it will come at some point, is there really any purpose in complaining, doing your best Napoleon Dynamite impression
or burning your way through a pack of cigarettes? Stop, don’t retaliate, and get the basic information you need: When is the class? What room is it in? Which book are they using? Is there a plan or any notes? Do you have time for a quick visit to the loo? (Hey, there are some
luxuries even the most pressed teachers need….) Is there someone around who can help you for five minutes to quickly do some printing and cutting up or bring it to you in ten minutes? Are your shoes done up, your pants on the right way and this morning’s spinach omelet safely removed from between your teeth?
Remember, even if there is a serial offender in your office, be frustrated with them – don’t take it out on the messenger, or the students. A smile goes a long, long way.
2) Taking opportunities to develop – earning your stripes
There is a a lot to be said for aiming to be the most professional teacher you can be – especially in an industry that isn’t necessarily internationally associated with fiercely competitive entry requirements and performance review standards. The TEFL world grew largely from the spread of John Haycraft’s CELTA-style short courses which championed the reality of teachers learning and developing practical skills in front of students, and figuring out what seems right, intuitively, in from moment to moment, and from class to class.
There is arguably no better way than to get back to this fundamental alignment of variables (I mean, really, have you ever been as nervous, or felt under as much pressure in front of a class as on your first observed lesson on your pre-service course?) than being put in front of a class at the last minute, and seeing what happens.
In fact many would argue that this is teaching in its purest form – when you have no security blanket of a lesson plan, there is no choice but to listen to your students and respond to them – and some of our best lessons and most insightful moments have come from those moments when we felt under the most pressure.
So, business needs aside, we would argue that the issue of cover, and its associated stresses are not only important and something everyone needs to share, but an essential part of continuing professional development. Teaching, as an art form, is centred around the notion of teachers thinking on their feet and responding, from moment to moment in the classroom. Our industry was founded on this belief, and what better way to earn your stripes than by spending more time on the front line, at the chalkface, in the spotlight…hmm, out of metaphors…
3) What really matters?
There are two types of teachers – those who fill in their registers, and those who don’t. If you’re lucky enough to cover a teacher from the first of these two groups, well done. If not, and frustrating as it may seem in the moment, you will probably gain significant perspective on life’s important things as a direct result of covering a teacher from the second of these two groups.
At the end of the day, your shoulder-tapping DOS simply needs a teacher in front of the class – that is the ultimate reason they have asked you to help out. If there is no plan, and no reference to the last page they’ve covered, and you’ve still got 250 friends to cull from your list of Facebook friends…..chin up. Given the other benefits, most of which will have a direct positive result on your professional development (and not necessarily on your sweat glands) life at this very moment could certainly be a lot worse.
So what really matters? Only that you remember to stay positive, keep a smile (even it it’s a slight grimace) on your face, and a professional attitude the moment you step into the classroom.
4) Contingency plans
Not wanting to sound like your mother-cum-CELTA trainer-cum-director (and what a complicated relationship that would be…) teachers really need to be ready. We know everyone always says you need to have something ready for fast finishers, and we all pretend that we do, but having a reserve of flexible, portable, instant lessons really can make the difference between a one-cheeky-cigarette-kinda-day, and a 2-pairs-of-undies-kinda-day.
We’d like to share some of our all-time greatest last minute lessons, for your reading (and teaching) pleasure (can you spot the odd one out?). Keep in mind, these are not necessarily our lessons, but lessons we know work most of the time, with most ages, levels and abilities. Credit for these ideas and references are listed below.
a) Guess what’s inside my head
If you’ve never done this with a class, you’ve never lived.
Teacher: Can you guess what I’m thinking of?
Students: Is it a carrot?
Teacher: No! Guess again!
Students: Is it a chameleon?
Teacher: No! Guess again!
Students: Is it the eternal struggle of ethnic minorities in former British colonies who have since gained independence from the oppression of White colonial expansion?
Teacher: Very close, keep guessing!
Thanks to Claire Steele for this one!
b) Dialogue Building
c) Sentence Relays
Just when you thought running dictations couldn’t get any better…..Students line up in groups facing the board. The teacher reads a sentence clearly twice for students to memorise. When you say GO! students race to the board to write the sentence, one word per student at a time, in a relay. If you have 4 or 5 sentences ready to go, the students then write down all of the sentences they remember at the end of the activity. This can then lead into question writing and speaking, a jazz chant, or if you’re feeling up for it, a cheeky game of guess what’s inside my head!
d) Dictaphone Stories
If there was one thing we learned from our DELTA, it was how to use a dictaphone in class. And we mean, really use a dictaphone. This lesson is actually adapted from Teaching Unplugged (Thornbury & Meddings), but you can find a short description here (Disclaimer: this is a link to James’ blog). It is a speaking/listening and materials-light lesson that will challenge even the most annoying of students.
5) Enjoy the limelight
Collectively, we flog the catch phrase student-centred learning to death. Should there be a time and a place for teacher-centred teaching? Is it ok to be the centre of attention, add a sprinkling of funny remarks, those old favourite jokes (the ones that every class loves, even if you’ve been telling them for 20 years) and a little anecdote here and there?
Yes, of course it is, despite what your conscience might tell you. There is a voice inside the heads of many teachers (not ours! not anymore!) that questions any move to take the spotlight, and any conscious decision to “play up a bit” in class. Is it a CELTA remnant? No TTT! TTT is bad! Teachers talking in class ROB STUDENTS OF THEIR BASIC HUMAN RIGHTS! Pish. While we use this phrase very cautiously, what we are really talking about is the immeasurable notion of teacher-student rapport. This is arguably one of the strongest factors to influence student motivation, which in turn is the single biggest challenge to overcome for any teacher or student. So have a chat, tell a story, make them laugh, get them onside.
Students typically enjoy the novelty of a new face, a new voice, a new rhythm in class and this deserves to be indulged. In reality, the students might appreciate their cover teacher all the more, simply from the novelty of having a change. So, while that dreaded tap on the shoulder at 8:55 on Monday morning might fill you with a sense of endless and unrequited social media errands, you may very well be delighted and surprised to find yourself in the spotlight of an interested, curious and interactive group of students – and this really is what most of us live for.
* By James Pengelley and Jane Pyper (Hong Kong), purveyors of Australian wit and bathers tans.
The views expressed in this post are our own and not those of #AusELT as a whole, or of English Australia