This article dealt with methods for making substitute teaching more effective. The purpose was to articulate a sequential method for maximizing the effectiveness of substitute teaching while providing substitutes with a comprehensive method for diligently and flexibly earning respect and using reflection to continually improve substitute teaching. Sources included personal observation, recent substitute teaching publications from refereed professional journals and from ERIC, and books by John Dewey. Conclusions were that substitutes who systematically work professionally by diligently and flexibly adapting to any assignment earn respect while making substantial contributions to improved education. Administrators and teachers letting students know that substitutes have authority and deserve respect, teachers leaving substitutes with adequate lesson plans, and substitutes getting classroom management training were additional factors found to increase substitute teaching effectiveness. Substitutes systematically following a sequential method for effective substitute teaching while enthusiastically working as professionally as any teacher were key factors found to increase substitute teaching effectiveness. (Contains 1 figure.)