“There have been many memories, but to keep it short, many of the students will confide that they love it when I am their substitute teacher. They like these structures, and I am tough on disruptive students; this allows them to focus on learning,” said Mrs. Wiehle.

          “I always try to pay attention to students who I know are being bullied or maybe not as outgoing. I make it a point to know their names and ask how everything is going,” added Mrs. Wiehle. 

          Mrs. Wiehle’s perspective as a permanent substitute teacher highlights her well-established daily routine. 

          Mr. Brandon George’s approach as a permanent substitute teacher demonstrates his organized and adaptable teaching style.

          In different class settings, obstacles exist. Mr. George explained the strategies he uses to manage challenges effectively in the classroom. 

          “By far one of the biggest challenges would be stepping into multiple classrooms throughout the day, getting into the flow of that classroom, just like the normal teacher,” said Mr. George. 

          “I always try to give students the best experience possible,” stated Mr. George. 

          “Making students feel comfortable is my priority. Most often, I just speak with students about their interests. Being honest, genuine, and respectful to all students is so important,” said Mr. George.

          “It’s vital to be flexible and consistent, so students already have expectations, even with the sub. Asking for advice from fellow teachers and listening to the students frequently resolves any issue I have,” added Mr. George. 

          After considering both perspectives, it is equally important to explore students’ viewpoints on their experiences with these teachers. 

Taking a view of Hattie Haile’s, ‘27, perspective on Mr. George helps examine her first impression of the teacher as well as how she experienced the classroom environment. 

          “My first impression of Mr. George was that he was always very chill. He still enforces the rules, but he’s very cooperative about it. I have always enjoyed Mr. George as a sub,” responded Haile. 

          “I always felt comfortable asking him questions because you can always ask him anything or everything; he might not give you the answer you want, but he’s always nice about it,” stated Haile. 

          Although some students found the classroom environment enjoyable, others encountered challenges and developed strategies to navigate them. 

          “Sometimes subs like to create their own rules for the class, and that makes it especially difficult for other students to follow along with if it’s not the everyday plan,” said Regan Campo, ‘26. At MV, students see two familiar faces in classrooms when teachers are absent. Mr. Brandon George and Mrs. Darla Wiehle, both permanent substitutes, fill in across campus where needed on most days of the year.

          To understand Mrs. Wiehle’s perspective, the question arises, ‘What do you enjoy most about being a permanent substitute teacher?’

          ”What I enjoy most about being a permanent substitute teacher is that I do not have to develop the curriculum. I follow the lesson plan that the teacher has asked me to implement. It also allows me to meet students I may only see in the hallway during passing periods,” Mrs. Wiehle responded.

          “They don’t really explain the subject we do in class, unless the teacher has a step-by-step lesson plan for that substitute teacher,” Campo added. 

          Both teachers’ and students’ perspectives show that effective substitute teaching relies on routines, adaptability, communication, and positive classroom relationship