In the previous blog we discussed issues associated with student absences, but what happens when the teacher misses school?  Are substitute plans as effective as regular lessons or are sub-plans as lacking as make-up work?  Yet again, I am of the opinion that substitute plans, and sometimes substitutes teachers, fall short of effective.  Can a classroom teacher really prepare a lesson, to be executed in his or her absence, that does as much for the students as the teacher could?  In general, teachers prepare lessons that will keep the students occupied, to pass the time, until their return.  Often the lessons provide a review of old material or a indication of what is to come.  It is rare that sub-plans are designed to be taught.  More often, they are designed to be student-focused, individual work.  In the event of prolonged absences, teachers must carefully design lessons that will review, introduce, challenge, and evaluate specific topics.  Once those lessons have been designed, it is up to the substitute teacher to execute them accordingly.  I have had positive and negative experiences with prolonged absences.  In some cases, where the substitute will submit to the plans of the regular educator, the experience has been pleasant.  The students, sub, and regular teacher have all been amenable to the situation.  In other cases, where the substitute refuses to adhere to the designs and plans of the regular education teacher, things do not go well.  Not only are the students confused, but the regular educator is frustrated and the sub has taken on unnecessary responsibility. So, the same advice applies to teachers, it is easier and more beneficial to you and your student to just go.  Just go to school.