Thriving as a Supply, Substitute or Cover Teacher Confident, Impactful and More Than Temporary

UK and US Terms

Preface

Introduction

1: First Day Fundamentals 

1.1, Understanding the Realities of Temporary Teaching

1.2. Stasis: A Double-Edged Sword for Temporary Teachers

1.3. Getting the Basics Right: Preparation, Arrival and Professionalism

1.4. A Checklsit for Confidence and Consistency

1.5. Reflective Prompts for Temporary Teachers 

2: Classroom Strategies for Temporary Teachers

2.1. The Role of the Temporary Teacher: What You Can and Cannot Control

2.2. Working and Long-Term Memory

2.3. Cognitive Load Theory

2.4. The Role of Schemas

2.5. The Role of Schemas

2.5. Retrieval Practice

2.6. Dual Coding

2.7. Equity for All

2.8. Why Oracy Matters

2.9. Metacognition

2.10. The Most Challenging Subjects to Cover 

3: Behaviour and Attitudes

3.1. What You See and What Lies Beneath

3.2. Managing Low-Level Disruption

3.3. Positive Narration

3.4. Self-Coaching Through Deliberate Practice

3.5. Building a Sense of Pace

3.6. Non-Verbal Cues

3.7. Active Listening Routines

3.8. When It Doesn't Qork

3.9. Addressing Poor Attitudes

3.10. Work Refusers

3.11. Unknown Disruptions 

3.12. SEND and PP the Golden Thread

3.13. Safeguarding 

4: The Temporary Teacher's Compass: Navigating School and Agency Expectations 

4.1. The Hidden Rules of Temporary Teaching

4.2. Working with Agencies

4.3. What Research and Practice Tell Us About a Strong Supply Teacher CV

4.4. School Leadership

4.5. Permanent Work

5: Mind, Motivation, and Momentum 

5.1. Embracing Vulnerability

5.2. The Quiet Voice That Holds Us Back

5.3. Burnout

5.4. Happiness

5.5. Reclaim Your Energy

5.6. Developing New Habits

Conclusion

Biography

Richard Wheadon has over 20 years’ teaching experience and currently supports 10 secondary schools as a school improvement partner. He previously spent time as a supply teacher, which gave him the flexibility to write his first book, Learning Habits. He is a Chartered College of Teaching Fellow and has presented at conferences internationally.

A great combination of scientifically backed research paired with real world knowledge written by current and former supply teachers who have been there and done that. Accessible and exciting, this is a great read for substitute teachers interested in taking their skills to the next level.  

Jim Steward Allen, Substitute Teacher

I enjoyed the whole book but the last chapter focused on wellbeing I will take forward, not just in my supply teaching, but in life in general. 

 Mrs Walsh,  Primary Supply Teacher

Leaving the classroom after 29 years, this is a practical, accessible toolkit for me as I continue my new role as a cover teacher. Each chapter is packed with adaptable examples, usable in any lesson, across subjects, boosting my confidence to be able to create those meaningful learning opportunities.  Caroline Webster, Secondary Cover Teacher

The section on behaviour and attitudes was very useful to me, particularly the ideas of creating a positive climate especially when I am teaching unfamiliar classes, without doubt there are many lessons I will take forward in my future career from this book.  

Adam Thwaites, Secondary Supply Teacher

Richard Wheadon leans on his own experiences as a temporary teacher, and emphasizes the value temporary teachers bring to classrooms. Reading it would have helped me add learning benefits for my students. 

Patrice Bain, Former Substitute Teacher