When the phone rings just after 7 a.m., Catherine Graham, BEd’ 25, is already up. Most mornings begin around 4:30, with a workout, breakfast, and a packed lunch waiting by the door before the day begins.
Catherine Graham
“That call can come at any moment,” she says. “Sometimes you know the night before, but most days you’re waiting to see where you’ll end up.”
As a Teacher Teaching On Call (TTOC), Catherine has learned to expect anything. Her day might involve a Grade 1 classroom in Kelowna, a Grade 6 in Lake Country, or an English 11 block in West Kelowna.
“As a TTOC you’re doing everything a classroom teacher does, but the goal is different,” she explains. “It’s not about long-term planning. It’s more about connection, presence, and getting the most out of the day you’re given with the students.”
By 8:00 a.m., Catherine’s already at the school. She unlocks the door and flips through the day’s plans if they weren’t emailed ahead of time. Experience has taught her to expect variation, sometimes there are full plans, and other times there may be a few bullet points on the desk. When instructions run short, she pulls from her sub bag, filled with math games, creative writing prompts, and simple art projects.
“I try to arrive 45 minutes early to provide enough prep time. I write my name on the board, read over the notes the teacher left, and look for materials,” she says. “If I can, I set up a calm atmosphere before the students arrive. It helps me start the day steady.”
When the first bell rings, she greets students at the door. They don’t know her name yet; she doesn’t know theirs, but the tone of the day begins right there.
“I usually start by saying, ‘I’m not your regular teacher, and that’s okay. We’re going to have a great day together.’ Then we do a little check-in or a game. Those first 10 minutes helps to set the tone.”
Some classes are eager and calm. Others test boundaries. She’s learned to read a room quickly —spotting who needs extra support, and what kind of energy the class has. This skill has developed with time, as she reflects on her very first day as a TTOC with a high-school class.
“It was stressful. Nothing went the way I planned. Even though I’d practiced with a mentor, nothing compares to being on your own. But every class since has made me better.”
Catherine moves through the day’s lessons, and jots down notes to remember which students thrived, which needed extra attention, and what work was completed. When the final bell rings and the students file out, she moves through her end-of-day tasks, such as tidying desks, returning supplies, wiping the board, and leaving the room a little better than when she arrived. Before heading home, she writes a note for the classroom teacher, summarizing what the class accomplished and any follow-up that might help the next day run smoothly.
Even with her routines in place, she says the hardest part of TTOC work isn’t what happens in the classroom, but what happens between them.
“You never know how many calls you’ll get in a week,” she explains. “Some weeks are quiet, and then suddenly you’re booked every day. It’s why I keep tutoring and a side job, it takes off the pressure.”
That ebb and flow could feel disorienting, but Catherine sees it as an opportunity — a way to experience different learning environments. Each new school brings new faces, new layouts and new ideas to borrow.
“I’ve taught every grade from Kindergarten to Grade 12. I love the energy of Grade 5 and 6 students. They’re so full of personality, and you can have fun and laugh with them, but they also need guidance.”
Over time, that constant change has shaped her confidence and her sense of identity as a teacher.
“You see so many different approaches and classroom setups,” she reflects. “I’ve learned so much from that alone. These experiences have helped me figure out who I want to be as a teacher.”
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Catherine’s Advice for Future Teachers
Be kind to yourself
“Remind yourself that yes, you are a teacher and you want everything to go to plan, but it’s not going to. If it’s a really tricky class and none of your tricks are working, it’s one day. It’s only one day.”
Build trust
“Start by sharing a little bit about yourself, then invite them in with a check-in or two truths and a lie. It helps them see you as a person, not just someone new.”
Set clear expectations
“Be 100% okay with the feedback of, ‘You’re mean,’ because sometimes your expectations aren’t the same as their teacher’s. Kids will test you, especially because you’re new, but it’s not personal.”
Always have backups
“Have at least five go-to activities that work with any grade level. You never know when plans will change or something won’t be left for you.”
Protect your mindset when things don’t go well
“Take a deep breath and remind yourself it’s only one day.”
Keep networking
“Say hi to office staff, meet principals and other teachers, and leave your card. Opportunities grow from relationships.”