The Sub

We sat on the rug. The clock read 3:02. I took a deep breath and waited for them to be ready. No chime was needed.

A quick round of Roses & Thorns began, and several students agreed that “the whole day was a big rose.” They were right.

I was happy to be back in fourth grade, not to quickly demo a lesson or coach a teacher, but just to be with them. To live in their world for a few hours.

Before that, we read a few chapters of the class’s read-aloud, Fish in a Tree. We shared laughs as we tried to imitate Shay’s exact tone of voice.

“Yes, Ms. Ana! That’s what she’d sound like! Flip your hair again and make that pinch-face!”

Before that, I watched them work on their investigation projects. They shared plans for stop-motion movies and showed me prototypes for a WWII aircraft. This group of students is well-known for their endless interest in historical events.

Before that, I met with a Kindergarten mom for a meeting that had already been on my calendar. She wanted to better understand how we approach academic rigor at our school. I always want to validate and celebrate a parent’s effort to gather the information they need to make decisions for their child. She left with her shoulders a little lighter than when she arrived.

Before that, at the park, I watched them play soccer, sketch, chat, and trade jokes during recess. I also crossed the street to rescue their lost ball, which had landed in a smelly puddle. They appreciated the effort it took to grab that thing.

Before that, we wrapped up reading by analyzing The Giving Tree and talking about how readers’ perspectives can change over time. We debated the right and wrong ways to set boundaries with friends, and some argued the book should be rewritten to give readers a “better idea of what it means to be a good friend.” I stayed parked in objective land while I listened.

Before that, I prepared my notes for the 1:00 parent meeting while they read independently. I chatted with a few students about their Stop & Jots, why they chose the books in their hands, and what it feels like to finish a very long book with a very small font.

Before that, they worked on plans for their second realistic fiction stories. I bounced from writer to writer, reminding them of what they already know and leaving quick tips on sticky notes. During our minilesson, we compared writing a second story to racing the second lap in Mario Kart. “You already know where the sharp turns are!” and “The music speeding up makes us drive faster!”

Before that, I helped them finish their math workbooks while I skimmed their teacher’s plans for the day to make sure I had everything I needed. That would have been a good moment to notice I’d have no time to eat. Another sub would stay with them during lunch while I met with the Kindergarten mom, and by the time I returned, lunch would be over.

Oh well.

Before that, I quickly dropped off Elena after her three-year checkup, making me one of those late-arriving subs. Luckily, other teachers came to the rescue and got the class started before I could make it there.

Today was a full day of fourth grade: books and debates, witty interactions, no bathroom breaks, sticky notes and soccer balls, stories and second laps, and a few hugs.

I’m grateful for the job I have. I’m not the everyday, on-call substitute. But I’m grateful for unexpected days like this; days when I get to step back into a classroom, sit on the rug, and spend a few hours in the world of fourth graders.

By 3:02, I was right back there again—just hungrier.