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"Where is Mrs. Snodgrass?" "Who are you?"  "Are you our sub?"  

These are the questions you get asked every day when a new classroom of kids arrives.   Since anonymity tends to breed misbehavior, you are already at a disadvantage.  Kids aren't usually happy when their teacher doesn't greet them at the door.  They are even less happy about having to spend the day with a stranger.  Try to learn the kids' names as soon as possible and use them.   Nothing says "I am incompetent" or "I don't care" more than a "Hey, you, sit down!" yelled across the room.   It's lazy and ineffective.  Here's what the kid hears: "I don't know your name, but I am going to still single you out in front of the class and bark a command."  It's no wonder a student wouldn't respond to this.  Why would they?

When you arrive in the classroom, look at the attendance list. Hopefully, it includes photos with the names.  If not, read the class list anyway.  If there is a seating chart attached, go around the room and see where the kids are supposed to be seated.   Keep this out all day and refer to it. If you mix up the students' names, that's okay.  If you mispronounce a name, it is okay.  It shows you're trying and that you care. 

 Be friendly and engage the kids.  Kids are walking billboards of what interests them.   If a boy walks in wearing product from a sports team, ask him how he thinks the season is going.  If a girl is wearing a dominant color, ask in a silly way, "Hmmm,   can you tell me what your favorite color is?" 

Learning names and showing a sincere interest in what kids are into is the very first conversation you should have as they walk in the door.  It shows that the class that you see them as individuals.  This cuts down on their sense of anonymity and starts building rapport right away. 

Continue to use students' names throughout the day.  Never underestimate the power of authentic public praise, i.e., "Wow, look what Judith is doing, she has her book out and is ready to go."   Other kids will mimic desired behavior because they see that it's getting noticed.  

The more relaxed and genuine you can be, the more smoothly things will go between you and the students. 

There are kids who might be dead set on turning the day into a clown show.  These are the saboteurs; please address them right away.   Most of the time, they will already be mentioned in the teacher's sub plans with a number to call.  But sometimes there won't be a number to the learning center, the counselor, or the AP.   If this is the case, as soon as you can, get the class engaged in independent work.   Go up to the head saboteurs, quietly say their name, and say, "I need to speak to you outside."  Right outside the room, with the door open, in a calm, quiet voice, you say, "I don't know you, but I can tell that you are a smart kid.  I also notice that you're really funny.” Let them respond.   "Here's the deal, though: I am wondering if you want to be in our class today."  This normally gets their attention.  "Because we are going to be spending our day doing what the class is doing right now."    

At this point, the class is completely quiet because they are trying to hear what you are saying.   Which is awesome because they are modeling the behavior that will allow you to teach.   Please point out the behavior to the saboteur. 

"Again, I am so glad you're here. I hope you can join us in our room. If that doesn't work, I'll let the office know, and they'll make other arrangements for you.   Oh, and I don't know what that is going to look like, but don't worry about it.   They can figure it out.   Let me know if you want to join us.” 

Then walk back into the room and let the student decide.   Leave the door open so you can see them.   Most of the time, they will return to the room and make better decisions.  You have taken away their audience, set healthy boundaries, and given choices that keep their dignity intact.  All the while maintaining a low, calm, and caring voice.  

Keep the classroom door open and in the student's line of sight. If they escalate, refuse to come back in, or elope, be sure to call the office immediately. 

The rest of the class will get the message that things won't get out of control today.   There is a safe and caring adult in charge.  

For off-task behavior, proximity is a powerful tool.  It is quiet yet direct.

 Never ever put your hands on a kid unless the building bursts into flames and you are helping them out of a window. (which will probably never happen.)

Quiet, calm, directive individual conversations show students respect and control.

Yelling at a student or the entire class is disrespectful and can make it seem like you're losing control. 

To signal the classroom that you need them to stop and listen, a harmonica works great.   Most schools use this as their signal method. 

Never talk over kids.  You're outnumbered.  Wait for them to get quiet.  Say "I'll wait".  If they continue to talk.  Look at your watch and say, "I wonder how late we will be to recess?"

One student out for the bathrooms at a time. 

If there is a physical fight between kids, call the office.  You are not a staff member, and you are not their parent.  You have no legal protection from litigation.  Call the office and direct the rest of the kids away.   You can have a student go next door and ask another teacher for help. 

Most schools have a school-wide behavior program, such as PBIS, PAX, or Safe and Civil Schools, to name a few.  Familiarize yourself with what the teacher is doing and try to follow along as best you can.