ABSTRACT
Substitute Teachers face some unique special challenges related to classroom authority. They may not know the staff of the school in which they will be working on a given day, and they may face students who intentionally plan to resist their plans. Two teachers with extensive experience and very good reputations as Substitute Teachers share some of what they have learned about gaining authority with students and staff in the schools in which they have taught. Their reflections range from safety to flexibility, to communication, to the need to fit.
