The music teacher's nightmare (besides the props falling at the next program): the non-musical sub! If your district is like mine, you don't often get to request certain substitutes, ones that you know aren't afraid to sing. Sometimes the person who arranges subs will try to match subs with interests, but often, it's a random pick, and sometimes, it ends up being the principal. There are some steps to help you feel a little better next time your child wakes up with 101 fever. Change a few things around, and these ideas can apply to just about any subject area.

Keep your own lessons plans up-to-date and as detailed as you have time to make them, because you might actually get someone who can handle it. When I used to sub, I got frustrated when doing music classes because the teachers were often preparing for a non-music substitute, which got pretty boring for me. Prepare a substitute folder. Keep in it the following: class lists, schedule, normal routines, the nearest helpful teachers, one or two helpful kids from each class, an emergency exit map, location of things,discipline plans,generic plans, extra blank paper, and masters of worksheets. I also reserved a drawer in my file cabinet just for substitutes, with worksheets, worksheet books, and some videos.

Have some music games handy. At the bottom of the page, I've listed some of the stand-bys used in my district. An idea I got from substituting: if your music series has them, copy the master lists of all songs for each grade level and highlight the ones that are your students' favorite. Keep that in the folder.

In your folder, insist that the sub leave a note. It's very frustrating to come back, and hear about the day second hand from students (they always get their stories straight, don't they?), or worse, from the teacher across the hall because the classes were disruptive.

Keep videos handy, but I would ask the sub to use them only as a last resort. Students get pretty videoed out. Some good ones to keep on hand: the Sony composer series (have questions to go along with the film that the kids can fill out), Overtures to Disaster by Warner Brothers (available through Music In Motion), or the Wynton Marsalis series from PBS, available through just about any music company. (Please be careful when having Disney films on hand. The company, from what I have heard, is cracking down on schools showing their videos). Again, with this one, I would have questions ready that the kids have to fill out as they watch.

If you can possibly be reached by phone, leave a number.

Something I haven't done yet, but I should: if you know how to reach them, send a good sub a thank-you note. This is often a job that goes unappreciated,and it ain't easy! Tell the calling secretary (principal, or whomever) about any substitutes you had that just did not do a good job. (Warning: please don't be too picky. Realize that these people are walking into a strange situation to them). Nevertheless, here are some warning signs: 1)The other teachers in neighboring rooms complained about the noise and the students' attitudes after your class 2)Your substitute left no note whatsoever 3)Your more reliable students told you about activities that either sounded totally unrelated to your subject area or made you uncomfortable. Reserve the right to request that certain substitutes are not assigned to your classes. If your district has a shortage of substitutes, however, you will have to make the decision whether to tolerate the intolerable sub or tough it out at school.

Standbys Games for the Sub (also works great for reward days or when you have some classes ahead of everyone else)

Jeopardy To make this game, I used foam board that you can get from a craft store (tag board can work, but it's pretty flimsy.) Ask your librarian if you can purchase 30 card holder pockets. I cut a "window" out of five of them to slip in the category titles. The others are used to hold the questions, five under each category. For each category, label the pockets 100-500 for the points, and in parenthesis, put in points for every 200 (200-1000)(for Double Jeopardy) I try to have at least 7 different categories (with their questions) available. To make the titles, cut a notecard in half and write the title on marker, then slip it into the pockets that you cut the "window" out of, so the students can see them. Using the pockets will enable you to switch categories as your students learn information throughout the year. Example categories: Musical Math (adding note values together), Lines and Spaces, Music Potpourri, Name That Tune, What Does It Mean, specifics on composers ("Rock on Bach", "Can You 'Handel' This?",etc.), and Musical Instruments. For each category, write the questions on notecards, two per pocket. The simpler questions are for Regular Jeopardy, the tougher ones for Double. Make sure on the cards, you indicate the point amount and include the answer for your substitute. I keep a manila envelope, with smaller envelopes labled for all my categories, with extra questions so the students don't get the same questions each time we play the game. Again, you can update as your students learn new information.
Ok, so your board is set! How do you play? You need three teams, so the best way is probably to have your kids count off in threes, or choose your own method,which ever works best for you. Have each team pick a "spokesperson/hand-raiser". This person does not have to come up with all the answers, but acts as your "bell", because the game is based on who responds first, rather than taking turns. After that, designate a way to decide which team goes first. (I have my kids choose numbers) The first team chooses a category and point amount. You present your part in the form of a statement (just like the TV show.) They must respond with a question. The spokesperson who raises his/her hand first gets first crack. I tell the others "hands down". The responder gets 10 seconds to come up with the response in the form of a question. If he/she is correct, they get the points and get to choose the next category. If the responder is incorrect, I say "Second chance".(I don't deduct points for the wrong answers. It gets too confusing when you get in the negatives.) The other two spokespeople get a crack at the "question", again, whoever raises a hand first. If no team gets the answer, the team who picked the last category picks again. I found out the hard way that sometimes, kids actually raise their hands at the same time, and it's difficult to tell who's first. I solved that by giving it to the responding team with the fewest points. If there is a tie between responding teams, I have them choose numbers. After 10 minutes or so, switch to Double Jeopardy. All categories can be reused, but this time, the students must select the higher points that are in the parenthesis. The questions for Double Jeopardy should be more difficult. I do Final Jeopardy, also, in about the last 6-7 minutes of class. Give each spokesperson a piece of paper and a pencil. They must write down their team number and their wager based on what they think they know about whatever category YOU select for Final Jeopardy. (Make sure you don't give them the final Jeopardy"answer" until they've written down their wager). After they have, give it to them, and remind them they must write their response in the form of a question. Don't take any hand-raisers this time. Let them sing the cute little Jeopardy song if they want, then collect the papers. This is one time I do deduct points. Write it on the board, and of course, the team with the most points wins. Reward however you want. (It's amazing what sixth graders will do for a jawbreaker!)

Music Concentration Make this board with the same materials you used for Jeopardy, but this time, use 21 library pockets. Number the pockets 1-21, putting them in 3 rows of seven each. The teachers at Washington use Concentration for a variety of topics: notes on the staff, rhythms, instruments, symbols, etc. Whatever your topic is, make 2 index cards of each entry. Make one Wild card. OK, how 'bout the rules? The teachers in our district vary somewhat, but the general idea is the same. Divide the class into two teams. Each team must make a match of two of the topic symbols. The wildcard means a free match. These are the detailed rules I use: If a team makes a match, it must identify what is on the card. Even if it can't, it still gets another turn as long as it keeps matching. Once a match is not made, the other team gets its turn. I give 1 point for matching, 5 points for identifying, and 3 points to a team for identifying if the team making the match can't. Depending on the age of your group, organization time, and how long you have, you can probably get at least 2 sessions per class period.

Relax. As long as the sub doesn't allow what one of mine did (dancing on the tables!), you'll be fine:-)

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