How Substitute Teachers Can Connect With Their Students

When I first started substitute teaching, I couldn’t shake the feeling that I had left something behind.

After a decade as a full-time language arts teacher, I struggled to adjust to my new role as a substitute. I bounced from room to room, executing other teachers’ plans, wondering if I’d made a mistake. I missed the rhythm of my own classroom. Some days, I wondered if I still counted as a “real” teacher.

Then Halloween arrived. I subbed for a seventh-grade language arts class in the middle of their unit on The Outsiders, a novel I had taught for years. I decided to throw on my old Johnny Cade costume: jeans, jean jacket, hair gel, and a swipe of eye black. As I moved through the day’s schedule, word of my costume seemed to spread—each group of students entering the classroom was more excited than the last. I felt grounded again.

That experience wasn’t just fun—it was also a wake-up call. I realized that I hadn’t been noticing the ways in which I was already connecting with students. The connections were small and easy to miss; one student greeted me for the second time in a week with, “Oh good, you’re back,” while another left me a thank-you note for helping with an essay.

I’ve since found enrichment in substitute teaching. Along the way, I’ve compiled a handful of strategies that have helped me stay involved and make a difference, one day at a time. Those strategies—which are useful for new substitutes still learning the ropes, as well as full-time teachers who are scaling back to substitute duties—are laid out below.

Connecting With Students as a Substitute

Start with names: It sounds basic, but learning student names is the most effective way for a substitute to build rapport. Each morning, I ask for two copies of the day’s rosters: one to send back to the office and one to keep. During independent work, I scan the roster as I circulate the room, testing myself on names and faces. Even learning just a handful of new names each day adds up over time, and it shows students that I’m paying attention, not just passing through.

Be visible beyond the classroom: Showing up at student games and events is another easy way to build connections. Whenever I see jerseys in class, I’ll ask what time that afternoon’s game begins, and then stop by for a few minutes on the way to my car. The first time I did this, I felt slightly awkward cheering for a school where I wasn’t a full-time employee, but none of my students found it weird—they were just thrilled to see me follow through.

Give students key roles: In every class, there are always some students who are quick to volunteer. Depending on grade levels, I like to assign a few of them “keep me on track” jobs for the day: one to remind me about passing periods, another to handle bathroom sign-outs, and another to give me a secret signal if the class needs a break. Assigning these small roles shifts the classroom dynamic; it loosens the tension that sometimes arises when a substitute steps into a room with a well-established culture shaped by strong personalities or a teacher’s distinctive vibe. Even as a one-day outsider, substitutes risk upending classroom norms, so this small gesture respects student expertise and establishes rapport and trust.

Carry a ‘sub kit’ with playlists and low-prep challenges: Most substitute plans include a clear assignment, but once students finish, the rest of the period can devolve into dead time. I want students to see me as more than a placeholder, so I carry a personal “sub kit”—a sectioned folder of graphic organizers, art supplies, and flexible ideas I can pull out anywhere, in any grade, to make those extra minutes count.

One such example is a curated playlist of short films from the website Short of the Week, which features a mix of animations, mini-documentaries, and mysteries that spark curiosity across grade levels. For each short film, I prepare a discussion or writing prompt, like rewriting the ending or narrating the story from a new perspective. These ready-to-go films give structure to moments that might otherwise just be filler.

I also like to incorporate a few interactive group activities that keep students engaged until the period ends. I draw inspiration from classic brainstorming games and icebreakers, then tweak them for specific age groups. A fifth-grade class once worked together to come up with 50 different uses for a paper clip; a ninth-grade group spent the end of the period debating a top-10 list of the best movies of the decade.

These activities take little preparation but encourage teamwork and creativity. Students get a low-stakes way to practice critical thinking skills while having fun, and I get to energize those final few minutes while bringing in a bit of my own personality.

Offer creative extensions for reading time: The sentence “Take out your independent reading book” is the usual fallback for substitute teachers when students finish work early. It’s not always easy to get buy-in at the end of class, though. Instead, I offer a low-tech storyboarding option: blank paper and colored pencils for students to turn a scene from their independent reading book into a comic strip. Many teachers already employ similar digital tools; this version is simpler but still familiar, adding a bit of variety to students’ routines.

When it’s framed as an alternative to silent reading, students are usually eager to give it a try. Some dash off stick figure comics, while others take time to add details and dialogue. I collect the storyboards at the end of class and leave them for the full-time teacher, who can use them as a quick check on reading goals or simply as evidence of engagement while they were away.

Whether it’s a short film, a challenge, or a twist on independent reading, I believe every class should include a moment of insight—something that makes the time feel worthwhile, not wasted. Even on days when plans are thin or classes are unpredictable, these activities show students that you care, that your contributions are meaningful, and that there are countless ways to show up and connect.