![]() ![]() This point was argued later but the blame was put on the substitute rather than the administration for not addressing this issue. The door was checked by the administration from the outside during the lock-down and the substitute teacher embarrassed by the administrator for not knowing the proper procedure for a lock-down, specifically for not locking the door and keeping the kids quiet and away from the door. ![]() With keys to a classroom typically not given out to substitute teachers it is impossible to meet this requirement. Unbeknownst to those who have never been in a lock-down (real or practice) is to lock the classroom door. While the doors were covered and windows shut, the students continued to work on their assignment or talk amongst themselves. When the lock-down went into effect, students knew what to do to a certain extent. However, in this case there was no notification given by the office staff, either by a secretary, an administrator or the regular teacher (who may have been unaware of the lock-down, as they were not there and there was no note left regarding this). These instances are when teachers, students and all faculty remain confined to rooms due to a threat, whether real or potential. On one occasion that was reported to me from a former substitute teacher, a lock-down procedure occurred, a test in both cases but a serious event nonetheless. This could be due to a lack of effort, a lack of foresight to implement such intervention techniques or a lack of interest in helping that student, as well as the temporary worker in the school who would possibly be at the school the next day. While a student should not be prevented from all classes, at the very least some discussion with a counselor about behavior modifications during that specific class would have been suggestible but rarely implemented. Unless the student committed a violent act, it was virtually assured the student would be back in classes the next day, a bad mix if there was a substitute the next day. Pulling the student out was the only solution. On more than one occasion, an administrator would not look at the referrals that were sent for students who refused to do work, refused to sit quietly or were disrespectful and insubordinate. This is less the fault of administrators and more the fault of years of disrespect for substitute teachers as well as a lack of parental training in respect for adults. If an administrator entered the room to take a student out or speak to the students, they would pay attention while he/she made remarks about respect and doing work and sitting quietly but moments after they left it all started up again. ![]()
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