1 00:00:00,960 --> 00:00:03,540 Heidi: This is episode 235 of Teacher Approved. 2 00:00:05,280 --> 00:00:09,720 You're listening to Teacher Approved, the podcast helping 3 00:00:09,720 --> 00:00:13,440 educators elevate what matters and simplify the rest. I'm 4 00:00:13,440 --> 00:00:13,980 Heidi. 5 00:00:14,160 --> 00:00:17,340 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:17,340 --> 00:00:20,340 Window, where we give research based and teacher approved 7 00:00:20,340 --> 00:00:22,920 strategies that make teaching less stressful and more 8 00:00:22,920 --> 00:00:26,385 effective. You can check out the show notes and resources from 9 00:00:26,385 --> 00:00:28,185 each episode at secondstorywindow.net. 10 00:00:29,120 --> 00:00:31,940 Heidi: We're so glad you're tuning in today. Let's get to 11 00:00:31,940 --> 00:00:32,480 the show. 12 00:00:36,799 --> 00:00:40,039 Emily: Hey there. Thanks for joining us today. In today's 13 00:00:40,039 --> 00:00:43,599 episode, we're discussing four strategies to help maintain the 14 00:00:43,599 --> 00:00:47,559 calm despite all of December's chaos, and we have a teacher 15 00:00:47,559 --> 00:00:51,099 approved tip for designing the perfect reward system for your 16 00:00:51,099 --> 00:00:51,699 class. 17 00:00:52,360 --> 00:00:55,060 Heidi: Let's start with a try it tomorrow, where we share a quick 18 00:00:55,060 --> 00:00:57,340 win that you can try in your classroom right away. Emily, 19 00:00:57,340 --> 00:00:59,080 what is our suggestion for this week? 20 00:00:59,560 --> 00:01:02,760 Emily: This is a fun one. It's called a procedure mystery 21 00:01:02,760 --> 00:01:06,660 photo. So you just take photos of your classroom procedures, 22 00:01:06,960 --> 00:01:09,600 maybe snap a picture of how books should look in the book 23 00:01:09,600 --> 00:01:13,200 bin, or what a properly organized desk looks like, or 24 00:01:13,200 --> 00:01:15,960 how students should line up at the door. Then you show these 25 00:01:15,960 --> 00:01:19,020 photos to your class and have them guess which procedure is 26 00:01:19,020 --> 00:01:22,280 being modeled. You can even turn it into a little game, like zoom 27 00:01:22,280 --> 00:01:26,600 way in on the photo so it only shows part of the whole picture. 28 00:01:27,020 --> 00:01:29,660 Take a screenshot, and then zoom out a bit and repeat the 29 00:01:29,660 --> 00:01:33,260 process. Then you have a series of photos that get progressively 30 00:01:33,320 --> 00:01:36,920 easier. So you start by showing the grainy, zoomed in photo, and 31 00:01:36,920 --> 00:01:39,860 challenge students to guess it before you reveal the full 32 00:01:39,860 --> 00:01:40,480 photo. 33 00:01:41,000 --> 00:01:45,320 Heidi: I feel like this is like a game show game like, you get 34 00:01:45,320 --> 00:01:47,600 more points the more zoomed in the photo is. 35 00:01:47,600 --> 00:01:48,380 Emily: For sure. 36 00:01:48,380 --> 00:01:51,260 Heidi: And this is kind of sneaky brilliant because you're 37 00:01:51,260 --> 00:01:53,600 reviewing expectations, but it really does feel like 38 00:01:53,600 --> 00:01:56,720 entertainment. And if you do this in November or December, 39 00:01:56,720 --> 00:01:59,300 you are setting yourself up to hit the ground running in 40 00:01:59,300 --> 00:02:03,140 January, because five minutes of reviewing procedures today can 41 00:02:03,140 --> 00:02:06,725 save you 30 minutes of having to redirect everyone in January. 42 00:02:07,205 --> 00:02:09,665 Emily: Oh, yeah. So grab your phone, take a few pictures and 43 00:02:09,665 --> 00:02:11,465 try it out. Super simple. 44 00:02:12,065 --> 00:02:14,825 Heidi: If you like this idea or anything else we share here on 45 00:02:14,825 --> 00:02:17,645 the podcast, would you take a second and give a five star 46 00:02:17,645 --> 00:02:20,765 rating? Ratings and reviews are one way that new listeners find 47 00:02:20,765 --> 00:02:22,445 us, so it really is a huge help to us. 48 00:02:23,345 --> 00:02:25,625 Emily: If you're listening the day this episode comes out, 49 00:02:25,625 --> 00:02:28,850 welcome to December. Can you believe it? We're here. 50 00:02:29,450 --> 00:02:32,990 Heidi: It doesn't feel possible. And you know how December goes. 51 00:02:33,050 --> 00:02:36,650 Winter Break feels so close, and yet it is still so far away. 52 00:02:37,070 --> 00:02:40,250 You're probably counting down the days while simultaneously 53 00:02:40,250 --> 00:02:42,770 trying to keep your students from bouncing off the walls. 54 00:02:43,070 --> 00:02:46,070 Emily: And you are not alone. So let's just acknowledge that at 55 00:02:46,070 --> 00:02:48,290 some point this month, almost every teacher looks around the 56 00:02:48,290 --> 00:02:51,395 room and thinks, I give up. My kids are off the rails. 57 00:02:52,540 --> 00:02:55,600 Heidi: Yeah, there comes a day where the normal management 58 00:02:55,600 --> 00:02:58,420 strategies that carried you through September and October 59 00:02:58,420 --> 00:03:01,860 and most of November are just not cutting it anymore. 60 00:03:01,000 --> 00:03:05,380 Emily: But it really doesn't have to be like this. You can 61 00:03:05,380 --> 00:03:07,960 keep the calm even in December. 62 00:03:08,620 --> 00:03:12,640 Heidi: Okay, but like, let's manage expectations up front. We 63 00:03:12,640 --> 00:03:16,600 are not promising perfection. There's only so much you can do 64 00:03:16,900 --> 00:03:20,200 when there's an assembly every other day and your students are 65 00:03:20,200 --> 00:03:24,100 just zipping around the room like cartoon characters, but 66 00:03:24,220 --> 00:03:27,025 with the right strategies, you can prevent total chaos. 67 00:03:27,025 --> 00:03:29,725 Emily: Behavior management in December really comes down to 68 00:03:29,725 --> 00:03:33,205 finding that balance between structure and spark. Of course, 69 00:03:33,205 --> 00:03:37,705 in December, spark is basically pouring through the doorway, so 70 00:03:37,765 --> 00:03:40,945 we gotta balance that flood, and our students need us to provide 71 00:03:40,945 --> 00:03:43,825 structure, to keep the energy balanced. 72 00:03:44,485 --> 00:03:46,885 Heidi: So today we're going to walk you through four ways to 73 00:03:46,885 --> 00:03:50,470 increase the structure in your room, and these don't require 74 00:03:50,470 --> 00:03:53,650 you to turn into the Grinch. We're talking about keeping your 75 00:03:53,650 --> 00:03:57,610 expectations alive, maintaining your routines, using structured, 76 00:03:57,610 --> 00:04:00,910 festive fun and adding short term rewards when you need a 77 00:04:00,910 --> 00:04:01,210 boost. 78 00:04:01,210 --> 00:04:04,330 Emily: Alright, so let's jump in with the most important thing 79 00:04:04,330 --> 00:04:07,210 you can do to manage behavior in December, and that is to keep 80 00:04:07,210 --> 00:04:11,995 your expectations alive. When those kids are extra chatty and 81 00:04:11,995 --> 00:04:15,355 you're running on caffeine and Christmas cookies, this might 82 00:04:15,355 --> 00:04:17,635 not seem like much of a solution, but it really is a 83 00:04:17,635 --> 00:04:21,235 powerful way to keep structure strong despite all of that extra 84 00:04:21,235 --> 00:04:21,535 spark. 85 00:04:21,535 --> 00:04:24,415 Heidi: Now, again, you know December's still going to 86 00:04:24,415 --> 00:04:27,115 December. You're going to have to adjust to some extra 87 00:04:27,115 --> 00:04:30,535 chattiness and some extra wiggles, but if in September, 88 00:04:30,595 --> 00:04:33,055 you wouldn't accept students calling out during a lesson, 89 00:04:33,535 --> 00:04:36,100 don't accept it now just because December's feeling crazy 90 00:04:36,100 --> 00:04:36,460 already. 91 00:04:37,020 --> 00:04:39,420 Emily: And this is so simple to implement, all you need is a 92 00:04:39,420 --> 00:04:42,540 daily check in. Start by finding a spot for this in your day. You 93 00:04:42,540 --> 00:04:45,660 can add it to your morning meeting if you have one, just 94 00:04:45,660 --> 00:04:48,360 take a minute at the end to review an expectation for the 95 00:04:48,360 --> 00:04:51,420 day. Today let's review our list of recess rules. 96 00:04:51,420 --> 00:04:54,540 Heidi: Or you could use transitions for this. Before you 97 00:04:54,540 --> 00:04:57,060 head to the library, pause and say, Okay, let's talk about what 98 00:04:57,060 --> 00:04:59,685 respectful hallway behavior looks like. What should we be 99 00:04:59,685 --> 00:04:59,985 doing? 100 00:04:59,985 --> 00:05:03,765 Emily: Now if things have gotten really off track, or if you've 101 00:05:03,765 --> 00:05:06,585 skipped this in September, you might need to do some co 102 00:05:06,585 --> 00:05:09,825 creating of expectations with your students. This works really 103 00:05:09,825 --> 00:05:12,525 well for those times of day that are causing the biggest 104 00:05:12,525 --> 00:05:15,885 headaches right now. So pick one of those trouble spots and you 105 00:05:15,885 --> 00:05:18,285 gather everyone for a quick discussion. 106 00:05:18,885 --> 00:05:21,945 Heidi: And really, this can be quick. So let's say enrichment 107 00:05:21,945 --> 00:05:24,705 rotations have become a disaster. Students are getting 108 00:05:24,750 --> 00:05:27,750 loud in the hallway, touching stuff that isn't theirs, taking 109 00:05:27,750 --> 00:05:31,650 forever to rotate the next bathroom. Ugh, I can feel it. So 110 00:05:31,650 --> 00:05:34,470 you make a T chart, or you pull up a blank slide and title it 111 00:05:34,470 --> 00:05:38,310 enrichment rotations, and then ask students, if everyone is 112 00:05:38,310 --> 00:05:41,550 being respectful and responsible during rotations, what will it 113 00:05:41,550 --> 00:05:42,210 look like? 114 00:05:42,390 --> 00:05:44,790 Emily: So easy, the kids will just share their ideas and you 115 00:05:44,790 --> 00:05:47,775 write them down, and then you ask what it should sound like, 116 00:05:47,775 --> 00:05:51,315 probably silence or whisper voices in the hallway. 117 00:05:51,795 --> 00:05:54,375 Heidi: This type of T chart discussion works really well 118 00:05:54,375 --> 00:05:57,195 with younger kids. If you teach the older ones, they might roll 119 00:05:57,195 --> 00:06:00,135 their eyes a bit, but you can just make this more of a simple 120 00:06:00,135 --> 00:06:03,435 discussion. Just ask what's working well during math centers 121 00:06:03,435 --> 00:06:06,015 and what could be smoother, and then list their responses. 122 00:06:06,675 --> 00:06:08,940 Emily: And then, once you've made your list of expectations, 123 00:06:08,940 --> 00:06:11,880 keep reviewing them. Before you go to the library tomorrow, grab 124 00:06:11,880 --> 00:06:15,660 that chart and spend 60 seconds going over it. Remember, in the 125 00:06:15,660 --> 00:06:19,020 library we use walking feet and whisper voices. Look at our list 126 00:06:19,020 --> 00:06:21,780 and pick one thing to focus on extra hard today. 127 00:06:22,380 --> 00:06:24,240 Heidi: Then you have your students turn and tell a 128 00:06:24,240 --> 00:06:26,760 neighbor which expectation they're going to focus extra 129 00:06:26,760 --> 00:06:29,820 hard on. Of course you want them to do all of them, but what are 130 00:06:29,820 --> 00:06:31,319 they really going to focus on? That way, they've made a little 131 00:06:31,319 --> 00:06:34,665 commitment to themselves, and their buddy can help remind 132 00:06:34,665 --> 00:06:34,905 them. 133 00:06:35,385 --> 00:06:38,385 Emily: In our December teacher survival kit, there are pages 134 00:06:38,385 --> 00:06:42,045 you can edit to include your behavior expectations and blank 135 00:06:42,045 --> 00:06:45,225 T charts to fill out with your students. If you use the 136 00:06:45,225 --> 00:06:53,565 survival kit in the past, make sure to download the updated 137 00:06:53,745 --> 00:06:54,248 version so that you get all these new pages. 138 00:06:54,248 --> 00:06:54,410 Heidi: Yeah, that's problem with us and digital products, because 139 00:06:54,410 --> 00:06:54,625 we can just tweak them forever and ever, and we probably will. 140 00:06:54,625 --> 00:06:54,661 Emily: Yep. 141 00:06:54,661 --> 00:06:54,876 Heidi: You can find a link to the survival kit in the show 142 00:06:54,876 --> 00:07:00,630 notes, and that will help you get started with your December 143 00:07:00,630 --> 00:07:04,110 behavior management plan. Keep those expectations alive through 144 00:07:04,110 --> 00:07:07,170 quick daily check ins and visible posted guidelines. 145 00:07:07,710 --> 00:07:09,810 Emily: And this whole process doesn't have to take a ton of 146 00:07:09,810 --> 00:07:12,570 time, but doing it consistently will make a big difference in 147 00:07:12,570 --> 00:07:13,650 your students' behavior. 148 00:07:14,320 --> 00:07:16,720 Heidi: Okay, now that you're keeping expectations alive, 149 00:07:16,720 --> 00:07:20,680 let's talk about maintaining your regular routines. This is 150 00:07:20,680 --> 00:07:24,880 such a powerful way to disperse all that excess spark, but it 151 00:07:24,880 --> 00:07:26,500 does take extra work this time of year. 152 00:07:26,920 --> 00:07:29,380 Emily: Yeah, that's because we're in those swiss cheese 153 00:07:29,380 --> 00:07:32,020 weeks that we always talk about, and that's when the calendar is 154 00:07:32,020 --> 00:07:35,440 full of holes. Maybe you've got an assembly on Monday, a concert 155 00:07:35,440 --> 00:07:38,905 on Wednesday, early dismissal on Friday, and half your class is 156 00:07:38,905 --> 00:07:40,345 out sick or traveling. 157 00:07:40,525 --> 00:07:44,365 Heidi: Oh, yeah, December is no joke. You technically have five 158 00:07:44,365 --> 00:07:47,605 days of school, but it's more like a hodgepodge of lessons 159 00:07:47,605 --> 00:07:51,685 between festive interruptions, and that's where the swiss 160 00:07:51,685 --> 00:07:55,045 cheese strategy comes in. Instead of fighting the chaos, 161 00:07:55,045 --> 00:07:56,905 we are going to work with it. 162 00:07:57,385 --> 00:07:59,305 Emily: Right. So here's the framework we're going to use. 163 00:07:59,305 --> 00:08:02,290 First, protect your mornings. Even if the rest of your day is 164 00:08:02,290 --> 00:08:05,710 as mixed up as laundry tumbling in the dryer, do everything in 165 00:08:05,710 --> 00:08:09,010 your power to keep your mornings as normal as possible. The more 166 00:08:09,010 --> 00:08:11,650 disrupted your schedule, the more your students need the 167 00:08:11,650 --> 00:08:13,930 predictability of your routines. 168 00:08:14,290 --> 00:08:16,510 Heidi: We really cannot overstate the importance of 169 00:08:16,510 --> 00:08:20,350 this. Guard this time fiercely. If your morning is off balance, 170 00:08:20,350 --> 00:08:23,875 the rest of the day is going to be much harder to manage, but if 171 00:08:23,875 --> 00:08:27,595 you can maintain a calm, predictable morning, it's much 172 00:08:27,595 --> 00:08:29,935 easier to keep everyone on track, even if there are 173 00:08:29,935 --> 00:08:31,075 disruptions later on. 174 00:08:31,375 --> 00:08:33,715 Emily: When kids start the day calm and grounded, that 175 00:08:33,715 --> 00:08:36,655 foundation carries them through whatever weirdness is going to 176 00:08:36,655 --> 00:08:37,315 come later. 177 00:08:38,095 --> 00:08:40,315 Heidi: Yeah, but you know when your morning is off balance? 178 00:08:40,375 --> 00:08:41,155 Good luck. 179 00:08:41,575 --> 00:08:44,095 Emily: So look at whatever disruption is coming and decide, 180 00:08:44,095 --> 00:08:47,020 how can I protect my morning? If there's an afternoon assembly, 181 00:08:47,020 --> 00:08:50,080 great, keep your morning routine exactly as it normally is. 182 00:08:50,440 --> 00:08:53,560 Heidi: Now, on those days when there's a morning interruption, 183 00:08:53,560 --> 00:08:57,100 it gets trickier. Keep things as normal as you can but remember, 184 00:08:57,100 --> 00:09:01,300 you can always reset later. You can come back from an assembly 185 00:09:01,300 --> 00:09:05,080 at 10:30 and do morning meeting then if that is what it takes to 186 00:09:05,080 --> 00:09:06,580 channel that energy in your room. 187 00:09:07,600 --> 00:09:10,405 Emily: The second part of the swiss cheese strategy is to keep 188 00:09:10,405 --> 00:09:14,305 your routines consistent, even if the content changes. So you 189 00:09:14,305 --> 00:09:16,885 still do math during math time. You still do writing during 190 00:09:16,885 --> 00:09:19,705 writing time, but maybe instead of teaching a new concept, 191 00:09:19,705 --> 00:09:20,725 you're doing review. 192 00:09:21,205 --> 00:09:24,085 Heidi: Or, you know, instead of your regular writing lesson, 193 00:09:24,325 --> 00:09:28,705 everyone does a seasonal writing craft. The consistency of, we do 194 00:09:28,705 --> 00:09:33,190 writing at 11:15, helps students feel safe and grounded. Even 195 00:09:33,190 --> 00:09:36,070 though the activity might be different, the rhythm of the day 196 00:09:36,070 --> 00:09:36,910 is staying the same. 197 00:09:37,630 --> 00:09:40,510 Emily: So do your best to keep the when and how consistent, 198 00:09:40,510 --> 00:09:43,810 even if the what changes. This consistency gives students the 199 00:09:43,810 --> 00:09:47,050 support they need to make positive choices. It signals to 200 00:09:47,050 --> 00:09:50,110 their nervous systems that today is still a normal day, even if 201 00:09:50,110 --> 00:09:51,070 there's a lot going on. 202 00:09:51,790 --> 00:09:55,810 Heidi: Now, an important part of surviving December is having the 203 00:09:55,855 --> 00:09:59,095 right mindset. Remind yourself that these swiss cheese weeks 204 00:09:59,095 --> 00:10:01,195 are not going to be your most productive weeks. 205 00:10:01,540 --> 00:10:04,600 Emily: Unfortunately, no, and that is okay. Go back to last 206 00:10:04,600 --> 00:10:07,660 week's episode where we talked about must do's. Make sure you 207 00:10:07,660 --> 00:10:10,660 know exactly what content you need to cover before winter 208 00:10:10,660 --> 00:10:13,960 break, and prioritize getting those lessons in, even if you 209 00:10:13,960 --> 00:10:16,120 have to get a little creative to make it work. 210 00:10:16,540 --> 00:10:19,060 Heidi: Now, outside of your must do's anything else you manage to 211 00:10:19,060 --> 00:10:22,780 get done is a bonus. Your goal right now is not to power 212 00:10:22,780 --> 00:10:26,305 through your curriculum. It's to keep everyone calm and engaged 213 00:10:26,305 --> 00:10:28,105 through a busy, spark filled season. 214 00:10:28,585 --> 00:10:31,105 Emily: And hopefully not get behind so you can start back in 215 00:10:31,105 --> 00:10:32,845 January without having to play catch up. 216 00:10:32,845 --> 00:10:36,745 Heidi: Now, when the frustration starts to mount, and it will, 217 00:10:37,105 --> 00:10:40,105 take a deep breath and remind yourself that this is normal. 218 00:10:40,525 --> 00:10:43,345 Given all of the chaos, things are actually probably going 219 00:10:43,345 --> 00:10:44,185 better than you think. 220 00:10:44,665 --> 00:10:46,885 Emily: So to sum this up, when your week turns into swiss 221 00:10:46,885 --> 00:10:50,350 cheese, structure is your stabilizer. Protect those 222 00:10:50,350 --> 00:10:53,890 mornings, keep the rhythm of the day, even if the song changes. 223 00:10:54,910 --> 00:10:57,190 Heidi: Alright. Now, you know what might actually save 224 00:10:57,190 --> 00:11:01,390 December? Adding more novelty to what's already going on. 225 00:11:02,770 --> 00:11:05,530 Emily: And you may be thinking, we've lost our minds, but truly, 226 00:11:05,530 --> 00:11:09,130 sometimes the best way to fight fire is with fire, and sometimes 227 00:11:09,130 --> 00:11:11,695 the best way to manage classroom spark is with more spark. 228 00:11:12,055 --> 00:11:16,075 Heidi: Okay, but the key to all of this is to use the motivation 229 00:11:16,075 --> 00:11:19,675 of novelty to increase structure, and that's where 230 00:11:19,675 --> 00:11:21,655 festive breaks come in. We love these. 231 00:11:22,075 --> 00:11:25,015 Emily: Festive breaks are short, low prep, seasonal activities 232 00:11:25,015 --> 00:11:28,675 that you control. We're talking 5 to 10 minutes of fun that give 233 00:11:28,675 --> 00:11:32,035 kids something to look forward to and gives you leverage. 234 00:11:32,635 --> 00:11:34,960 Heidi: So you might say something like, if everyone 235 00:11:34,960 --> 00:11:37,780 works quietly on this assignment for 15 minutes, we will do a 236 00:11:37,780 --> 00:11:41,320 festive break. But if talking starts, I will have to reset the 237 00:11:41,320 --> 00:11:41,740 timer. 238 00:11:42,220 --> 00:11:45,040 Emily: That one sentence gives instant structure. Kids know 239 00:11:45,040 --> 00:11:47,800 exactly what's expected, and they're motivated to do it. 240 00:11:48,280 --> 00:11:51,700 Heidi: Plus, this takes all the emotion out of your management. 241 00:11:52,000 --> 00:11:55,780 You aren't nagging, you're not reminding. The system is 242 00:11:55,780 --> 00:11:57,265 managing the behavior for you. 243 00:11:57,745 --> 00:12:00,025 Emily: And the great thing is, festive breaks can be so simple. 244 00:12:00,085 --> 00:12:03,265 It can be flashlight reading, a short video, directed drawings, 245 00:12:03,265 --> 00:12:06,325 a favorite game, or a quick craft. Honestly, anything quick 246 00:12:06,325 --> 00:12:08,005 and seasonal feels like a festive break. 247 00:12:08,005 --> 00:12:10,465 Heidi: Now, you know we're looking out for you, so if you 248 00:12:10,465 --> 00:12:14,125 want this already done for you, we have a whole system waiting 249 00:12:14,125 --> 00:12:17,305 for you in our shop. It includes cute holiday themed cards that 250 00:12:17,305 --> 00:12:19,990 you can display to increase interest, and on the back of 251 00:12:19,990 --> 00:12:22,000 each card, you can just write down a fun activity. 252 00:12:22,660 --> 00:12:25,660 Emily: Our festive break pack includes a bunch of Print and Go 253 00:12:25,660 --> 00:12:30,160 no prep activities like Tic Tac Toe, unfoldable joke tellers, 254 00:12:30,400 --> 00:12:33,400 things that are fun but they're not going to spike anyone's 255 00:12:33,400 --> 00:12:34,120 adrenaline. 256 00:12:34,780 --> 00:12:37,240 Heidi: Yeah, we worked really hard to come up with chill fun. 257 00:12:37,240 --> 00:12:41,260 Chill fun is kind of our zone, isn't it? Once kids have met 258 00:12:41,260 --> 00:12:44,380 your goal, maybe they came back from library with a good report 259 00:12:44,380 --> 00:12:46,825 from the librarian, then a student gets to choose one of 260 00:12:46,825 --> 00:12:50,425 the cards. The surprise factor keeps kids interested in earning 261 00:12:50,425 --> 00:12:51,085 the reward. 262 00:12:51,565 --> 00:12:54,025 Emily: And then in the teacher's guide, we've included several 263 00:12:54,025 --> 00:12:57,265 suggestions for how to display the cards. You can hang the 264 00:12:57,265 --> 00:13:00,805 cards on a string, tape them to the board, or draw them out of a 265 00:13:00,805 --> 00:13:02,245 hat, whatever fits your vibe. 266 00:13:02,905 --> 00:13:05,725 Heidi: And one thing we love is combining festive breaks with a 267 00:13:05,725 --> 00:13:09,625 work packet. Remember last week when we talked about those? 268 00:13:09,625 --> 00:13:12,250 They're just basically a stack of review worksheets organized 269 00:13:12,250 --> 00:13:15,190 around a theme, with a few just for fun pages mixed in. 270 00:13:15,190 --> 00:13:18,850 Emily: So you give your students the packet to work on, calm, 271 00:13:18,850 --> 00:13:22,090 structured focus, and then you add the festive breaks as little 272 00:13:22,090 --> 00:13:25,810 bursts of excitement, work, break, work, break. That rhythm 273 00:13:25,810 --> 00:13:27,550 keeps engagement high and chaos low. 274 00:13:28,090 --> 00:13:31,630 Heidi: And bonus, when students are working on their packets, 275 00:13:31,630 --> 00:13:34,795 you get a little pocket of prep time. You can tackle some 276 00:13:34,795 --> 00:13:37,195 teacher tasks or start getting ready for January. 277 00:13:37,195 --> 00:13:40,375 Emily: We talked a lot more about maximizing those pockets 278 00:13:40,375 --> 00:13:43,135 of prep In last week's episode. So definitely check that out if 279 00:13:43,135 --> 00:13:44,035 you haven't already. 280 00:13:44,995 --> 00:13:47,755 Heidi: Alright, so far you are working hard to keep your 281 00:13:47,815 --> 00:13:51,115 expectations alive. You are protecting your calm mornings, 282 00:13:51,115 --> 00:13:54,955 and you're sprinkling in fun with festive breaks. But what if 283 00:13:54,955 --> 00:13:56,380 that is not enough? 284 00:13:56,380 --> 00:13:59,980 Emily: This is where a reward system might be helpful. Now, 285 00:13:59,980 --> 00:14:03,580 normally, we are not huge fans of reward systems, at least not 286 00:14:03,580 --> 00:14:05,260 for day to day classroom management. 287 00:14:05,500 --> 00:14:08,620 Heidi: No, but that's not because rewards are bad. It's 288 00:14:08,680 --> 00:14:12,460 because rewards don't work in the long term. Students get used 289 00:14:12,460 --> 00:14:15,460 to them, the novelty wears off, and then you are stuck in the 290 00:14:15,460 --> 00:14:19,705 cycle of having to constantly up the ante. And if your whole 291 00:14:19,705 --> 00:14:22,645 management plan relies on rewards, you're going to be 292 00:14:22,645 --> 00:14:24,445 burned out well before April. 293 00:14:24,985 --> 00:14:29,545 Emily: Right. But in high energy times like December, a short 294 00:14:29,545 --> 00:14:33,385 term, that's key here, a short term reward system can be 295 00:14:33,385 --> 00:14:36,325 exactly what you need to boost structure and motivation. It 296 00:14:36,565 --> 00:14:39,625 gives students a reason to push through all the distractions and 297 00:14:39,625 --> 00:14:43,270 stay focused. And actually, Heidi, didn't you use a reward 298 00:14:43,270 --> 00:14:45,850 system one December when things were really chaotic? 299 00:14:46,500 --> 00:14:49,920 Heidi: Oh yeah, this is one of my clearest teacher memories. It 300 00:14:49,920 --> 00:14:53,640 was a Friday afternoon in mid December, and we had everything 301 00:14:53,640 --> 00:14:56,700 go wrong that day—you know, an assembly, the snowstorm rolling 302 00:14:56,700 --> 00:15:00,720 in, I'm pretty sure it was a full moon. I was standing in my 303 00:15:00,720 --> 00:15:04,020 classroom feeling completely helpless, surrounded by Lord of 304 00:15:04,020 --> 00:15:08,220 the Flies. But after school, instead of collapsing on my 305 00:15:08,220 --> 00:15:11,265 couch like I wanted to, I dragged myself to the craft 306 00:15:11,265 --> 00:15:11,565 store. 307 00:15:11,565 --> 00:15:14,085 Emily: I'm impressed that you made it to the store after that 308 00:15:14,085 --> 00:15:16,485 kind of day, especially because I know the craft store was not 309 00:15:16,485 --> 00:15:17,505 that close in those days. 310 00:15:17,745 --> 00:15:22,005 Heidi: It was not. I was desperate, Emily. I grabbed a 311 00:15:22,005 --> 00:15:25,785 cardboard reindeer banner, I disassembled it, and then I 312 00:15:25,785 --> 00:15:28,845 stuck a red pom pom on one of the noses. And as I'm thinking 313 00:15:28,845 --> 00:15:31,485 about it, I don't know if I went to the craft store with that in 314 00:15:31,485 --> 00:15:35,010 mind, I think I was just like, I need something that's going to 315 00:15:35,010 --> 00:15:37,530 get the kids engaged, something I could use to make a reward 316 00:15:37,530 --> 00:15:41,070 system out of. And those reindeer fit the bill. So on 317 00:15:41,070 --> 00:15:44,190 Monday, I introduced the new system. If my students made 318 00:15:44,190 --> 00:15:46,890 helpful choices, they would earn one of those reindeer cutouts. 319 00:15:47,250 --> 00:15:49,770 When we had all nine reindeer, including the one with the pom 320 00:15:49,770 --> 00:15:52,710 pom nose, of course, we got to include Rudolph, they earned a 321 00:15:52,710 --> 00:15:53,550 fun surprise. 322 00:15:53,730 --> 00:15:55,095 Emily: And how did it work? 323 00:15:55,575 --> 00:15:58,455 Heidi: Oh, gosh, it was like magic. Suddenly, I had my 324 00:15:58,455 --> 00:16:01,155 September class back. They were focused, making good choices, 325 00:16:01,155 --> 00:16:03,135 and reminding each other to stay on track. 326 00:16:03,135 --> 00:16:07,215 Emily: And the thing to keep in mind with that story is that it 327 00:16:07,215 --> 00:16:09,795 wasn't the reindeer that made the difference. It was the 328 00:16:09,795 --> 00:16:13,455 increased structure that the reindeer provided. 329 00:16:13,935 --> 00:16:17,475 Heidi: Yeah, exactly. The novelty of December was so high 330 00:16:17,835 --> 00:16:21,420 that my students needed that boost of extra structure to 331 00:16:21,420 --> 00:16:23,280 counteract the overflowing energy. 332 00:16:23,280 --> 00:16:26,280 Emily: So if you're thinking about adding a reward system, 333 00:16:26,280 --> 00:16:28,800 there are a few things to keep in mind. First, we recommend 334 00:16:28,800 --> 00:16:31,860 making it class wide. When everyone is working toward the 335 00:16:31,860 --> 00:16:34,860 same goal, students will help keep each other on track because 336 00:16:34,860 --> 00:16:35,940 they want that reward. 337 00:16:35,940 --> 00:16:39,600 Heidi: That might not seem important, but it's the key to 338 00:16:39,600 --> 00:16:42,165 all of this. It means that you don't have to be the enforcer. 339 00:16:42,645 --> 00:16:46,785 You just calmly walk toward the reward board, and your students 340 00:16:46,785 --> 00:16:49,965 will self correct immediately, and they will help each other 341 00:16:50,025 --> 00:16:50,745 get back on track. 342 00:16:50,985 --> 00:16:54,705 Emily: Oh yes, they will. Now an effective reward system also 343 00:16:54,705 --> 00:16:57,945 needs to be visible. So maybe you are adding letters to spell 344 00:16:57,945 --> 00:17:02,685 out movie day, or you're adding pieces to a puzzle or marbles to 345 00:17:02,685 --> 00:17:03,105 a jar. 346 00:17:03,870 --> 00:17:06,390 Heidi: When kids can see their progress, that's what keeps them 347 00:17:06,390 --> 00:17:08,430 motivated to keep working toward their goal. 348 00:17:08,850 --> 00:17:12,150 Emily: And then, this might be controversial, but we think it 349 00:17:12,150 --> 00:17:16,650 helps. The system needs to allow for progress to be lost as well 350 00:17:16,650 --> 00:17:20,190 as earned. So if behavior goes off the rails, you can remove a 351 00:17:20,190 --> 00:17:23,370 letter or take out a marble, because this is going to help 352 00:17:23,370 --> 00:17:25,530 with that peer accountability. 353 00:17:26,010 --> 00:17:28,035 Heidi: So when you're choosing rewards, pick something that 354 00:17:28,035 --> 00:17:31,155 will actually be motivating for your students. Since it's 355 00:17:31,155 --> 00:17:33,375 December, you might need to go bigger than you would in 356 00:17:33,375 --> 00:17:36,255 October—a glow in the dark party, hot chocolate and a 357 00:17:36,255 --> 00:17:39,555 movie, extra recess, whatever your kids would work for, makes 358 00:17:39,555 --> 00:17:40,335 a great reward. 359 00:17:40,875 --> 00:17:43,095 Emily: And the nice thing about doing this before a break is 360 00:17:43,095 --> 00:17:46,275 there's an automatic end date built into it. You don't have to 361 00:17:46,275 --> 00:17:48,937 worry about how you're going to transition out of this reward 362 00:17:48,937 --> 00:17:49,915 system. The kids will come back in January, and then you can 363 00:17:49,915 --> 00:17:54,060 just start fresh. They probably won't even remember that you 364 00:17:54,060 --> 00:17:54,600 ever did that. 365 00:17:54,600 --> 00:17:56,040 Heidi: That'll be old news by then. 366 00:17:56,040 --> 00:17:56,640 Emily: Yep. 367 00:17:57,000 --> 00:17:58,980 Heidi: In our teacher approved tip in this episode, we're 368 00:17:58,980 --> 00:18:02,040 diving deeper into how to choose the right kind of reward system 369 00:18:02,040 --> 00:18:05,940 for your specific class, but for now, just know that rewards can 370 00:18:05,940 --> 00:18:08,400 be a helpful tool when everything else feels chaotic 371 00:18:08,400 --> 00:18:09,840 and you need extra structure. 372 00:18:10,500 --> 00:18:12,885 Emily: And if you want the reindeer reward system for your 373 00:18:12,885 --> 00:18:15,465 own class, you're in luck, because we have that available. 374 00:18:15,765 --> 00:18:18,645 It includes pictures and prize cards and a complete Teacher's 375 00:18:18,645 --> 00:18:21,345 Guide with all the important details to walk you through it. 376 00:18:21,525 --> 00:18:23,265 You can find a link to that in the show notes. 377 00:18:23,480 --> 00:18:26,480 Heidi: And that reindeer reward system comes as part of a larger 378 00:18:26,480 --> 00:18:29,240 December behavior help set. So we've got lots of different 379 00:18:29,240 --> 00:18:32,780 systems if you want something for individual students or teams 380 00:18:33,020 --> 00:18:36,680 or multiple whole class rewards. So you can change things up mid 381 00:18:36,680 --> 00:18:38,900 month, because after you reindeer rewards for a little 382 00:18:38,900 --> 00:18:42,800 bit, the motivation to keep going tanks. You know how it 383 00:18:42,800 --> 00:18:43,160 goes. 384 00:18:43,880 --> 00:18:46,340 Emily: Yeah, for sure, that's exactly what happens. So we gave 385 00:18:46,340 --> 00:18:49,385 you all the options, and you can find a link to that in our show 386 00:18:49,385 --> 00:18:49,925 notes. 387 00:18:50,705 --> 00:18:52,085 Heidi: Show notes are hopping today. 388 00:18:52,565 --> 00:18:56,165 Okay, so let's recap our four strategies for keeping the calm 389 00:18:56,165 --> 00:19:00,425 in December. First, keep your expectations alive with daily 390 00:19:00,425 --> 00:19:03,605 check ins, visible posted guidelines and quick reviews 391 00:19:03,605 --> 00:19:05,105 before tricky transitions. 392 00:19:05,820 --> 00:19:08,880 Emily: Second, maintain your routines. Be sure to protect 393 00:19:08,880 --> 00:19:11,940 your mornings and keep the when and how of your schedule 394 00:19:11,940 --> 00:19:14,760 consistent, even if the what has to change. 395 00:19:15,560 --> 00:19:18,620 Heidi: Third, use structured fun. Festive breaks give you 396 00:19:18,620 --> 00:19:21,020 leverage for behavior while channeling that December 397 00:19:21,020 --> 00:19:22,280 excitement into focus, 398 00:19:22,900 --> 00:19:25,840 Emily: And fourth, add rewards when you need a boost, a class 399 00:19:25,840 --> 00:19:29,140 wide visible system can provide exactly the structure you need 400 00:19:29,140 --> 00:19:30,160 to get through the chaos. 401 00:19:30,680 --> 00:19:33,320 Heidi: December doesn't have to be survival mode. With the right 402 00:19:33,320 --> 00:19:36,500 balance of structure and spark, you can keep your class focused 403 00:19:36,560 --> 00:19:38,480 and maybe even enjoy this season. 404 00:19:39,000 --> 00:19:41,280 Emily: We'd love to hear your tips for managing December 405 00:19:41,280 --> 00:19:43,860 behavior. Come join the conversation in our teacher 406 00:19:43,860 --> 00:19:47,700 approved Facebook group. Now for our Teacher Approved Tip of the 407 00:19:47,700 --> 00:19:49,980 Week, where we share an actionable tip to help you 408 00:19:49,980 --> 00:19:53,100 elevate what matters and simplify the rest. This week's 409 00:19:53,100 --> 00:19:56,460 teacher approved tip is reflect on what you need before starting 410 00:19:56,460 --> 00:19:59,400 a new reward system. Tell us more about it, Heidi. 411 00:19:59,820 --> 00:20:02,160 Heidi: Well, if you are thinking of launching a reward system 412 00:20:02,160 --> 00:20:05,865 this month, just be aware that not all reward systems are 413 00:20:05,865 --> 00:20:09,285 created equal. For a reward to be effective at shaping 414 00:20:09,285 --> 00:20:14,085 behavior, it has to target the correct behaviors. So don't jump 415 00:20:14,085 --> 00:20:16,425 in without at least a few minutes of reflection. 416 00:20:16,845 --> 00:20:19,605 Emily: But we've got you covered, of course. The December 417 00:20:19,605 --> 00:20:22,665 teacher survival kit has a journal page that walks you 418 00:20:22,665 --> 00:20:25,845 through this decision making process. There are 12 questions 419 00:20:25,845 --> 00:20:29,070 that help you figure out exactly what kind of system would make 420 00:20:29,070 --> 00:20:30,150 sense for your students. 421 00:20:30,510 --> 00:20:33,390 Heidi: Now we don't have time to go through all 12 right now, but 422 00:20:33,390 --> 00:20:36,390 we can hit the big ones. So first, you need to think about 423 00:20:36,390 --> 00:20:39,030 what behaviors you're hoping your reward system will increase 424 00:20:39,270 --> 00:20:41,130 and what behaviors you're hoping to decrease. 425 00:20:41,970 --> 00:20:44,190 Emily: Once you're clear on your goals, then you can decide, will 426 00:20:44,190 --> 00:20:48,090 a whole group system work best? A small group system, individual 427 00:20:48,090 --> 00:20:49,470 or some combination? 428 00:20:49,950 --> 00:20:52,395 Heidi: We've mostly been talking about whole group rewards this 429 00:20:52,395 --> 00:20:55,455 episode, where everyone is working toward one shared 430 00:20:55,455 --> 00:20:59,115 reward. This works really well when you have a general on task 431 00:20:59,115 --> 00:21:00,615 behavior goal that you're working toward. 432 00:21:01,395 --> 00:21:03,975 Emily: And we prefer whole group rewards because they can help 433 00:21:03,975 --> 00:21:06,975 build your classroom community. But small group rewards are a 434 00:21:06,975 --> 00:21:09,495 great way to increase competition, and they may boost 435 00:21:09,495 --> 00:21:10,395 student buy in. 436 00:21:11,055 --> 00:21:13,440 Heidi: Small group rewards could be something like table points 437 00:21:13,440 --> 00:21:17,040 or team challenges. If a whole group reward system isn't 438 00:21:17,040 --> 00:21:20,880 motivating enough, you can up the stakes by awarding table 439 00:21:20,880 --> 00:21:24,540 points. That competition can get kids to buy in very quickly. 440 00:21:25,260 --> 00:21:28,140 Emily: Individual reward systems are for when you need to target 441 00:21:28,140 --> 00:21:32,100 very specific behaviors for specific students. Use them when 442 00:21:32,100 --> 00:21:34,125 they're needed, but they probably won't help much with 443 00:21:34,125 --> 00:21:36,045 general classroom behavior in December. 444 00:21:36,045 --> 00:21:39,345 Heidi: Once you've decided what reward system you need, then you 445 00:21:39,345 --> 00:21:43,245 need to think about the format. Are you doing tickets, marbles 446 00:21:43,245 --> 00:21:46,005 in a jar, puzzle pieces, or, you know, letters on the board? 447 00:21:46,605 --> 00:21:49,005 Emily: Younger kids often do well with something very visual 448 00:21:49,005 --> 00:21:52,125 and concrete, like puzzle pieces that they can see filling in a 449 00:21:52,125 --> 00:21:55,605 picture. Older kids might prefer something quicker and less 450 00:21:55,605 --> 00:21:57,465 babyish, like tally marks on the board. 451 00:21:57,465 --> 00:21:59,730 Heidi: And then, of course, you have to think through all of the 452 00:21:59,730 --> 00:22:02,430 physical logistics that come with starting a new reward 453 00:22:02,430 --> 00:22:05,730 system. How will you organize it? If you're doing tickets, 454 00:22:05,730 --> 00:22:08,310 where are students going to keep them? If you're adding puzzle 455 00:22:08,310 --> 00:22:10,830 pieces to a board, where's that board going to go? 456 00:22:11,430 --> 00:22:13,530 Emily: And this might sound silly, but this is where your 457 00:22:13,530 --> 00:22:16,230 systems fall apart. You introduce something that sounds 458 00:22:16,230 --> 00:22:18,450 great in theory, but then you realize you don't have a good 459 00:22:18,450 --> 00:22:21,390 place to store the materials, or it's too complicated to manage, 460 00:22:21,390 --> 00:22:23,775 and if the system is complicated, you won't stick 461 00:22:23,775 --> 00:22:24,075 with it. 462 00:22:24,675 --> 00:22:27,015 Heidi: Now, you got enough to do in December. Don't make this 463 00:22:27,015 --> 00:22:29,955 harder than it has to be. So think through those big 464 00:22:29,955 --> 00:22:33,975 questions, and in the December teacher survival kit, we have 465 00:22:33,975 --> 00:22:36,075 that whole worksheet that will walk you through all of this, 466 00:22:36,075 --> 00:22:39,555 plus a few more considerations. Because you know, the last thing 467 00:22:39,555 --> 00:22:42,435 you need right now is to introduce a reward system that 468 00:22:42,435 --> 00:22:43,173 adds more stress to your life, instead of making it easier. 469 00:22:43,173 --> 00:22:43,200 To wrap up the show, we are sharing what we're giving extra 470 00:22:43,200 --> 00:22:50,520 credit to this week. Emily, what gets your extra credit? 471 00:22:50,940 --> 00:22:54,840 Emily: I'm giving extra credit to solar powered fairy lights. I 472 00:22:54,840 --> 00:22:59,160 got some to add to my little free library, and it's so cute. 473 00:22:59,160 --> 00:23:02,880 So now I'm wondering what else I can add fairy lights to outside. 474 00:23:03,360 --> 00:23:05,760 Heidi: I love that. And then you could put them in places where 475 00:23:05,760 --> 00:23:09,045 stretching an extension cord is just not practical. Gosh, now I 476 00:23:09,000 --> 00:23:09,720 Emily: You need some. I don't know where you what for, but I 477 00:23:09,045 --> 00:23:09,705 want some. 478 00:23:09,720 --> 00:23:12,180 think you need them. They're super cute. 479 00:23:12,180 --> 00:23:15,720 Heidi: I could put them on my porch railing. That's why I 480 00:23:15,720 --> 00:23:18,240 haven't decorated my porch, really, because I don't have a 481 00:23:18,240 --> 00:23:20,820 good place to plug things in out there. But maybe? 482 00:23:20,820 --> 00:23:23,460 Emily: That could work. You could probably put them in your 483 00:23:23,460 --> 00:23:25,740 trees too, because your trees aren't too tall. 484 00:23:26,520 --> 00:23:27,300 Heidi: That would be pretty. 485 00:23:27,300 --> 00:23:28,800 Emily: Yeah. Do it. 486 00:23:28,920 --> 00:23:29,940 Heidi: Okay, good ideas. 487 00:23:29,940 --> 00:23:32,280 Emily: What are you giving extra credit to, Heidi? 488 00:23:32,000 --> 00:23:35,271 Heidi: Well, I'm giving extra credit to season two of A Man on 489 00:23:35,331 --> 00:23:38,900 the Inside, now that it is out on Netflix. So in season one, 490 00:23:38,960 --> 00:23:42,470 Ted Danson's character goes undercover in a retirement home 491 00:23:42,529 --> 00:23:46,218 to find a jewel thief. It's so sweet. This is from Mike Schur, 492 00:23:46,277 --> 00:23:49,609 who, if you're not familiar with, he was a writer on The 493 00:23:49,580 --> 00:23:49,760 Emily: yet. 494 00:23:49,668 --> 00:23:52,940 Office and was a creator for Parks and Rec and The Good 495 00:23:53,000 --> 00:23:56,807 Place. So if you like any of the shows, I am sure you would love 496 00:23:56,867 --> 00:24:00,614 Man on the Inside too. It's got big heart, but it's not cheesy, 497 00:24:00,674 --> 00:24:04,243 really, and it's not afraid to ask some big questions. It's, 498 00:24:04,303 --> 00:24:07,872 it's very sweet. And my only sadness is he's not at the same 499 00:24:07,932 --> 00:24:09,479 retirement home this year. 500 00:24:12,025 --> 00:24:22,225 Heidi: That is it for today's episode. December behavior does 501 00:24:22,225 --> 00:24:25,405 not have to unravel. Remember to keep expectations alive, 502 00:24:25,525 --> 00:24:28,945 maintain routines, use festive fun strategically, and add 503 00:24:28,945 --> 00:24:30,085 rewards when you need them. 504 00:24:32,665 --> 00:24:36,505 We hope you enjoyed this episode of Teacher Approved. I'm Heidi. 505 00:24:36,505 --> 00:24:39,850 Emily: And I'm Emily. Thank you for listening. Be sure to follow 506 00:24:39,850 --> 00:24:42,370 or subscribe in your podcast app so that you never miss an 507 00:24:42,370 --> 00:24:42,730 episode. 508 00:24:42,730 --> 00:24:45,550 Heidi: You can connect with us and other teachers in the 509 00:24:45,550 --> 00:24:48,790 Teacher Approved Facebook group. We'll see you here next week. 510 00:24:48,970 --> 00:24:49,630 Bye, for now. 511 00:24:49,630 --> 00:24:50,590 Emily: Bye.