1 00:00:00,930 --> 00:00:04,590 Heidi: This is episode 278 of Teacher Approved. 2 00:00:05,430 --> 00:00:09,810 You're listening to Teacher Approved, the podcast helping 3 00:00:09,810 --> 00:00:13,590 educators elevate what matters and simplify the rest. I'm 4 00:00:13,590 --> 00:00:14,310 Heidi. 5 00:00:14,310 --> 00:00:17,460 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:17,460 --> 00:00:19,740 Window, where we give research-based and 7 00:00:19,740 --> 00:00:22,830 teacher-approved strategies that make teaching less stressful and 8 00:00:22,830 --> 00:00:26,295 more effective. You can check out the show notes and resources 9 00:00:26,295 --> 00:00:28,995 from each episode at secondstorywindow.net. 10 00:00:29,115 --> 00:00:32,025 Heidi: We're so glad you're tuning in today. Let's get to 11 00:00:32,025 --> 00:00:36,165 the show. 12 00:00:36,165 --> 00:00:39,825 Emily: Hey there! Thanks for joining us today. In today's 13 00:00:39,825 --> 00:00:42,795 episode, we are talking about how to make your classroom rules 14 00:00:42,825 --> 00:00:45,915 even more effective, and we have a teacher-approved tip for 15 00:00:45,915 --> 00:00:48,420 building positive relationships with parents. 16 00:00:48,420 --> 00:00:50,970 Heidi: But first, let's start with a try it tomorrow, where we 17 00:00:50,970 --> 00:00:53,040 share a quick win that you can try in your classroom right 18 00:00:53,040 --> 00:00:56,280 away. And if you aren't back in your classroom yet, make sure to 19 00:00:56,280 --> 00:00:58,620 jot this down because you're going to want this tip handy 20 00:00:58,620 --> 00:01:01,620 when you start back. So, Emily, what is our suggestion this 21 00:01:01,620 --> 00:01:02,610 week? 22 00:01:02,630 --> 00:01:05,450 Emily: Okay, so next time you give directions, or when you're 23 00:01:05,450 --> 00:01:07,970 back in the classroom and you give directions, say the 24 00:01:07,970 --> 00:01:10,880 student's name first instead of tacking it onto the end. So 25 00:01:10,880 --> 00:01:14,630 instead of "line up at the door, Marcus," it's "Marcus line up at 26 00:01:14,630 --> 00:01:18,620 the door." Putting the name up front means that their brain 27 00:01:18,620 --> 00:01:22,100 picks up, Oh, you're talking to me, before the instruction 28 00:01:22,100 --> 00:01:25,670 starts, instead of catching the tail end of it when they hear 29 00:01:25,715 --> 00:01:27,215 their name. 30 00:01:27,215 --> 00:01:31,115 Heidi: That's such a small swap, but it's so worth it if it means 31 00:01:31,115 --> 00:01:33,785 that students pay closer attention to what you're saying. 32 00:01:33,845 --> 00:01:35,225 And isn't that the dream? 33 00:01:35,225 --> 00:01:36,755 Emily: Yes. 34 00:01:36,755 --> 00:01:39,965 Heidi: If you like this idea or anything else we share here on 35 00:01:39,965 --> 00:01:42,905 the podcast, would you take a second and give us a five-star 36 00:01:42,905 --> 00:01:45,965 rating and a kind review? Ratings and reviews tell new 37 00:01:45,965 --> 00:01:48,800 podcast listeners that our show is worth checking out, so 38 00:01:48,800 --> 00:01:51,230 everyone really does help us out. 39 00:01:51,230 --> 00:01:55,130 Emily: Okay, Heidi, let's talk about that feeling that every 40 00:01:55,130 --> 00:01:58,910 teacher gets when they come back from a day out when the sub has 41 00:01:58,910 --> 00:02:03,500 been there and there is a note, the note, waiting on their desk 42 00:02:03,500 --> 00:02:05,240 for them. 43 00:02:05,240 --> 00:02:09,020 Heidi: Oh, you know the note. The one where the sub tells you 44 00:02:09,020 --> 00:02:12,785 your class basically reenacted the third grade version of The 45 00:02:12,785 --> 00:02:14,525 Lord of the Flies while you were gone. 46 00:02:14,525 --> 00:02:17,315 Emily: And these are the same kids who lined up fine and 47 00:02:17,315 --> 00:02:19,895 turned in their work two days earlier, and there were no 48 00:02:19,895 --> 00:02:22,655 problems. But yesterday apparently was a whole different 49 00:02:22,655 --> 00:02:23,645 story. 50 00:02:23,645 --> 00:02:26,255 Heidi: You know, the kids are the same, the expectations are 51 00:02:26,255 --> 00:02:30,215 the same. So why did things fall apart yesterday? Well, of 52 00:02:30,215 --> 00:02:33,425 course, it comes down to the lack of structure. 53 00:02:33,965 --> 00:02:39,350 Emily: Ah, yes, because a sub's arrival brings a huge spike of 54 00:02:39,350 --> 00:02:44,210 spark of novelty. Even the most routine procedure suddenly feels 55 00:02:44,210 --> 00:02:48,800 new with a substitute. So structure is needed to balance 56 00:02:48,800 --> 00:02:50,450 that spark. 57 00:02:50,450 --> 00:02:53,420 Heidi: Now, unfortunately, a substitute who is only with your 58 00:02:53,420 --> 00:02:56,780 class for a single day has a difficult job. They don't know 59 00:02:56,780 --> 00:02:59,375 your routines well enough to provide the same level of 60 00:02:59,375 --> 00:03:03,155 structure that you do, and we will go into more detail about 61 00:03:03,155 --> 00:03:04,805 this in a future episode. 62 00:03:04,930 --> 00:03:07,750 Emily: But that is only half the story. The bigger thing that's 63 00:03:07,750 --> 00:03:12,070 missing is you. One of the strongest sources of classroom 64 00:03:12,070 --> 00:03:15,520 structure is your relationship with your students, and so it 65 00:03:15,520 --> 00:03:19,420 walked out the door with you when you left. 66 00:03:19,420 --> 00:03:22,030 Heidi: Your students aren't just responding to your classroom 67 00:03:22,030 --> 00:03:26,290 rules; they are responding to the person who's asking them to 68 00:03:26,290 --> 00:03:27,310 follow those rules. 69 00:03:27,310 --> 00:03:30,175 Emily: Yeah, so that's what we're getting into today. We're 70 00:03:30,175 --> 00:03:33,055 talking all about why the relationship you build with your 71 00:03:33,055 --> 00:03:38,065 students is more important than the rules you set. 72 00:03:38,065 --> 00:03:40,105 Heidi: Sounds like we're doing a hot take, but we're really not. 73 00:03:40,105 --> 00:03:43,855 We are not anti-rule. If you have listened to us at all, you 74 00:03:43,855 --> 00:03:48,055 know we are huge proponents of expectations. Kids need rules. 75 00:03:48,055 --> 00:03:50,005 Rules create predictability and safety. 76 00:03:50,920 --> 00:03:53,770 Emily: And that's why we as teachers spend hours planning 77 00:03:53,770 --> 00:03:58,120 transitions and consequences before the year even starts. And 78 00:03:58,120 --> 00:04:00,280 we should do that. It's important because those strong 79 00:04:00,280 --> 00:04:04,240 procedures are the gears that keep your day running. 80 00:04:04,240 --> 00:04:06,910 Heidi: But in all of that procedure planning, it's really 81 00:04:06,910 --> 00:04:11,590 easy to overlook the second part. How are you going to build 82 00:04:11,590 --> 00:04:14,170 the relationships that make those procedures work? 83 00:04:14,000 --> 00:05:39,515 Heidi: there ways to get a kid to cooperate. 84 00:04:15,170 --> 00:04:18,140 I've seen some teachers online recently talking about how they 85 00:04:18,140 --> 00:04:20,600 are not interested in building a relationship with their 86 00:04:20,600 --> 00:04:24,410 students, and then when they explain, it's clear they don't 87 00:04:24,410 --> 00:04:27,170 mean they're ignoring the teacher-student relationship. 88 00:04:27,170 --> 00:04:30,680 They're just not interested in being their students' friends. 89 00:04:30,680 --> 00:04:32,540 Yeah, I've seen the same thing, and I was like, What are you 90 00:04:32,540 --> 00:04:36,800 talking about? And we are not saying that you need to be your 91 00:04:36,800 --> 00:04:40,355 student's bestie. You don't have to be the fun teacher who hands 92 00:04:40,355 --> 00:04:43,145 out prizes and eats lunch with their kids. 93 00:04:43,145 --> 00:04:45,305 Emily: Yeah, because that's unhelpful in a completely 94 00:04:45,305 --> 00:04:48,425 different way. And I think we all know teachers who have gone 95 00:04:48,425 --> 00:04:53,765 too far into teacher bestie territory. Instead, we are after 96 00:04:53,765 --> 00:04:56,585 the kind of teacher student relationship where every student 97 00:04:56,585 --> 00:05:00,635 knows that their teacher notices them, that their teacher wants 98 00:05:00,635 --> 00:05:03,530 them there, and that their teacher believes that they can 99 00:05:03,530 --> 00:05:04,460 do this. 100 00:05:04,460 --> 00:05:07,460 Heidi: Please don't let that feel overwhelming. Relationship 101 00:05:07,460 --> 00:05:10,280 building really isn't complicated, but it does have to 102 00:05:10,280 --> 00:07:44,075 be intentional. You can't land there by accident. 103 00:05:39,515 --> 00:05:44,435 You either apply external pressure or internal motivation. 104 00:05:44,435 --> 00:05:46,640 Emily: So, with external pressure, students comply 105 00:05:46,640 --> 00:05:49,460 because they want to avoid getting in trouble, or being 106 00:05:49,460 --> 00:05:53,180 embarrassed, or losing a privilege. We have all had that 107 00:05:53,180 --> 00:05:56,060 teacher who ran a silent, perfectly behaved room on 108 00:05:56,060 --> 00:05:58,550 nothing but shame and fear. 109 00:05:58,550 --> 00:06:01,220 Heidi: Yeah, my teacher like that was my seventh grade 110 00:06:01,220 --> 00:06:03,080 algebra teacher, Mr. Moffett. 111 00:06:03,080 --> 00:06:04,910 Emily: Oh, you're calling him out. 112 00:06:04,910 --> 00:06:08,900 Heidi: Yes, he does not deserve the benefit of any positive PR. 113 00:06:08,900 --> 00:06:10,415 Plus, I think he's probably dead. 114 00:06:10,415 --> 00:06:13,535 Emily: He was very old then, so he probably is because I also 115 00:06:13,535 --> 00:06:15,695 had him for seventh grade algebra. 116 00:06:15,695 --> 00:06:19,775 Heidi: Oh yikes! Well, you know, you know how this goes then, and 117 00:06:19,775 --> 00:06:23,735 you could hear a pin drop in his room. Every single kid was on 118 00:06:23,735 --> 00:06:26,645 task and paying attention to everything he said, but that's 119 00:06:26,645 --> 00:06:30,215 because if you talked, he would scream at you in German. 120 00:06:30,215 --> 00:06:32,075 Emily: Now I don't know why I don't remember this part, 121 00:06:32,075 --> 00:06:35,510 though. I don't remember the German. 122 00:06:35,510 --> 00:06:39,170 Heidi: Oh, it made an impression. Well, if it wasn't 123 00:06:39,170 --> 00:06:41,780 the German, it was the heckling. You probably do remember this, 124 00:06:41,780 --> 00:06:45,740 Emily. He would announce that you must have a crush on whoever 125 00:06:45,740 --> 00:06:48,290 you were whispering to, just to shame you in front of the whole 126 00:06:48,290 --> 00:06:51,740 class. Now, I was a perfect angel student in that class 127 00:06:51,740 --> 00:06:54,590 because I did not want any, no German, no heckling. 128 00:06:54,590 --> 00:06:56,795 Emily: Please don't notice me. 129 00:06:56,795 --> 00:07:00,545 Heidi: Yes, but one morning the boy sitting behind me had a 130 00:07:00,545 --> 00:07:03,995 question, and I don't blame him for feeling like you couldn't 131 00:07:03,995 --> 00:07:23,180 ask our teacher, so he asked me instead, and that gave Mr. 132 00:07:22,070 --> 00:07:25,250 Emily: Oh, that's so rough. 133 00:07:23,180 --> 00:07:28,550 Moffat plenty of material for a little stand-up act. Although 134 00:07:25,250 --> 00:07:28,649 Heidi: I mean, but it worked in the sense that nobody talked. 135 00:07:28,550 --> 00:07:33,860 stand-up is generous because he was seated the whole time, he 136 00:07:28,712 --> 00:07:32,238 But I don't think anyone who cares enough to listen to a 137 00:07:32,301 --> 00:07:36,141 teaching podcast is interested in being that kind of teacher, 138 00:07:33,860 --> 00:07:38,390 was not a teacher that got up. But I remember how my cheeks 139 00:07:36,204 --> 00:07:38,030 even if it technically works. 140 00:07:38,030 --> 00:07:41,147 Emily: So we're not getting students to cooperate through 141 00:07:38,390 --> 00:07:40,820 burned; they must have been so red. 142 00:07:40,000 --> 00:07:40,019 Emily: And unless you want to spend all day prodding reluctant 143 00:07:40,019 --> 00:07:40,038 kids, which who wants to do that? Then making this 144 00:07:40,038 --> 00:07:40,052 investment really matters. Students who believe their 145 00:07:40,052 --> 00:07:40,075 teacher is on their side are students who stick with you when 146 00:07:40,075 --> 00:07:40,810 you ask them to do something. That's what produces 147 00:07:41,110 --> 00:07:44,710 cooperation, and cooperation, not compliance, is the real goal 148 00:07:41,210 --> 00:07:44,390 external pressure, so that leaves the other option: 149 00:07:44,452 --> 00:07:45,700 internal motivation. 150 00:07:44,710 --> 00:07:44,800 here. 151 00:07:44,800 --> 00:07:48,430 Heidi: And this is what happens naturally when a kid trusts the 152 00:07:48,430 --> 00:07:51,760 adult asking them to do something. Now they're not just 153 00:07:51,760 --> 00:07:54,880 avoiding a consequence; they're protecting something they care 154 00:07:54,880 --> 00:07:55,720 about. 155 00:07:55,720 --> 00:07:58,600 Emily: If you need your class to work on an assignment quietly, 156 00:07:58,600 --> 00:08:03,205 both compliance and cooperation can achieve that goal, but at a 157 00:08:03,205 --> 00:08:04,465 cost. 158 00:08:04,465 --> 00:08:07,135 Heidi: And the cost of compliance is pretty cheap. It's 159 00:08:07,135 --> 00:08:11,005 easy to produce; just make the consequences painful enough, and 160 00:08:11,005 --> 00:08:14,575 kids will fall in line. But compliance is short-lived; it 161 00:08:14,575 --> 00:08:17,275 disappears the minute you walk out of the room. 162 00:08:17,275 --> 00:08:21,745 Emily: And it breeds resentment all along the way. But on the 163 00:08:21,745 --> 00:08:25,825 other hand, cooperation is expensive. It takes more work. 164 00:08:25,825 --> 00:08:30,310 You have to plan for it, and you have to keep investing in it. 165 00:08:30,310 --> 00:08:33,970 Heidi: But cooperation lasts. You end up with a class that 166 00:08:33,970 --> 00:08:37,870 largely manages itself because your kids want to live up to 167 00:08:37,870 --> 00:08:39,760 what you expect of them. 168 00:08:39,760 --> 00:08:42,610 Emily: And that's why your kids are willing to follow the rules. 169 00:08:42,610 --> 00:08:45,190 When that relationship is strong, rules become part of 170 00:08:45,190 --> 00:08:48,850 caring for one another. Instead of no talking, students 171 00:08:48,850 --> 00:08:52,675 understand we stay quiet because everyone deserves to learn, and 172 00:08:52,675 --> 00:08:55,645 my talking might disrupt them. 173 00:08:55,645 --> 00:08:58,465 Heidi: And instead of walk in the hallway because my teacher 174 00:08:58,465 --> 00:09:02,485 said, they understand we walk because other classrooms deserve 175 00:09:02,485 --> 00:09:05,665 respect, and the running feet will be distracting. You're not 176 00:09:05,665 --> 00:09:08,665 changing your expectation, but now your students have some 177 00:09:08,665 --> 00:09:10,885 internal motivation to meet it. 178 00:09:10,885 --> 00:09:14,020 Emily: Relationships are so fundamental to how the entire 179 00:09:14,020 --> 00:09:17,950 year unfolds that they are the very first tool that we teach in 180 00:09:17,950 --> 00:09:20,590 our new book, Structure and Spark. 181 00:09:20,590 --> 00:09:24,790 Heidi: And that book comes out next week, and if you pre-order 182 00:09:24,790 --> 00:09:28,630 by august 17, we have some awesome bonuses to send you. The 183 00:09:28,630 --> 00:09:31,750 only catch is that you have to fill out a form for us because 184 00:09:31,750 --> 00:09:34,540 we don't have a way to like get into Amazon and find out who 185 00:09:34,540 --> 00:09:35,140 bought it. 186 00:09:35,140 --> 00:09:38,875 Emily: Yes, so you have to pre-order and then head to 187 00:09:38,875 --> 00:09:42,955 secondstorywindow.net/book to fill out a quick form so we can 188 00:09:42,955 --> 00:09:46,375 send you those bonuses, and we will link to that page in the 189 00:09:46,375 --> 00:09:46,975 show notes. 190 00:09:46,975 --> 00:09:50,725 Heidi: So as you're heading into a new school year, it's so easy 191 00:09:50,725 --> 00:09:53,665 to plan a couple get-to-know-you activities and think that you've 192 00:09:53,665 --> 00:09:57,205 covered it all for relationship building, but unfortunately, it 193 00:09:57,205 --> 00:09:58,915 does take a little more effort than that. 194 00:09:58,915 --> 00:10:02,950 Emily: Instead of thinking this is one more thing to pile on 195 00:10:02,950 --> 00:10:06,610 your plate, try reframing it. Scheduling time for intentional 196 00:10:06,610 --> 00:10:09,640 relationship building is one of the few tools you have for 197 00:10:09,640 --> 00:10:12,760 getting stuff off your plate later. 198 00:10:12,760 --> 00:10:16,510 Heidi: Yeah, that's a definite rarity in education. So instead 199 00:10:16,510 --> 00:10:19,870 of counting the lost minutes spent relationship building, 200 00:10:19,870 --> 00:10:24,685 zoom out and imagine the saved hours. Every time a transition 201 00:10:24,685 --> 00:10:28,375 unfolds efficiently, you easily save five minutes. Every time 202 00:10:28,375 --> 00:10:30,775 your class comes back from recess and settles quickly, you 203 00:10:30,775 --> 00:10:32,665 save another five minutes. 204 00:10:32,665 --> 00:10:35,395 Emily: And this is just like what we talk about with teaching 205 00:10:35,395 --> 00:10:38,845 your procedures at the beginning of the year. The whole idea of 206 00:10:38,845 --> 00:10:42,415 do it right or do it all year long, that's exactly the same 207 00:10:42,415 --> 00:10:47,410 thing here. This all goes hand in hand. So let's get practical. 208 00:10:47,410 --> 00:10:51,010 What does this look like? The first thing is to start 209 00:10:51,010 --> 00:10:53,260 relationship building early. 210 00:10:53,240 --> 00:10:56,660 Heidi: And we mean even earlier than you might be thinking. In 211 00:10:53,750 --> 00:11:14,150 Emily: So, if you think of the first day of school as an event, 212 00:10:56,660 --> 00:11:00,200 her book, The Art of Gathering, which is an excellent book, 213 00:11:00,200 --> 00:11:03,470 Priya Parker explains that an event, whether that's a birthday 214 00:11:03,470 --> 00:11:06,770 party or a professional development training, doesn't 215 00:11:06,770 --> 00:11:10,520 start when the guests arrive. It starts the moment the attendees 216 00:11:10,520 --> 00:11:11,720 hear about it. 217 00:11:14,150 --> 00:11:16,985 the same principle applies. Your relationship with your class 218 00:11:16,985 --> 00:11:19,715 doesn't begin when students walk through the door. It begins the 219 00:11:19,715 --> 00:11:22,925 first time that they hear your name. 220 00:11:22,925 --> 00:11:25,355 Heidi: Which means you really want to make sure they associate 221 00:11:25,355 --> 00:11:28,595 that name with a positive feeling. If you have your class 222 00:11:28,595 --> 00:11:32,555 list early enough, there's a lot you can do before day one. Now, 223 00:11:32,555 --> 00:11:35,375 I taught with a teacher who did home visits before school 224 00:11:35,375 --> 00:11:36,635 started. 225 00:11:36,635 --> 00:11:39,425 Emily: And one of my kids had a teacher that came and met them 226 00:11:39,425 --> 00:11:43,250 before the school year started. It was a little surprising, but 227 00:11:43,250 --> 00:11:46,850 I think it was really good for their relationship. And I know 228 00:11:46,850 --> 00:11:50,270 I've heard that some whole faculties do this at some 229 00:11:50,270 --> 00:11:52,580 schools. They have like a certain day that they're all 230 00:11:52,580 --> 00:11:56,210 going out to meet their kids, and the research shows that home 231 00:11:56,210 --> 00:11:59,330 visits have a lot of benefits. They are such a good way to 232 00:11:59,330 --> 00:12:01,550 learn things about a kid that you would never find out 233 00:12:01,550 --> 00:12:02,030 otherwise. 234 00:12:02,615 --> 00:12:05,045 Heidi: And they're also a really good way to start building trust 235 00:12:05,045 --> 00:12:08,705 with the family too. But they are such a big ask, especially 236 00:12:08,705 --> 00:12:13,085 if no one's paying you to do it. I always felt so guilty not 237 00:12:13,085 --> 00:12:15,815 doing the same thing as my teammate was doing because she 238 00:12:15,815 --> 00:12:18,875 didn't seem to think it was a big deal. But I knew myself well 239 00:12:18,875 --> 00:12:22,235 enough to know that this poor introvert would need weeks to 240 00:12:22,235 --> 00:12:24,545 recover from 25 home visits. 241 00:12:24,575 --> 00:12:27,110 Emily: Oh my gosh, that, it is an introvert's nightmare. I 242 00:12:27,110 --> 00:12:29,960 think having to meet that many new people in a day, I would 243 00:12:29,960 --> 00:12:34,130 actually die. So it is okay if you don't have the time or the 244 00:12:34,130 --> 00:12:38,360 energy for that. This isn't all or nothing. Connecting through 245 00:12:38,360 --> 00:12:42,110 the mail or in other ways works too. So we used to send 246 00:12:42,110 --> 00:12:45,590 postcards before school started, inviting kids to our open house 247 00:12:45,590 --> 00:12:48,530 and asking them to bring something to share on the first 248 00:12:48,530 --> 00:12:48,830 day. 249 00:12:49,280 --> 00:12:51,845 Heidi: It's such a small gesture, but it tells a kid 250 00:12:51,845 --> 00:12:55,055 before they've even met you that you are already thinking about 251 00:12:55,055 --> 00:12:56,015 them. 252 00:12:56,015 --> 00:12:58,025 Emily: And if you want something all ready to go for this, we 253 00:12:58,025 --> 00:13:01,895 have a resource for you. It's so cute. You tuck a star sticker 254 00:13:01,895 --> 00:13:05,165 into an envelope with a poem telling the students to make a 255 00:13:05,165 --> 00:13:08,705 wish the night before school starts, and that their new 256 00:13:08,705 --> 00:13:11,630 teacher is making a wish for them too at the very same time. 257 00:13:11,630 --> 00:13:12,920 It's so cute. 258 00:13:12,920 --> 00:13:16,010 Heidi: Or you could get those squishy star stress balls and 259 00:13:16,010 --> 00:13:19,370 attach the poem to those, but I think those might be a little 260 00:13:19,370 --> 00:13:21,830 bit tricky to mail. So you'd probably want to save those to 261 00:13:21,830 --> 00:13:23,150 give out in person. 262 00:13:23,150 --> 00:13:25,940 Emily: Yeah, that would be perfect to give out at your meet 263 00:13:25,940 --> 00:13:29,900 the teacher night or your open house. And squishies are all the 264 00:13:29,900 --> 00:13:33,350 rage right now, so a squishy star would be perfect. But also 265 00:13:33,350 --> 00:13:37,835 remind yourself that this does not have to be a big deal. 266 00:13:37,835 --> 00:13:39,725 Heidi: Yeah, I've seen the teachers online prepping whole 267 00:13:39,725 --> 00:13:43,475 gift bags. This is not bad. One small thing, even if it's just a 268 00:13:43,475 --> 00:13:47,255 couple of lifesavers, sends the same message. It says, "I'm glad 269 00:13:47,255 --> 00:13:49,835 you're here, and we're going to have fun together." 270 00:13:49,835 --> 00:13:51,905 Emily: Once you have a way to connect with students before the 271 00:13:51,905 --> 00:13:55,925 first day, you need to welcome them warmly once they arrive. 272 00:13:55,925 --> 00:13:58,310 Heidi: On that first morning, you can just assume that every 273 00:13:58,310 --> 00:14:01,940 student is secretly wondering the same thing. Do I belong 274 00:14:01,940 --> 00:14:05,480 here? And every interaction you have that day either answers 275 00:14:05,480 --> 00:14:08,360 that yes or leaves it hanging. 276 00:14:08,360 --> 00:14:11,510 Emily: The easiest first step is to learn your students' names 277 00:14:11,510 --> 00:14:14,690 and take the time to learn how to pronounce them correctly. If 278 00:14:14,690 --> 00:14:18,050 you are at all unsure, ask last year's teacher. 279 00:14:18,050 --> 00:14:22,085 Heidi: Or you can ask the student when you meet them, then 280 00:14:22,085 --> 00:14:24,665 do your best to get it right. I know sometimes with language 281 00:14:24,665 --> 00:14:27,725 differences, it's really hard to make the same sounds that are 282 00:14:27,725 --> 00:14:31,835 natural in the other language. I had a student with an indigenous 283 00:14:31,835 --> 00:14:36,455 Mexican name, and it sounded like music in his accent, and in 284 00:14:36,455 --> 00:14:40,685 my accent, it sounded like a car that wouldn't start. I never did 285 00:14:40,685 --> 00:14:45,020 get it perfect, but I was always respectful when I used it, and I 286 00:14:45,020 --> 00:14:47,270 never put him on the spot by saying something like, "Oh, 287 00:14:47,270 --> 00:14:49,280 that's just too hard for me. I'll just call you whatever." 288 00:14:49,280 --> 00:14:51,920 You know, I just I did try to be respectful. 289 00:14:51,920 --> 00:14:54,230 Emily: Yeah, or making a big deal of the fact of like, "Oh, I 290 00:14:54,230 --> 00:14:57,200 can never get your name right." Like, you don't want to draw 291 00:14:57,200 --> 00:15:00,320 attention to that. Respect is really important when it comes 292 00:15:00,320 --> 00:15:03,920 to names because names are so closely tied to our identity. 293 00:15:03,920 --> 00:15:07,355 That's why using them has such power. Besides learning your 294 00:15:07,355 --> 00:15:11,075 students' names, make it a point to have their names visible in 295 00:15:11,075 --> 00:15:12,065 the room. 296 00:15:12,065 --> 00:15:14,375 Heidi: If you're a teacher that uses student numbers to label 297 00:15:14,375 --> 00:15:17,225 things, aim to have names visible in at least three 298 00:15:17,225 --> 00:15:20,675 places. And if you don't use numbers, then that step's really 299 00:15:20,675 --> 00:15:21,725 easy. 300 00:15:21,725 --> 00:15:24,215 Emily: And one place we always recommend having names is right 301 00:15:24,215 --> 00:15:28,055 outside the door. That way, when a nervous kid arrives outside 302 00:15:28,055 --> 00:15:30,620 your room and they're trying to tell if this is the right place 303 00:15:30,620 --> 00:15:34,730 on that first morning, they know that they are in the right spot 304 00:15:34,730 --> 00:15:38,570 without wandering in to check. They already know before they go 305 00:15:38,570 --> 00:15:40,940 in, so they can come in with a little more confidence. 306 00:15:40,940 --> 00:15:43,220 Heidi: And that little touch of preparation is such a gift when 307 00:15:43,220 --> 00:15:44,870 people are anxious. 308 00:15:44,870 --> 00:15:45,050 Emily: Yep. 309 00:15:45,050 --> 00:15:47,090 Heidi: Another part of your welcome is a fun way to 310 00:15:47,090 --> 00:15:50,630 introduce yourself. The goal is for your kids to see the human 311 00:15:50,630 --> 00:15:51,890 behind the teacher desk. 312 00:15:51,890 --> 00:15:55,055 Emily: You can share the basics, where you went to school, what 313 00:15:55,055 --> 00:15:58,025 you did before teaching, but a few more personal details go a 314 00:15:58,025 --> 00:15:59,225 long way too. 315 00:15:59,225 --> 00:16:01,715 Heidi: Yeah, you can tell them about what you struggled with as 316 00:16:01,715 --> 00:16:05,135 a kid, what you value, maybe that you're deathly afraid of 317 00:16:05,135 --> 00:16:09,425 jellyfish, maybe that's just me. 318 00:16:09,425 --> 00:16:12,725 Emily: That's a that's a you thing, I think. But you could 319 00:16:12,725 --> 00:16:15,725 also bring in an object or two while you're at it, like your 320 00:16:15,725 --> 00:16:19,010 favorite book from when you were their age, or you know, an old 321 00:16:19,010 --> 00:16:19,910 photo. 322 00:16:19,930 --> 00:16:23,320 Heidi: Yeah, kids love laughing at the hairstyles that we all 323 00:16:23,380 --> 00:16:25,630 thought were a good idea at the time. 324 00:16:25,630 --> 00:16:27,490 Emily: Yeah, especially if you're old enough to have lived 325 00:16:27,490 --> 00:16:31,000 through the '80s. Some of our hairstyles ask more questions 326 00:16:31,000 --> 00:16:36,250 than they answer, but it would be fun to show them a picture of 327 00:16:36,250 --> 00:16:39,610 you in second grade if that's a grade you teach or or whatever 328 00:16:39,610 --> 00:16:40,750 grade you teach. 329 00:16:40,750 --> 00:16:43,075 Heidi: Yes, sharing about yourself is a good way to start 330 00:16:43,075 --> 00:16:47,215 building connections, but this goes beyond a fun activity. To 331 00:16:47,215 --> 00:16:50,785 be known and liked by the people you teach, you have to be 332 00:16:50,785 --> 00:16:53,425 willing to let them see who you really are. 333 00:16:53,425 --> 00:16:55,795 Emily: Also, build in time for students to share about 334 00:16:55,795 --> 00:16:59,245 themselves. Plan a few low-pressure group activities so 335 00:16:59,245 --> 00:17:01,435 you can get to know students, and they can get to know each 336 00:17:01,435 --> 00:17:02,215 other. 337 00:17:02,215 --> 00:17:05,005 Heidi: An interest inventory works well for this. You can 338 00:17:05,050 --> 00:17:07,900 prepare a quick survey asking students what they're into, what 339 00:17:07,900 --> 00:17:10,780 they're good at, and what they wish their teacher knew. It only 340 00:17:10,780 --> 00:17:14,020 takes a few minutes, but it can be just the key you need to 341 00:17:14,020 --> 00:17:17,410 unlock a kid that you would otherwise spend all year trying 342 00:17:17,410 --> 00:17:18,820 to figure out. 343 00:17:18,820 --> 00:17:21,340 Emily: You can even fold your rules into your start of the 344 00:17:21,340 --> 00:17:24,280 year activities. After a few days, you can gather the class 345 00:17:24,280 --> 00:17:28,030 for a discussion and then ask what they want out of this year. 346 00:17:28,315 --> 00:17:31,105 Heidi: And then you can use that discussion as a launch pad. If 347 00:17:31,105 --> 00:17:34,825 these are the things that we all want, what rules do we need so 348 00:17:34,825 --> 00:17:37,675 everyone is able to succeed? Write down everyone's 349 00:17:37,675 --> 00:17:41,485 suggestions and then group them into similar categories. So, for 350 00:17:41,485 --> 00:17:44,755 example, okay, we said listen when the teacher is talking is a 351 00:17:44,755 --> 00:17:47,905 rule, and be quiet during work time. Should we put those 352 00:17:47,905 --> 00:17:50,215 together and make one of our rules only talk when it's your 353 00:17:50,215 --> 00:17:50,575 turn? 354 00:17:50,575 --> 00:17:53,920 Emily: The students are much more willing to abide by rules 355 00:17:53,920 --> 00:17:57,340 that they help generate, which makes co-creating them a huge 356 00:17:57,340 --> 00:18:00,580 management boost. And if you want a deeper breakdown of 357 00:18:00,580 --> 00:18:03,310 running a rulemaking activity, the first six weeks of school 358 00:18:03,310 --> 00:18:05,140 book has a great one. 359 00:18:05,140 --> 00:18:08,260 Heidi: And another helpful resource is the community 360 00:18:08,260 --> 00:18:12,130 building menu inside the Teacher Approved Club this month. We 361 00:18:12,130 --> 00:18:16,075 have broken the first five weeks of school into specific goals 362 00:18:16,075 --> 00:18:19,075 and created ready to go activities for each one. 363 00:18:19,075 --> 00:18:21,325 Emily: There's so many fun activities in there, and most 364 00:18:21,325 --> 00:18:24,805 only take 10 or 15 minutes. My favorite, actually, in the site 365 00:18:24,805 --> 00:18:30,115 is the "What I Did Not Do This Summer" writing activity. 366 00:18:30,115 --> 00:18:31,225 Heidi: Oh yeah, that's a fun one. 367 00:18:31,225 --> 00:18:34,465 Emily: Normal summer recap activities can turn into a 368 00:18:34,465 --> 00:18:38,005 comparison contest or trigger a kid who is already having big 369 00:18:38,050 --> 00:18:42,550 feelings about the fun of summer being over. So instead, ask your 370 00:18:42,550 --> 00:18:45,490 class to write and illustrate something they definitely did 371 00:18:45,490 --> 00:18:47,620 not do over the summer. 372 00:18:47,620 --> 00:18:50,140 Heidi: Yeah, maybe they did not go camping, in that which case, 373 00:18:50,140 --> 00:18:54,460 same kid. But maybe they didn't wrestle a unicorn on Mars. 374 00:18:54,460 --> 00:18:58,240 Students are only limited by what they did not do, and if you 375 00:18:58,240 --> 00:19:01,000 have an imagination, that's a pretty big field to draw from. 376 00:19:01,450 --> 00:19:04,315 Emily: And this activity works because it's low stakes and it's 377 00:19:04,315 --> 00:19:07,495 funny. Shared laughter is one of the fastest relationship 378 00:19:07,495 --> 00:19:08,965 builders there is. 379 00:19:08,965 --> 00:19:12,655 Heidi: If you are a club member, go grab that resource today. And 380 00:19:12,655 --> 00:19:15,745 if you aren't a member yet, we would love to have you join us. 381 00:19:15,745 --> 00:19:19,585 And you can sign up at secondstorywindow.net/club. 382 00:19:19,585 --> 00:19:22,195 Emily: Whether you're already starting back, or you won't 383 00:19:22,195 --> 00:19:25,690 start for a few more weeks. Take a minute to look at your plans. 384 00:19:25,690 --> 00:19:28,150 Hopefully, you've scheduled a bunch of time for teaching and 385 00:19:28,150 --> 00:19:31,840 practicing your expectations and procedures. Consistent rules and 386 00:19:31,840 --> 00:19:34,630 routines are one of your greatest management tools. 387 00:19:34,630 --> 00:19:38,470 Heidi: Just don't stop there. Before students will buy into 388 00:19:38,470 --> 00:19:41,890 your procedures, they need to know that the person asking them 389 00:19:41,890 --> 00:19:45,160 to follow directions is doing it out of love and not out of 390 00:19:45,160 --> 00:19:48,985 control, so be intentional about including relationship building 391 00:19:48,985 --> 00:19:53,005 in your plans even after the first week of school. 392 00:19:53,005 --> 00:19:56,575 Good relationships with your students aren't a talent that 393 00:19:56,575 --> 00:19:59,635 some teachers have and others don't. They are a system. 394 00:19:59,635 --> 00:20:03,175 They're effort you make the same as your morning routine, which 395 00:20:03,175 --> 00:20:06,445 means you can build this. So to bring it back to where we 396 00:20:06,445 --> 00:20:09,205 started, the sub who has your class for one day is missing 397 00:20:09,250 --> 00:20:13,750 your routine, sure, but she's also missing every relationship 398 00:20:13,750 --> 00:20:16,090 deposit that you've made all year. 399 00:20:16,090 --> 00:20:19,060 That's why one of the strongest classroom management tools is 400 00:20:19,060 --> 00:20:21,970 the trust you build with the people sitting in front of you. 401 00:20:21,970 --> 00:20:24,880 When students believe their teacher knows them, values them, 402 00:20:24,880 --> 00:20:28,570 and is on their side, the rules don't become less important; 403 00:20:28,570 --> 00:20:31,480 they just become much easier to follow. 404 00:20:31,480 --> 00:20:33,715 Emily: Now, for our teacher-approved tip of the 405 00:20:33,715 --> 00:20:36,175 week, where we share an actionable tip to help you 406 00:20:36,175 --> 00:20:39,505 elevate what matters and simplify the rest. This week's 407 00:20:39,505 --> 00:20:44,425 teacher-approved tip is invite contributions, and it fits right 408 00:20:44,425 --> 00:20:46,465 in with everything we just covered. So tell us more about 409 00:20:46,465 --> 00:20:47,155 it, Heidi. 410 00:20:47,240 --> 00:20:49,520 Heidi: Well, if you haven't done your meet the teacher night yet, 411 00:20:49,520 --> 00:20:53,150 try putting up a chart and asking parents to contribute to 412 00:20:53,150 --> 00:20:56,450 it. It could be a prompt like, "What do you hope your student 413 00:20:56,450 --> 00:21:00,050 learns this year?" or "Write a compliment for our class," or it 414 00:21:00,050 --> 00:21:03,020 could be something more playful, like "Write a song everyone 415 00:21:03,020 --> 00:21:05,630 should know, and we'll add it to our class playlist." Just you 416 00:21:05,630 --> 00:21:10,160 know, preview anything before you do that. Or a prompt like, 417 00:21:10,160 --> 00:21:12,215 "What's your favorite kid-friendly joke?" 418 00:21:12,215 --> 00:21:14,825 Emily: Just like asking for student input is a great way to 419 00:21:14,825 --> 00:21:17,585 boost teacher-student relationships, this is a great 420 00:21:17,585 --> 00:21:20,795 strategy to invest in parent-teacher relationships. 421 00:21:20,795 --> 00:21:23,105 Asking someone to share a favorite song or joke 422 00:21:23,105 --> 00:21:25,895 automatically creates warm feelings. 423 00:21:25,895 --> 00:21:28,385 Heidi: And when it comes to parents, you want them to think 424 00:21:28,385 --> 00:21:33,005 of you and your classroom very warmly. So type the instructions 425 00:21:33,005 --> 00:21:35,960 right now and post them on the board, or you can write them on 426 00:21:35,960 --> 00:21:37,760 a chart for your meet the teacher night. 427 00:21:37,760 --> 00:21:40,130 Emily: And if you've already had your meet the teacher night or 428 00:21:40,130 --> 00:21:42,440 back to school night, tuck this idea away for parent 429 00:21:42,440 --> 00:21:44,150 conferences. 430 00:21:44,150 --> 00:21:47,060 Heidi: If you really want to get ahead, just prep those 431 00:21:47,060 --> 00:21:50,210 conference posters now while you're thinking about it. 432 00:21:50,210 --> 00:21:52,760 Emily: Just don't forget you did it. So set a reminder in your 433 00:21:52,760 --> 00:21:56,270 phone or put it on your schedule so that you remember the day 434 00:21:56,270 --> 00:21:59,135 before conferences that you already made these and you can 435 00:21:59,135 --> 00:22:01,025 pull them out. It's a little thing, but it makes a big 436 00:22:01,025 --> 00:22:02,465 impression. 437 00:22:02,465 --> 00:22:04,265 Heidi: Okay, to wrap up the show, we're sharing what we're 438 00:22:04,265 --> 00:22:06,455 giving extra credit to this week. Emily, what gets your 439 00:22:06,455 --> 00:22:07,535 extra credit? 440 00:22:07,535 --> 00:22:10,235 Emily: I'm giving extra credit to the new version of the Little 441 00:22:10,235 --> 00:22:13,955 House on the Prairie on Netflix. I binged the whole thing 442 00:22:13,955 --> 00:22:19,055 yesterday. So I should preface this by saying I absolutely 443 00:22:19,100 --> 00:22:23,120 loved the Little House on the Prairie book series so so much. 444 00:22:23,120 --> 00:22:26,690 I dressed up as Laura Ingalls Wilder for Halloween one year. 445 00:22:26,690 --> 00:22:31,010 Like not a pioneer. I was Laura Ingalls Wilder, and I corrected 446 00:22:31,010 --> 00:22:35,480 anyone who just assumed I was a pioneer. No, no. So I have a lot 447 00:22:35,480 --> 00:22:38,420 of affection for Little House on the Prairie, but I would say my 448 00:22:38,420 --> 00:22:41,660 affection is not that tied to the TV show. I mean, I saw it 449 00:22:41,660 --> 00:22:46,505 plenty. It was on all the time, and I liked it, but I just 450 00:22:46,505 --> 00:22:48,875 didn't have the same affection for it that I had for the books. 451 00:22:48,875 --> 00:22:50,255 I don't know how you felt about it. 452 00:22:50,255 --> 00:22:52,775 Heidi: It was so different from the books. Yeah. 453 00:22:52,775 --> 00:22:55,325 Emily: Yes, and it was a little saccharine, even for me as a 454 00:22:55,325 --> 00:22:59,525 kid. I remember feeling like, oh brother, you know. Now we come 455 00:22:59,525 --> 00:23:04,235 from a non-saccharine family, so maybe that's why. Even at a 456 00:23:04,235 --> 00:23:08,750 young age, I was sniffing that out, like, Oh, brother! But I 457 00:23:08,750 --> 00:23:13,040 feel like the new series does a really good job of honoring the 458 00:23:13,040 --> 00:23:18,650 original books, but not leaning too hard into the "so sweet it 459 00:23:18,650 --> 00:23:20,300 hurts your teeth" feeling, you know. 460 00:23:20,300 --> 00:23:21,950 Heidi: Oh, that's good. 461 00:23:22,050 --> 00:23:24,870 Emily: And I haven't read the books in a really, really long 462 00:23:24,870 --> 00:23:28,830 time, so I'm not totally positive about all of the ins 463 00:23:28,830 --> 00:23:31,110 and outs of the story. So I don't know how closely they're 464 00:23:31,110 --> 00:23:32,970 following it, but I feel like from what I've heard, it 465 00:23:32,970 --> 00:23:37,530 actually follows the books more closely than the old TV series 466 00:23:37,530 --> 00:23:41,430 did. So I feel like if you really, really, really loved the 467 00:23:41,430 --> 00:23:45,075 old version, you might have a hard time with this one. It's 468 00:23:45,075 --> 00:23:48,885 probably how I feel about Anne of Green Gables. Like, I'm not 469 00:23:48,885 --> 00:23:52,215 even going to watch any other interpretation of Anne of Green 470 00:23:52,215 --> 00:23:56,325 Gables because I only care about the '80s one with Megan Follows. 471 00:23:56,325 --> 00:24:00,105 Which, by the way, she has a cute little cameo in this. 472 00:24:00,105 --> 00:24:00,915 Heidi: Oh! 473 00:24:00,915 --> 00:24:03,735 Emily: But it'll make you feel really sad because she's playing 474 00:24:03,735 --> 00:24:09,270 a grandma. So I even knew it was in here, and when it came on, I 475 00:24:09,270 --> 00:24:15,630 was just like, "Oh, it's Anne! Oh, a grandma! Oh no." 476 00:24:15,630 --> 00:24:16,680 Heidi: I don't like it. 477 00:24:16,680 --> 00:24:19,200 Emily: But she was a very sweet grandma. Anyway, all that to 478 00:24:19,200 --> 00:24:21,600 say, I thought it was really cute. It's totally kid 479 00:24:21,600 --> 00:24:25,530 appropriate. I think it might just be a little slow for some 480 00:24:25,530 --> 00:24:30,030 kids, but I enjoyed it. It was a very nice, relaxing weekend 481 00:24:30,075 --> 00:24:31,035 watch. 482 00:24:31,035 --> 00:24:33,075 Heidi: Oh, that's good. I've heard mixed things because I 483 00:24:33,075 --> 00:24:36,825 think the people that loved the 70s TV show didn't love some of 484 00:24:36,825 --> 00:24:40,485 the things that would happen. But this is such a weird 485 00:24:40,485 --> 00:24:44,865 cultural moment because it's based on a real, it's a 486 00:24:44,865 --> 00:24:48,735 fictional take of someone's actual life, but that life has 487 00:24:48,735 --> 00:24:51,435 been so well researched since the time she was writing her 488 00:24:51,435 --> 00:24:55,500 stories that we have this whole bigger picture of what was 489 00:24:55,500 --> 00:24:59,250 really happening. So then there's the balance of like, do 490 00:24:59,250 --> 00:25:02,580 you lean into the history, or do you just stick with the story 491 00:25:02,580 --> 00:25:03,360 she told? 492 00:25:03,360 --> 00:25:06,150 Emily: Yeah, and I appreciate that they are they're doing 493 00:25:06,150 --> 00:25:08,550 both. I feel like they're do they are honoring the original 494 00:25:08,550 --> 00:25:12,390 story of this little family, but they're also bringing in a lot 495 00:25:12,390 --> 00:25:15,420 more historical context of what's going on. They're in 496 00:25:15,420 --> 00:25:18,345 Independence, Missouri at the time, and what's going on with 497 00:25:18,345 --> 00:25:22,725 the Osage tribes. And yes, I did appreciate that we have been to 498 00:25:22,725 --> 00:25:26,385 Independence, Missouri, so I could actually like put some 499 00:25:26,385 --> 00:25:30,315 imaginations to this of what it what it was maybe like there a 500 00:25:30,315 --> 00:25:34,425 long time ago. But yeah, I I think they did a good job with 501 00:25:34,425 --> 00:25:37,095 that. I didn't feel like it was heavy handed of like we're going 502 00:25:37,095 --> 00:25:40,680 to make this new raw version of Little House on the Prairie. 503 00:25:40,680 --> 00:25:42,810 It's not like that at all, but it definitely is telling a 504 00:25:42,810 --> 00:25:44,340 bigger story, and I like that a lot. 505 00:25:44,340 --> 00:25:46,260 Heidi: Well, that's good. I have to check it out. 506 00:25:46,620 --> 00:25:48,480 Emily: So, what are you giving extra credit to, Heidi? 507 00:25:48,900 --> 00:25:51,120 Heidi: Well, I'm also giving extra credit to a TV show, but 508 00:25:51,120 --> 00:25:56,160 it's a very different vibe. This is the Rise and Fall of Reggie 509 00:25:56,160 --> 00:26:01,470 Dinkins on Peacock. I think this was on like regular primetime 510 00:26:01,470 --> 00:26:05,025 TV, but I totally missed it last year, so I just caught this on 511 00:26:05,025 --> 00:26:09,465 Peacock. And it's Tracy Morgan and Daniel Radcliffe. Talk about 512 00:26:09,975 --> 00:26:13,605 an odd couple. And Tracy Morgan is a disgraced former football 513 00:26:13,605 --> 00:26:18,075 player, and Daniel Radcliffe is a documentary maker with kind of 514 00:26:18,075 --> 00:26:21,885 some demons in his past, and so they're both trying to like 515 00:26:21,885 --> 00:26:25,980 restore each other's careers as he makes a documentary about 516 00:26:25,980 --> 00:26:30,420 Reggie Dinkins. And it's done by a lot of the same people that 517 00:26:30,420 --> 00:26:33,930 did 30 Rock. So if you like 30 Rock, I think this would be your 518 00:26:33,930 --> 00:26:36,540 show. If you didn't like 30 Rock, I don't think you would 519 00:26:36,540 --> 00:26:37,080 enjoy it. 520 00:26:37,170 --> 00:26:39,570 Emily: That's that's a perfect example because I've only seen 521 00:26:39,570 --> 00:26:41,730 the first few episodes, and then I forgot to go back to it. So I 522 00:26:41,730 --> 00:26:45,990 need to do that. But it definitely has 30 rock vibes, 523 00:26:46,020 --> 00:26:48,990 not just because of Tracy Morgan, but you know the whole 524 00:26:49,035 --> 00:26:49,935 yeah the whole feel. 525 00:26:50,680 --> 00:26:54,550 Heidi: One of my favorite things is so they they keep showing you 526 00:26:54,550 --> 00:26:59,020 clips from like the early 2000s when Tracy Morgan slash Reggie 527 00:26:59,020 --> 00:27:02,290 Dinkins was at the peak of his football career, they don't do 528 00:27:02,290 --> 00:27:07,930 anything to make these people look any younger. So it's like 529 00:27:07,930 --> 00:27:11,440 50-year-old Tracy Morgan pretending to be 25. It's very 530 00:27:11,470 --> 00:27:11,710 funny. 531 00:27:11,830 --> 00:27:16,165 Emily: It is funny. I'm excited. I got to go back and and watch 532 00:27:16,165 --> 00:27:18,175 the rest of that. So I'm glad you reminded me. 533 00:27:18,175 --> 00:27:20,245 Heidi: Oh, good, something to look forward to. 534 00:27:20,245 --> 00:27:24,085 That is it for today's episode. Make sure you are planning your 535 00:27:24,085 --> 00:27:26,605 relationship building with as much detail as you are planning 536 00:27:26,605 --> 00:27:29,755 your procedures, and don't forget our tip for inviting 537 00:27:29,755 --> 00:27:34,375 parents to contribute when they visit your classroom. 538 00:27:34,375 --> 00:27:38,170 We hope you enjoyed this episode of Teacher Approved. I'm Heidi. 539 00:27:38,230 --> 00:27:41,500 Emily: And I'm Emily. Thank you for listening. Be sure to follow 540 00:27:41,500 --> 00:27:44,020 or subscribe in your podcast app so that you never miss an 541 00:27:44,020 --> 00:27:44,530 episode. 542 00:27:44,620 --> 00:27:47,230 Heidi: You can connect with us and other teachers in the 543 00:27:47,230 --> 00:27:50,590 Teacher Approved Facebook group. We'll see you here next week. 544 00:27:50,620 --> 00:27:51,400 Bye for now. 545 00:27:51,400 --> 00:27:52,300 Emily: Bye.