By LORRIE SCOTT, Federal Way resident

I am writing in support of those who wish to support the teachers in our community by becoming an emergency substitute teacher.

I often felt bad when my children’s teachers could not take time off to attend their own child’s conference, awards program or other educational activity.

When I asked why, it was always the same answer: “There is no one to cover my class.” I would offer, but was told that I had to work for the district.

In late 2000, I read in the newspaper that the state had cleared the way for Federal Way to hire emergency substitute teachers. Though I did not major in education, I did have a degree and many years experience working with children.

The first of the new year, I was in the office filling out an application. Six years later and two certification renewals, I am still out there subbing and trying to support our teachers.

There are those mornings when I do take an elementary school to avoid the early departures, but it does not matter for the most part if I am in a kindergarten room, or a room filled with graduating seniors.

To succeed at the job, you need to develop a bag of tricks. One assignment I had was to lead the band at a middle school. What a laugh! I could tell you F-A-C-E and E-G-B-D-F (Every Good Boy Does Fine) and not one more thing about music.

When the students entered the room, I looked around to find the one student that seemed to know music, and invited that student to conduct the practice.

In each case they were honored and felt privileged. I was still able to walk around the room, redirecting behavior, determine who had the squeaking clarinet and to praise their dedication.

It was actually more difficult in elementary music than it was in middle school.

My first few classrooms, the teacher had left a musical instrument bingo game. I was to play a segment, and the kids would mark their cards as to which instrument it was that they had just heard. I was in such trouble. Was it a viola, violin, a bass, or some other stringed instrument?

Then the horns! I could not tell a French horn from a trumpet from a trombone. The third time I encountered this game, I taught fun camp songs instead, knowing that I was not destroying what the teacher had been trying to teach correctly.

One does not need to know French to teach in the French classroom. Walk into any classroom, read the teaching schedule for the day, and run with it. One simple phrase, “Is there anyone here who can explain what we are being asked here to do?” Someone always steps up and offers their assistance.

I have my favorite schools, which are schools that have clear sub folders, and are there promptly when you have a behavior problem in the room.

Here I thought that I was helping the teachers so they can feel OK about being away from their rooms, but instead it is the classroom teacher that is helping me. Teachers have taught me so many things about maintaining classroom behavior. The para-educators know the students and are right there to help a sub understand the special needs to the children in your care. They truly are remarkable people.

When the day is done and the school wants your name and number so they can call you when there is an opening, you will know your work was appreciated.

Though emergency substitutes (guest teachers) cannot be called directly, it is still a nice feeling. Whether you are able to work two days a month, or 20 days, think about applying for the e-sub job. You are free to not work when you have other plans.

Give a teacher a break so he or she can be a good mother or father and be available for their own family when need be.

If nothing else, it will give you a clearer picture of what is really happening in our schools.

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