A Self-Analysis of a Substitute Teacher

Abstract

This self-study investigates the personal growth and depth of knowledge gained from working as a substitute teacher. The ultimate goal of this project was to learn how these methods would prepare a substitute for a classroom of their own. Specifically, results of this study indicated strategies done proficiently as well as methods which still needed improvement. Research was gathered to determine why substitute teaching is an important topic to study. It turned out to be a valuable learning experience which included the advantage of having the time to be involved in several classrooms hands on. Data was gathered using daily questionnaires, journals, and observations for a period of six weeks. Using these data sources a number of key themes showed similar patterns and trends. For example, themes such as language/vocabulary, communication, instructional decisions, comfort level/confidence and types of behaviors were observed and dealt with. The data collected showed several examples of situations that a substitute teacher comes in contact with on a daily basis and how these situations were resolved. The results of this study suggested that although the researcher turned out to be a proficient substitute teacher, there were still areas of improvement that could be made.