Sub•merged

adj. under the surface of water or any other enveloping medium (http://www.dictionary.com/).

     The Titanic was skippered by a veteran crew of seasoned naval officers who were familiar with the hazards of the north Atlantic. And yet, while on her maiden voyage, the most magnificent sea vessel ever engineered was on a collision course with one of nature’s most formidable pirates of the sea. How could a ship that was touted as the “grandest” and “unsinkable” luxury cruise ship ever built -navigated by seasoned officers –end up “submerged” at the bottom of “Davy Jones locker”? The “unsinkable” was sunk deep into the dark abyss of “unthinkable” maritime legend. Why couldn’t they see it coming?

     The answer to that question might lie, in part, “submerged” in our brains –literally! While attending a conference a few years ago, I heard Dr. Daniel Goleman speak on the subject, “Contagion of Leadership”. In the session he described how “the impact on emotions goes beyond what a leader says. Even when leaders were not talking” Goleman said, “they are watched more carefully than anyone else in the group. When people raise a question for the group as a whole, group members keep their eyes on the leader to see his or her response. Group members generally see the leader’s emotional reaction as the most valid response, and so model their own on it –particularly in an ambiguous situation, where various members react differently. In a sense, the leader sets the emotional standard.” His words triggered a memory from a freshman psych class I had to take in college. My professor said, “People are like icebergs. They tend to reveal only about 10% of themselves while the majority (80-90%) of their body (and often most hazardous portion) is ‘submerged’ beneath the surface”. Nowhere is this truth more apparent than in working with students –especially adolescence.

     Even the most experienced and season teacher can encounter a classroom mishap that causes even the best engineered plans to tank. Students, like icebergs, have a whole host of emotional currents rushing beneath the waves of actions and words. Often, these feelings lurk just beneath the surface. Sometimes these submerged feelings are positive and skilled teachers look for them and know how harness these winds allowing the energy to fill the sails of learning for an entire class. Other times, emotions can be negative –even toxic or destructive. If we’re not alert these emotions can not only hijack an entire class but can also rattle even the best of teachers -leading them become emotionally compromised.

     If we are all honest and the truth were known, all of us would have to admit to being pirated by emotions at times that cause us to compromise self-control –even with students who might appear to be calm. When it comes to serving people, the wisdom of Dr. Daniel Goleman has helped me understand and gain insights into the realm of “emotional intelligence”. In his book, Primal Leadership, Dr. Goleman discusses “how moods impact results”. “An emotional episode usually leaves a corresponding lingering mood: a low-key, continual flow of feeling throughout the group.” Goleman goes on to write, “Negative emotions –especially chronic anger, anxiety, or a sense of futility –powerfully disrupt work, hijacking attention from the task at hand.”

     While we can’t predict or prevent all such emotional piracy from occurring in the classroom, there are a few things that might help in navigating around potential emotional icebergs. First, don’t think of group dynamics as “classroom management” or even “behavioral management”. These terms do a great disservice to the learning process because they minimize the fact that we are working with people and we are people -not an impersonal “classroom”. Secondly, we would do well to heed the wisdom of John Maxwell where in his best seller, Winning With People, he talks about the “Mirror Principle” which states, “People unaware of who they are and what they do often damage relationships with others. The way to change that is to look in the mirror.” To impact students we also need to stop thinking of ourselves as “teachers” or “mentors” and see ourselves as “leaders”. Lets be honest, the most difficult person to lead is the one we see in the mirror. However, when we invest in self-leadership the payoff can yield big returns as students reflect healthier moods coming from us.

     The story of the Titanic is a cautionary tale full of “life lessons” that we would do well to remind ourselves of today. Regardless of how much experience or success we might bring to our profession, all of us are susceptible to being hijacked by emotions –be they from ourselves or the students we serve.

Sub•vi•ral

adj (Microbiology)-"of or pertaining to any macromolecule smaller in size or possessing a lesser degree of organization than a comparable intact viral particle." http://www.dictionary.com/.  If there is an upside to H1N1 it’s being a Substitute Teacher. Calls to substitute were really slow for me at the beginning of this school year. But about a month ago I subbed for 3 different teachers, at 3 different schools, who went-down with H1N1. Since then, I’m getting called almost every day and am learning that not only are teachers being hit, but about a third of the students in my classes (35+ students on average) have already had the virus. I’m beginning to wonder if I shouldn’t invest in a Hazmat suite! Tragic deaths and painful symptoms notwithstanding, I have to admit that I am somewhat grateful (as is my family) for this unique flu strain that has come to us compliments an infected south-of-the-boarder porker. While I’m happy to support teachers and serve students, I’m no “Father Flanagan” – with two daughters in college and two teenage sons, I need the cash baby! Not “bling” (we live modestly), but we have bills to pay –you feel me?

Now, I know what you’re thinking –“have you gotten vaccinated yet?” No, not yet (I honestly don’t think it’s available yet –though I would argue that our job is an “at risk” profession). But I do intend to, despite the fact that I am a cynic by nature –especially when it comes to “fear mongering”. You can do your own “risk assessment”, but I do believe there is just way too much good data that more than supports (strongly urges as imperative) that we be proactive in getting this vaccination (see http://www.doctorsiegel.com/ ) If you are a middle school sub –then your skin is probably already thick enough to survive even a pandemic influenza. But for the rest of us –we’ll have to do more than just “soldier on”. Prudence would strongly suggest that we get vaccinated as soon as it becomes available. Please share any of your experiences with the virus (with students, schools, staff, survival, etc.):

Sub•stan•ti•ate

verb (used with object) -To affirm as having substance; give body to; strengthen: to substantiate a friendship. http://dictionary.com/ .   Can you remember a time in your life when someone praised you publicly? At a time you least expected it? George M. Adams said that “encouragement is oxygen to the soul.” If that statement is true, then I fear that many of our students are suffering from a kind of “Oxygen Deficiency Disease” in the classroom. Sociological studies have repeatedly revealed that all of us (from the cradle to the grave) need encouragement. Conversely, we know that many of the prevailing social ills that often lead to crime, addiction and even death, can be traced back to a lack of affirmation in the person’s life – particularly during childhood.

Dr. Thomas Phelan writes that “verbal praise and other positive interactions with your students should outnumber your negative comments by a ratio of three to one” - 1-2-3 Magic for Teachers: Effective Classroom Discipline, p. 110.

Dr. Glenn Latham from The Substitute Teaching Institute writes “Negative and corrective interactions should be outnumbered by positive interactions. A ratio of one negative to eight positive interactions is recommended.” -The Substitute Teacher Handbook, pp. 8-9

The best teachers understand how powerful a sincere word of encouragement can not only impact a student’s life, but also the climate of an entire classroom. Again, our words can either help or hinder and impact a student’s learning – not just in the classroom, but for life! At an Educator’s conference in Kentucky a few years ago I heard motivational teacher, Dr. John Maxwell talk about what he calls “The Elevator Principle” which says that “we can lift up or take people down in our relationships.” Nowhere is that people principle more evident then in the classrooms of many of our schools today.

As guest teachers we have opportunities each time we’re with students to “substantiate” positive behavior with a positive, affirmation of praise in front of their peers. After working with teens for over 20 years, I’ve come to learn that many students (and adults) struggle with self esteem. I honestly suspect that Reggie Jackson (a.k.a. “Mr. October” for hitting the most homeruns in a world series –Hall of Fame inductee) understood the importance of “substantiating” good behavior with positive reinforcement when he wrote, “ A great manager has a knack for making ballplayers think they are better than they are. He forces you to have a good opinion of yourself. He lets you know he believes in you. He makes you get more out of yourself. And once you learn how good you really are, you never settle for playing anything less than your very best”.

Every child, every student, -longs to hear the same words that Jesus heard from his heavenly Father who publicly “substantiated” His Son at the inauguration of Jesus’ earthly ministry in Matthew 3:17 when He said, “This is my beloved Son, in whom I am well pleased.”

What are some ways in which you are who you are because you were publicly affirmed? How can we as educators and communicators do a better job when it comes to “substantiating” students with positive reinforcement?

Sub•con•scious

n. “The part of the mind below the level of conscious perception.”  (http://www.dictionary.com/).  Psychologist who study human perception refer to a phenomenon called “habituation”. The basic concept is that when a new object or “stimulus” is introduced to our environment we are intensely aware of it, but the intensity fades over time. For instance, homeowners will generally have a list of repairs or remodeling to do when they first move into a new house because the sight of them is intolerable. Five years later they might have the same list, but the lack of remodeling doesn’t bother them anymore. Or you may begin to wear a new ring and, at first, you feel the new ring on your hand. After a while, however, you don’t even notice that you’re wearing it.

The same experience can happen in education. Students might start out a new academic year with high levels of attention. But over time, even the best of teachers, can be challenged when students become so accustomed to a classroom that the excitement of discovery or revelation diminishes.

This is where a substitute teacher can actually help reignite the fires of learning. By virtue of our own uniqueness, we can “fan-into-flame” the embers of curiosity. In fact, learning can be reinforced when “what” we teach (not necessarily “how” we teach –except when “how” is inherent to a lesson) is consistent with what student’s regular teacher teaches. Our presence can help resurface an interest that may have sunk beneath the threshold of awareness to the subconscious mind through the “habituation” of classroom routine. In what ways have you experienced this in a classroom? How have you leveraged the reality of just being a different adult in front of students to your advantage in the learning process?

Sub•space

"A smaller space within a main area that has been divided or subdivided" (http://www.dictionary.com/). How do you recharge emotionally? You might be physicaly, mentally, and even financially fit, but how is your emotional health? Any people-intensive job requires emotional energy. Teachers are at the forefront of vocations that interface with the public everyday and can, at times, demand sustained emotional energy. I’ve been teaching in a wide variety of venues for over 25 years. In the private sector I traded on my teaching skills. I had to learn (mostly the hard way) how to maintain and sustain emotional energy.  For many years I abused my body by driving and pushing limits that nature had not intended any human to sustain.  I had ignored my emotional wellbeing so long until eventually my body (predictably) revolted in the form of severe panic attacks. Now, if you knew me, you would laugh at that, because, by nature, I love stress.   For most of my life I ran toward stressful situations.  I relished in the challenge of singing before an audience of 6,000 or speaking on a radio and TV broadcast (all of which I've done).  Shoot, I ate stress for lunch!!! But I had ignored a few blinking warning lights on the dashboard of my life for so long that eventually, like a car engine that overheats, I had to pull over and take a serious look under the hood. 

Our bodies are designed (like the battery of a car) to be “trickle-charged” – meaning that we need to build space into our monthly, weekly and even daily agenda so that we can stay emotionally dialed-in -especially to those we care about.  I'm told that when a car battery is "quick-charged" too often (a "short-cut" way to recharge car batteries) it will lead to an internal damage and a premature death of the battery!  Our emotion reserve is designed to recharge in the same way.  We must have spaces -even "sub spaces" that we carve out in our lives for the purpose of recharging or refueling our emotional reserves in a way that will ensure sustained emotional health. The greatest gift you can give your students, your school, your family, your spouse and yes, even you, is a healthy, fully energized you!

Perhaps, like me, you've tried "quick-charging" for far too long --maybe even while ignoring the blinking warning lights on the dashboard of your life.  Quick-charges like downing comfort food or caffenine to sustain energy or cheat sleep. Take it from me (someone who had to learn this lesson the hard way), if you keep up that kind of folly, you will eventually break down and may even cause permanent internal damage to our inner core.  Sustaining emotional health is not easy -especially if, like me, you are a people-person or extravert.  It will require an enormous amount of self-leadership on your part.  You will need to employ advance decision-making skills by envisioning ahead of time, how you will respond when tempted to "quick-charge". You need to find out what activities or practices recharge your emotional batteries (and they are different for all of us) –then lean into those practices and do so guilty-free! That's right.  If, for you, that means playing golf every-other-weekend --then play your brains out.  If you like to dance --then plan for and guard your dance times.  Here is a quote that I've personally had to live by with my penchant to overextend myself in people-work: "Ruthlussly eliminate hurry from your life" -John Ortberg.  The wisdom in that little quote has helped me (someone who used to live life at mach-five speed and recoverying adrenaline junky) extensively.  Here are a few practical ideas I employ to boost my emotional fuel tank when working at a school (or any "people-intensive" role): I try to get outside and walk around when I have a break (lunch, prep hour, etc.).  If your schools are like the ones I work in, they tend to get stuffy (poor ventilation) and remind me of an oversized "petri dish" from sophomore biology.  If possible, I get off campus and enjoy a few moments (especially when it's sunny) of quiet solitude in a nearby park, to be still, silent and simply breath deep fresh air. These are not practices that come naturally to me -I'm still working at them.  But I am learning that if I want to give my best over a sustained period of time, I must practice these disciplines and act on these decisions -knowing that I will experience positive compounding results of having done so.How you find a “Sub•space” in your life and where or how do you recharge emotionally?

Sub•sti•tute

One of Hollywood’s favorite movie themes is “The Substitute”. I’ve counted at least 8 feature films in the past 15 years! But what you may not know is that most of these movies are within the genre of “Horror” films. Wonder why? If I were honest and the truth were known, when I think back on some of the substitutes I had when I was a kid I can easily envision a new take on Zombieland.

Weather you’re a new Sub or a battle-scared veteran, at times you’ve probably wondered (as have I) if you might be in a real-life horror flick as you fulfill your job in the classroom. I've sometimes thought I was on an episode of "Punked" and actually looked around for hidden cameras.  Let’s be honest. Most substitute teachers are doing the job out of necessity rather than choice –especially in today’s tough economy. School districts are reporting record high number of substitute teachers (a stark contrast to the diminished pools of just a few years ago) and this reality makes us expendable! I’ve worked in a wide variety of jobs spanning over two decades and I can honestly say that there seems to be very few jobs that can leave feeling more like the “scourge” of humanity than that of Substitute Teaching. Think about it. Between disparaging slurs from students, to school administrators who obviously never spent a minute in an actual classroom -to the reduction in pay due to “budget cutbacks” –we can easily feel like we’re part of a living nightmare from which we cannot awaken.

This blog is designed by a Sub for Subs. A safe place to encourage those of us who may be venturing out into unchartered and sometimes, unpredictable waters that can often be fraught with tumultuous waves of uncertainty. At different intervals of my career (over a 20 year span) I have invested nearly 5 years substitute teaching (mostly High School) and I can honestly say that the good experiences of positively impacting students, far outnumber the sometimes “frightening” moments.

Teachers, school administrators, school board members, students –are all welcome and invited to share insights that might help those of us who truly care about the learning process and want to represent the teachers we support with excellence of service in all that we do (and say!). This will NOT be a site for bashing individuals or catty name calling. When commenting, be intelligent and respectful --in this business, good humor and levity are more than welcome -they're needed!  Inappropriate posts will be removed, period.  I truly hope this will be a safe place where we can all gain clarity (not necessarily agreement) on making a positive impact on the lives of students not matter how brief our precious moments with them may be.  In instances when we may disagree, I expect us to do so, agreeably -with discourse that is becoming of the high standards of mutual respect we so often seek to elicit from the students we serve.  This sidte will be a fluid-montage of inspiration, focused on building a caring community of educators who are not in it just for the money. I will do my best to update and amend as needed. Please spread the word, share your views, experiences, and pearls of wisdom. Let us know what you’d like to learn about and please send us links to check out for posting.