Last week, the substitute came as they told me. I must admit that she was better than I expected as she tidied up the English room and prepared some lesson plans. Even though she was not an English teacher, she could speak it well enough to teach kids up to 10 and even do some exercises with the oldest groups. I did participate more than usual in the lesson planning, but not too much.
I was getting to like having someone in class helping me with the noisiest and the slowest kids and could understand everything I said. Sadly, after spending five minutes waiting for her in front of the class yesterday, they told me that the substitute was ill — kids regard me as a sort of hero unaffected by the curse of the English teachers now. I read her lesson plans and improvised a lesson. This time, though, I made sure the class teachers stayed in their classes with me.
Just let me highlight the differences on my fellow teachers’ performance. On one hand, there was that woman who left the class to go to the toilet and never came back. Little did I expect her to help me keeping them quiet and answering questions, but she did. Nevertheless, I can’t say she was a great asset as she corrected a well enough pronounced message making the kid say ‘misij’. The mistake wouldn’t be that awful if she hadn’t been an English teacher herself some years ago. On the other hand, there was the PE substitute — that is, I had a PE substitute substituting the English substitute who was a PE teacher herself. He claimed to be extremely bad at English; conversely, he was much better than the toilet woman at helping the kids.
Maybe English and PE make the best combination in the class. I wonder whether there’s a relation between this and the success of the sport-English summer camps.