1 00:00:00,870 --> 00:00:05,850 Emily: This is episode 270 of Teacher Approved. 2 00:00:05,850 --> 00:00:08,640 Heidi: You're listening to Teacher Approved, the podcast 3 00:00:08,640 --> 00:00:12,390 helping educators elevate what matters and simplify the rest. 4 00:00:12,390 --> 00:00:13,410 I'm Heidi. 5 00:00:13,410 --> 00:00:16,560 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:16,560 --> 00:00:18,810 Window, where we give research-based and 7 00:00:18,810 --> 00:00:21,930 teacher-approved strategies that make teaching less stressful and 8 00:00:21,930 --> 00:00:25,365 more effective. You can check out the show notes and resources 9 00:00:25,365 --> 00:00:28,275 from each episode at secondstorywindow.net. 10 00:00:28,275 --> 00:00:31,125 Heidi: We're so glad you're tuning in today. Let's get to 11 00:00:31,125 --> 00:00:35,145 the show. 12 00:00:35,145 --> 00:00:38,055 Emily: Hey there, thanks for joining us today. In today's 13 00:00:38,055 --> 00:00:41,685 episode, we are helping you tame your back to school to-do list, 14 00:00:41,685 --> 00:00:44,655 and we've got a teacher-approved tip for making the first week a 15 00:00:44,655 --> 00:00:45,795 little easier. 16 00:00:46,305 --> 00:00:49,530 Heidi: But first, let's start with a try it tomorrow, where we 17 00:00:49,530 --> 00:00:52,380 share a quick win that you can try right away. Emily, what's 18 00:00:52,380 --> 00:00:54,000 our suggestion this week? 19 00:00:54,000 --> 00:00:57,420 Emily: This week, write down three things that you love about 20 00:00:57,420 --> 00:01:00,810 your job, and then keep this where you will see it often. In 21 00:01:00,810 --> 00:01:04,380 a few weeks, when you are in the thick of the craziest time of 22 00:01:04,380 --> 00:01:08,340 year, having a reminder that teaching is more than just a 23 00:01:08,340 --> 00:01:11,775 never-ending list of demands will help you get through it. 24 00:01:11,775 --> 00:01:15,135 Heidi: Plus, taking a moment to be grateful is such an easy way 25 00:01:15,135 --> 00:01:18,615 to tame anxiety. It reminds your brain to focus on the good 26 00:01:18,615 --> 00:01:22,035 that's here, instead of spiraling about all the stress. 27 00:01:22,035 --> 00:01:25,395 Emily: The podcast Happier in Hollywood, that I like, at the 28 00:01:25,395 --> 00:01:28,155 end of their episodes, they always say it's a fun job and we 29 00:01:28,155 --> 00:01:31,005 enjoy it. And they've explained that that is their mantra, that 30 00:01:31,005 --> 00:01:35,280 they say to each other. They are Hollywood TV writers, so a 31 00:01:35,280 --> 00:01:37,770 stressful job, and so when they're having a really tough 32 00:01:37,770 --> 00:01:40,170 time, they say that to each other to remind themselves that 33 00:01:40,170 --> 00:01:43,830 they picked this job, and they like this job. So, sometimes I 34 00:01:43,830 --> 00:01:45,060 say that to myself. 35 00:01:45,060 --> 00:01:48,090 Heidi: That is a very helpful reminder. 36 00:01:48,090 --> 00:01:50,430 Emily: If you like this idea, or anything else we share here on 37 00:01:50,430 --> 00:01:53,550 the podcast, we would love it if you took a second and gave us a 38 00:01:53,550 --> 00:01:55,440 five star rating or review. 39 00:01:56,670 --> 00:02:01,215 Back to school prep is so overwhelming. I mean, that is an 40 00:02:01,215 --> 00:02:04,545 understatement, and the problem is not that you don't know what 41 00:02:04,545 --> 00:02:09,255 to do, it's that your to-do list is longer than three CVS 42 00:02:09,255 --> 00:02:10,875 receipts. 43 00:02:10,870 --> 00:02:14,410 Heidi: That is a substantial number of tasks, all of them 44 00:02:14,410 --> 00:02:17,590 shouting for attention, and getting those things done isn't 45 00:02:17,590 --> 00:02:20,230 a question of planning or organizing, or even working 46 00:02:20,230 --> 00:02:23,620 harder, it's about prioritization. 47 00:02:23,620 --> 00:02:27,190 Emily: Yeah, when everything feels equally urgent, you just 48 00:02:27,190 --> 00:02:30,370 start swinging, and it turns into whacking at your to-do list 49 00:02:30,370 --> 00:02:32,980 like it's a pinata, and you just hope that if you hit it hard 50 00:02:33,025 --> 00:02:36,115 enough, an organized first day of school will fall out. 51 00:02:36,115 --> 00:02:39,595 Heidi: If only it worked like that, but instead you end up 52 00:02:39,595 --> 00:02:43,795 putting in a lot of work, and it does feel rewarding to see so 53 00:02:43,795 --> 00:02:47,515 many tasks crossed off your list, but you're still left with 54 00:02:47,515 --> 00:02:51,265 this nagging feeling that you're not actually ready for school to 55 00:02:51,265 --> 00:02:52,255 start. 56 00:02:52,255 --> 00:02:54,745 Emily: So, today we're going to address that. We're giving you a 57 00:02:54,745 --> 00:02:57,700 system for deciding what deserves your attention first, 58 00:02:57,700 --> 00:03:00,940 so when you run out of time, you can be confident the most 59 00:03:00,940 --> 00:03:03,280 essential planning is already in place. 60 00:03:03,280 --> 00:03:07,390 Heidi: We are calling this the foundation first method, and to 61 00:03:07,390 --> 00:03:09,850 explain it, I'm going to use a dumb joke that I took a 62 00:03:09,850 --> 00:03:14,950 screenshot of in 2018 and still laugh at. They say it's a 63 00:03:14,950 --> 00:03:18,100 mystery how the pyramids were built, but I reckon they just 64 00:03:18,100 --> 00:03:21,145 started at the bottom and worked their way up. Let's face it, 65 00:03:21,325 --> 00:03:23,035 going the other way looks a lot more difficult. 66 00:03:23,425 --> 00:03:28,105 Emily: Ba dum ching! That is a very dumb joke. 67 00:03:28,105 --> 00:03:29,365 Heidi: It is so dumb. 68 00:03:29,725 --> 00:03:32,125 Emily: It's accurate, you know. It's like, how do you eat an 69 00:03:32,125 --> 00:03:36,385 elephant? One bite at a time. Too often when we're faced with 70 00:03:36,385 --> 00:03:39,325 a big project like starting the school year, we jump in at a 71 00:03:39,325 --> 00:03:42,370 random spot without realizing that starting with the 72 00:03:42,370 --> 00:03:45,310 foundation makes everything else fall into place. 73 00:03:45,310 --> 00:03:48,280 Heidi: Oh yeah, we do this all the time. Imagine a typical 74 00:03:48,280 --> 00:03:51,100 teacher's back to school to-do list. Hopefully you know, it's 75 00:03:51,100 --> 00:03:54,460 typed in an app or neatly written on a sticky note. 76 00:03:54,460 --> 00:03:57,070 Emily: Or you know, scribbled on the back of an envelope, because 77 00:03:57,070 --> 00:03:59,290 that's all you had handy. 78 00:03:59,290 --> 00:04:02,650 Heidi: Yeah, we've all got those envelope lists, and that list is 79 00:04:02,650 --> 00:04:05,800 probably full of things like review dismissal procedures, buy 80 00:04:05,800 --> 00:04:09,655 30 red folders, make name tags, organize math manipulatives, 81 00:04:09,655 --> 00:04:12,055 decorate a bulletin board, and create a parent newsletter 82 00:04:12,055 --> 00:04:12,955 template. 83 00:04:12,955 --> 00:04:16,795 Emily: We are big fans of making lists, because getting tasks 84 00:04:16,795 --> 00:04:20,125 written down is the first step to getting them done. However, a 85 00:04:20,125 --> 00:04:23,845 list does have a big downside. When review dismissal procedures 86 00:04:23,845 --> 00:04:26,335 is right next to buy folders, your brain thinks that both 87 00:04:26,335 --> 00:04:29,680 these tasks have the same value, but dismissal and folders are 88 00:04:29,680 --> 00:04:31,330 not equally important. 89 00:04:31,120 --> 00:04:34,810 Heidi: No, one of them is about making sure everyone gets home 90 00:04:34,810 --> 00:04:37,840 at the end of the day with all of their right stuff, and the 91 00:04:37,840 --> 00:04:40,510 other one is a nice extra to have in a couple weeks when 92 00:04:40,510 --> 00:04:43,330 you're finally ready to start teaching writing. So that's why 93 00:04:43,330 --> 00:04:46,510 when we look at our to-do list, we need a way to know which 94 00:04:46,510 --> 00:04:50,290 tasks belong in that pyramid foundational layer. 95 00:04:50,290 --> 00:04:53,320 Emily: You could use any filter that is meaningful for you to 96 00:04:53,320 --> 00:04:56,515 help you prioritize your tasks, but since we're doing all this 97 00:04:56,515 --> 00:04:59,995 work for the kids, we can also use them as our guide. So every 98 00:04:59,995 --> 00:05:02,335 single back to school task is helping your students meet one 99 00:05:02,335 --> 00:05:05,815 of four needs: safety, belonging, competence, or 100 00:05:05,815 --> 00:05:06,805 growth. 101 00:05:06,805 --> 00:05:10,945 Heidi: Okay, we did borrow a bit from Azlo on that one, but it is 102 00:05:10,945 --> 00:05:13,825 an efficient system. We're going to start our pyramid with 103 00:05:13,825 --> 00:05:16,315 safety, that's the most basic need. We're going to start there 104 00:05:16,315 --> 00:05:19,840 first. Once you're confident you've got safety handled, you 105 00:05:19,840 --> 00:05:22,810 can move up to belonging, then competence, and then growth on 106 00:05:22,810 --> 00:05:24,010 the very top. 107 00:05:24,010 --> 00:05:27,220 Emily: And obviously growth is so important, but you can't get 108 00:05:27,220 --> 00:05:30,730 students engaged in learning if their needs for safety aren't 109 00:05:30,730 --> 00:05:34,150 being met. So, let's walk up the levels, starting at the 110 00:05:34,150 --> 00:05:36,880 foundation. Think about the first day of school. What is the 111 00:05:36,880 --> 00:05:39,640 minimum that has to be met for a successful day? 112 00:05:39,640 --> 00:05:43,375 Heidi: And this is actually pretty easy, we just need to 113 00:05:43,375 --> 00:05:47,335 make sure everyone is safe, fed where they're supposed to be, 114 00:05:47,335 --> 00:05:50,455 and goes home knowing that their teacher cares about them. That 115 00:05:50,455 --> 00:05:53,935 is our level one school day. It's safe and functional. 116 00:05:53,935 --> 00:05:57,085 Honestly, anything more than that is just a bonus. 117 00:05:57,085 --> 00:05:59,155 Emily: To pull this kind of day together, start with the 118 00:05:59,155 --> 00:06:03,055 school-wide systems. Do you know the policies and procedures for 119 00:06:03,220 --> 00:06:07,390 arrival and dismissal, and lunch, and emergency drills? 120 00:06:07,390 --> 00:06:10,780 Heidi: Oh, and then you know, recess, and all the rest. And 121 00:06:10,780 --> 00:06:13,930 then next, what classroom procedures do you need in place 122 00:06:13,930 --> 00:06:17,680 to facilitate all of that? Think about what you want students to 123 00:06:17,680 --> 00:06:19,960 do when they first arrive. What are they doing with their 124 00:06:19,960 --> 00:06:22,030 backpacks and their lunch boxes? 125 00:06:22,030 --> 00:06:24,670 Emily: And don't forget bathrooms. Making sure the kids 126 00:06:24,670 --> 00:06:27,625 know how to get to the bathrooms when they need it is a huge part 127 00:06:27,625 --> 00:06:30,115 of creating a feeling of safety. 128 00:06:30,115 --> 00:06:32,275 Heidi: If you want some help with this step, we've got an 129 00:06:32,275 --> 00:06:36,145 awesome resource for you. This is our procedures and routines 130 00:06:36,145 --> 00:06:40,195 planning guides and checklists. Basically, it's all of our 131 00:06:40,195 --> 00:06:43,735 overthinking, neatly organized for you. The planning guide 132 00:06:43,735 --> 00:06:47,185 looks at 26 different parts of the school day and offers 133 00:06:47,185 --> 00:06:51,040 guiding questions for each one to help you think through all of 134 00:06:51,040 --> 00:06:53,680 the moving pieces that go into that procedure. 135 00:06:53,680 --> 00:06:57,370 Emily: And then that resource has checklists. We came up with 136 00:06:57,370 --> 00:07:00,640 more than 350 different procedures you might need in 137 00:07:00,640 --> 00:07:01,540 your classroom. 138 00:07:01,570 --> 00:07:04,510 Heidi: But please don't let that panic you. You do not need 350 139 00:07:04,510 --> 00:07:08,800 procedures, but you probably need more than you think. For 140 00:07:08,800 --> 00:07:11,230 dismissal, you might need a procedure for filling out a 141 00:07:11,230 --> 00:07:14,320 daily agenda, tidying a desk, packing a backpack, and managing 142 00:07:14,320 --> 00:07:15,970 pencils at the end of the day. 143 00:07:15,970 --> 00:07:19,180 Emily: Or your pencil procedure might be one step: put your 144 00:07:19,180 --> 00:07:22,480 pencil in your desk. It can be that easy, but whether it's one 145 00:07:22,480 --> 00:07:25,465 step or 12, you need to have that figured out before you can 146 00:07:25,465 --> 00:07:27,985 expect your students to know how to do it. 147 00:07:28,495 --> 00:07:31,405 Heidi: And that's why this resource is so handy. We have 148 00:07:31,405 --> 00:07:34,375 thought through all of the what ifs, so you can focus on the 149 00:07:34,375 --> 00:07:37,555 what now, and we will put a link to that resource in the show 150 00:07:37,555 --> 00:07:38,035 notes. 151 00:07:38,780 --> 00:07:41,410 Emily: Once you've figured out your procedures, you next need 152 00:07:41,410 --> 00:07:44,230 to plan for teaching them. If you've been with us for very 153 00:07:44,410 --> 00:07:47,530 long, you know we take this part very seriously, and that's 154 00:07:47,590 --> 00:07:51,040 because - and I cannot stress this enough - procedures make or 155 00:07:51,130 --> 00:07:51,940 break your school year. 156 00:07:52,660 --> 00:07:55,540 Heidi: Okay, so an image of Bonnie Hunt just popped into my 157 00:07:55,540 --> 00:07:59,410 brain, and this is a very deep cut for all of you rom-com 158 00:07:59,410 --> 00:08:05,050 girlies. This is even older than my 2018 screenshot joke, so I'm 159 00:08:05,050 --> 00:08:09,280 gonna mangle a quote from Return to Me and say procedures are 160 00:08:09,280 --> 00:08:12,880 your only link to reality. In the movie she says hairy legs, 161 00:08:12,880 --> 00:08:16,405 which is objectively funnier, but I'm sticking with 162 00:08:16,405 --> 00:08:19,075 procedures. 163 00:08:19,075 --> 00:08:20,755 Emily: And then doesn't Minnie Driver say you should 164 00:08:20,755 --> 00:08:23,605 needlepoint that on a pillow. 165 00:08:23,605 --> 00:08:26,395 Heidi: Yeah. If we needlepointed, that is 100% the 166 00:08:26,395 --> 00:08:29,725 sort of thing we'd put on a pillow. The procedures part, not 167 00:08:29,725 --> 00:08:33,535 the hairy legs part, but what we're trying to say is 168 00:08:33,535 --> 00:08:37,075 procedures are important, and how you teach them matters. 169 00:08:37,000 --> 00:08:39,130 Emily: The thing about procedures is you have to 170 00:08:39,130 --> 00:08:42,250 actually teach them if you want them to stick, and the method 171 00:08:42,250 --> 00:08:47,200 that we love for this is tell, try, tally, talk. So you tell 172 00:08:47,200 --> 00:08:51,010 and model it, students try it while you watch, you tally how 173 00:08:51,010 --> 00:08:54,040 it went together, and you talk through what to fix next time. 174 00:08:54,040 --> 00:08:59,200 Heidi: We have gone deep on this in episode 75, 150, and 154, and 175 00:08:59,200 --> 00:09:01,195 probably in lots of other places, so we're not going to 176 00:09:01,195 --> 00:09:04,705 reteach it all here, but another resource that can help you is 177 00:09:04,705 --> 00:09:09,175 our Tell Try Tally Talk slides. We give you five blank slide 178 00:09:09,175 --> 00:09:12,325 decks that you can duplicate and personalize. We try to make this 179 00:09:12,325 --> 00:09:15,235 as easy as possible. All you have to do is add the steps you 180 00:09:15,235 --> 00:09:18,565 want students to follow, and your lessons are ready to go. 181 00:09:18,565 --> 00:09:21,625 Emily: And we linked those in the show notes as well. The 182 00:09:21,625 --> 00:09:25,150 connection might not be obvious, but procedures about how to walk 183 00:09:25,150 --> 00:09:28,390 in the hallway are an essential part of filling students' need 184 00:09:28,390 --> 00:09:31,960 for safety. That's because of what's happening inside kids' 185 00:09:31,960 --> 00:09:34,930 bodies when they walk into your room for the first time. 186 00:09:35,350 --> 00:09:37,990 Heidi: Yeah, you know there are no tigers waiting to pounce on 187 00:09:37,990 --> 00:09:41,710 them, and logically the kids know that too, but their nervous 188 00:09:41,710 --> 00:09:44,800 systems encounter a new situation, and they immediately 189 00:09:44,800 --> 00:09:46,960 start scanning for danger. 190 00:09:46,960 --> 00:09:49,390 Emily: And a kid who's spending all their energy worrying about 191 00:09:49,390 --> 00:09:52,450 how my teacher expects me to walk in the hall is not learning 192 00:09:52,450 --> 00:09:56,080 anyone's name and is definitely not learning math. But when you 193 00:09:56,080 --> 00:09:59,545 teach procedures clearly, you're basically handing students a 194 00:09:59,545 --> 00:10:03,745 roadmap that guides every step, and that's lifting a weight of 195 00:10:03,745 --> 00:10:05,965 anxiety off of them. 196 00:10:05,965 --> 00:10:08,755 Heidi: So, that is the first level of back to school prep, 197 00:10:08,755 --> 00:10:12,235 our safe and functional layer. When you're looking through that 198 00:10:12,235 --> 00:10:15,745 giant to-do list, highlight anything related to creating a 199 00:10:15,745 --> 00:10:18,925 sense of safety. Start with those tasks if you're not sure 200 00:10:18,925 --> 00:10:22,360 where to begin your prep. That way, even if nothing else gets 201 00:10:22,360 --> 00:10:24,760 done on your first day, you ensure that you have hit the 202 00:10:24,760 --> 00:10:26,530 most important benchmark. 203 00:10:26,530 --> 00:10:29,020 Emily: Obviously, part of creating a safe and functional 204 00:10:29,020 --> 00:10:32,500 school day is teaching students how to respond to emergency 205 00:10:32,500 --> 00:10:35,740 drills, but unless your school actually mandates teaching 206 00:10:35,740 --> 00:10:39,460 drills on your first day, we recommend pushing it until later 207 00:10:39,460 --> 00:10:40,570 in the week. 208 00:10:40,570 --> 00:10:43,030 Heidi: Yeah, I really like to do it at the end of the first week, 209 00:10:43,285 --> 00:10:46,825 and that's because, instead of creating a feeling of safety, 210 00:10:46,825 --> 00:10:50,785 teaching emergency procedures often has the opposite effect. 211 00:10:50,785 --> 00:10:53,185 Kids start imagining all the what ifs and the what should I 212 00:10:53,185 --> 00:10:56,995 dos, and that ratchets up the anxiety they're already feeling 213 00:10:56,995 --> 00:11:01,255 to an 11. But if you can wait a few days, the kids will be more 214 00:11:01,255 --> 00:11:04,105 settled, they'll have more trust in you. So, the worries that an 215 00:11:04,105 --> 00:11:07,525 emergency drill might stir up will not be so acute. 216 00:11:08,245 --> 00:11:11,260 Emily: Okay, so once kids feel physically safe, it's time to 217 00:11:11,260 --> 00:11:13,750 move up a layer to the next student need, which is 218 00:11:13,750 --> 00:11:16,900 connectedness. And this is where we create a school day that is 219 00:11:16,900 --> 00:11:18,520 warm and welcoming. 220 00:11:18,520 --> 00:11:20,800 Heidi: So, this is like the shift from here's how we do 221 00:11:20,800 --> 00:11:24,310 things, to I'm so glad you're here. Every kid should leave day 222 00:11:24,310 --> 00:11:27,370 one believing that my teacher likes me, and my teacher is 223 00:11:27,370 --> 00:11:28,300 excited to know me. 224 00:11:29,050 --> 00:11:32,455 Emily: And this takes work, but it's worth aiming for, because 225 00:11:32,455 --> 00:11:35,875 kids who feel they belong are more engaged in what's happening 226 00:11:35,875 --> 00:11:40,345 in their classroom, and engaged students create fewer problems. 227 00:11:40,345 --> 00:11:43,435 Heidi: And really, that's not an exaggeration. You can have the 228 00:11:43,435 --> 00:11:46,675 best management system ever designed, and if the kids 229 00:11:46,675 --> 00:11:49,945 haven't bought into it, it does not matter. You can't force 230 00:11:49,945 --> 00:11:53,710 cooperation out of a kid, unfortunately, I guess. But a 231 00:11:53,710 --> 00:11:57,280 kid who feels known and liked by you will put in effort to meet 232 00:11:57,280 --> 00:11:58,960 your expectations. 233 00:11:58,960 --> 00:12:01,240 Emily: And obviously, we're building these relationships 234 00:12:01,240 --> 00:12:05,440 because we love the kids, but yes, you also get a management 235 00:12:05,440 --> 00:12:08,650 boost out of it, and it's okay to like that bonus. 236 00:12:08,650 --> 00:12:11,500 Heidi: Yeah, there's not a lot of bonuses in teaching, so we 237 00:12:11,500 --> 00:12:15,640 should maximize the few we do get. A simple way to create a 238 00:12:15,640 --> 00:12:18,505 feeling of belonging is making students' names visible in the 239 00:12:18,505 --> 00:12:22,225 room. Even if you use numbers to label most things, aim to have 240 00:12:22,225 --> 00:12:24,805 names in at least three places. 241 00:12:24,780 --> 00:12:28,110 Emily: That might be the student's desk nameplate, or on 242 00:12:28,110 --> 00:12:31,170 the job chart, or a birthday chart. But the one place you 243 00:12:31,170 --> 00:12:34,440 really need a name is outside the door. This doesn't have to 244 00:12:34,440 --> 00:12:37,650 be fancy, just even if you print out a class list and post it 245 00:12:37,650 --> 00:12:40,290 outside the door, and you don't have to leave it up all year, 246 00:12:40,290 --> 00:12:42,720 but at the start of the year, it's a way to say, Hey, you 247 00:12:42,720 --> 00:12:44,730 belong here, you're in the right place. 248 00:12:45,150 --> 00:12:47,685 Heidi: And in practical terms, that helps a lost kid know they 249 00:12:47,685 --> 00:12:50,865 found the right room. My second-grade classroom was on 250 00:12:50,865 --> 00:12:52,815 the opposite side of the building from the first-grade 251 00:12:52,815 --> 00:12:56,385 rooms, so I often had students getting disoriented the first 252 00:12:56,385 --> 00:12:59,685 few days, and a door display helped everyone find their way 253 00:12:59,685 --> 00:13:03,435 back into the right room. In my early years of teaching, when I 254 00:13:03,435 --> 00:13:07,335 was still young and had lots of energy, I went to the effort to 255 00:13:07,335 --> 00:13:10,185 make a big display, something really, something with a wow 256 00:13:10,185 --> 00:13:13,800 factor. I was trying to impress people, but after that, I kept 257 00:13:13,800 --> 00:13:16,920 it simple. I bought cut out shapes and stuck a label on 258 00:13:16,950 --> 00:13:19,710 them. It did the same thing, but took 20 minutes instead of two 259 00:13:19,710 --> 00:13:21,870 hours. 260 00:13:21,870 --> 00:13:24,120 Emily: But this goes back to focusing on the foundational 261 00:13:24,120 --> 00:13:27,270 stuff first. If you had the time and energy, and all the other 262 00:13:27,270 --> 00:13:30,000 pieces for the first day were in place, spending time on an 263 00:13:30,000 --> 00:13:33,150 impressive door display would have been fine. But since I was 264 00:13:33,150 --> 00:13:36,105 the one helping you prep, I know that you did not have the 265 00:13:36,105 --> 00:13:38,205 foundational pieces in place. 266 00:13:38,205 --> 00:13:41,715 Heidi: I did not, and bless you for helping me get on track so 267 00:13:41,715 --> 00:13:46,125 many times. So everyone, learn from my mistakes. Go through 268 00:13:46,125 --> 00:13:49,395 your to-do list and mark any tasks that help with community 269 00:13:49,395 --> 00:13:52,995 building. You can put that as a B for belonging, that way you 270 00:13:52,995 --> 00:13:56,145 know what to work on after you have safety covered. 271 00:13:56,475 --> 00:13:58,710 Emily: And if you want some more support with creating a 272 00:13:58,710 --> 00:14:02,160 classroom that fosters belonging, we have got several 273 00:14:02,160 --> 00:14:07,800 episodes to help you out. Check out episodes 87, 148, 211, and 274 00:14:07,800 --> 00:14:11,880 219 for lots more tips and tricks. 275 00:14:11,880 --> 00:14:14,850 Heidi: And then, once you've got this connection layer in place, 276 00:14:14,850 --> 00:14:19,080 let's move up to student independence. Where level one, 277 00:14:19,125 --> 00:14:23,565 safe and functional, means a kid can get through the day, layer 278 00:14:23,565 --> 00:14:27,195 three, calm and predictable, means a kid knows how to get 279 00:14:27,195 --> 00:14:28,305 through the day. 280 00:14:28,305 --> 00:14:30,585 Emily: And that sounds similar, but this is the difference 281 00:14:30,585 --> 00:14:32,955 between your procedures requiring your direct 282 00:14:32,955 --> 00:14:36,705 supervision to happen or mostly running on their own. 283 00:14:36,705 --> 00:14:39,255 Heidi: You don't have time to coach kids through every minute 284 00:14:39,255 --> 00:14:43,020 of the day, so you definitely need them independent as soon as 285 00:14:43,020 --> 00:14:46,440 possible. So, think about the supports required to make this 286 00:14:46,440 --> 00:14:50,070 happen. This might mean posting visuals for important routines, 287 00:14:50,070 --> 00:14:53,700 assigning class jobs, or really streamlining tasks. 288 00:14:53,700 --> 00:14:57,120 Emily: While this does help the teacher, it also helps the kids. 289 00:14:57,120 --> 00:15:00,240 This layer addresses the need to feel competent. Think about 290 00:15:00,240 --> 00:15:03,390 walking into a restaurant with some unfamiliar system, the ones 291 00:15:03,390 --> 00:15:05,985 where you have to order in some weird way because they're trying 292 00:15:05,985 --> 00:15:07,545 to be cool and trendy. 293 00:15:08,445 --> 00:15:11,295 Heidi: Or you know, those places where your salad is served on a 294 00:15:11,295 --> 00:15:13,035 slice of wood or in a fishbowl. 295 00:15:13,185 --> 00:15:15,585 Emily: Why, why do they do that? 296 00:15:15,645 --> 00:15:16,425 Heidi: I don't know. 297 00:15:16,515 --> 00:15:20,625 Emily: They should just use regular dishes. If the food is 298 00:15:20,625 --> 00:15:23,235 good, then that's what you want to remember. It shouldn't be 299 00:15:23,235 --> 00:15:25,545 that the dishes were so remarkable. 300 00:15:25,600 --> 00:15:28,780 Heidi: Yes, exactly. Because you're never going to call a 301 00:15:28,780 --> 00:15:32,170 place like that your favorite restaurant. That's kind of what 302 00:15:32,170 --> 00:15:35,680 it's like for kids on day one. The room could be wonderful, but 303 00:15:35,680 --> 00:15:38,650 until they know how it works, they can't settle in and enjoy 304 00:15:38,650 --> 00:15:42,910 it. So let's add to the to-do list the list of expectations 305 00:15:42,910 --> 00:15:44,440 that need to be taught. 306 00:15:44,440 --> 00:15:47,710 Emily: Procedures are for steps that need to be done the same 307 00:15:47,710 --> 00:15:52,195 way every time, but expectations are for creating standards for 308 00:15:52,195 --> 00:15:55,435 responsibility. You need a procedure for what students 309 00:15:55,435 --> 00:15:58,075 should do if their pencil breaks, but you also need 310 00:15:58,075 --> 00:16:01,525 expectations for how they should treat their pencils. 311 00:16:01,525 --> 00:16:04,435 Heidi: Yeah. For some reason, kids need it spelled out that we 312 00:16:04,435 --> 00:16:06,685 don't chew on pencils, we don't tear up the erasers, we don't 313 00:16:06,685 --> 00:16:09,295 draw on things that aren't paper, we don't cram tiny pencil 314 00:16:09,295 --> 00:16:10,255 nubs into the sharpener. 315 00:16:10,255 --> 00:16:15,070 Emily: Kids just have a way to make things so hard. 316 00:16:15,070 --> 00:16:16,720 Heidi: Why? 317 00:16:16,720 --> 00:16:19,600 Emily: When we use tell try tally talk for procedures, we 318 00:16:19,600 --> 00:16:23,920 like guided discovery for expectations. It gets kids 319 00:16:23,920 --> 00:16:27,460 invested in using materials the right way, instead of you just 320 00:16:27,460 --> 00:16:28,960 listing rules. 321 00:16:28,960 --> 00:16:32,710 Heidi: So, we dug into guided discovery in episode 146 so we 322 00:16:32,710 --> 00:16:35,665 won't do that today, but all the information is there if you want 323 00:16:35,665 --> 00:16:40,555 it. And then, once kids finally feel safe, welcomed, and 324 00:16:40,555 --> 00:16:44,365 capable, they are ready to learn, and that takes us to the 325 00:16:44,365 --> 00:16:47,425 top of our pyramid, learning and thriving. 326 00:16:47,425 --> 00:16:49,885 Emily: And the very good news is, there is no expectation that 327 00:16:49,885 --> 00:16:52,795 you do much of anything for this layer on the first day. Your 328 00:16:52,795 --> 00:16:55,885 first day does not have to include content. Kids will learn 329 00:16:55,885 --> 00:16:58,690 so much more across the year if you spend the first few days 330 00:16:58,690 --> 00:17:02,950 building the foundation that lets rich learning happen. 331 00:17:02,950 --> 00:17:06,340 Heidi: But even if we're not diving into content on day one, 332 00:17:06,340 --> 00:17:09,880 that doesn't mean we're ignoring it completely. Think about it 333 00:17:09,880 --> 00:17:13,600 backwards. If you want kids successfully working at learning 334 00:17:13,600 --> 00:17:17,290 centers in three weeks, what's the very first skill underneath 335 00:17:17,290 --> 00:17:21,130 that? Maybe it's moving around the room quickly and quietly, or 336 00:17:21,130 --> 00:17:24,295 maybe it's cooperating with a partner, or handling materials 337 00:17:24,295 --> 00:17:25,495 without destroying them. 338 00:17:25,975 --> 00:17:28,765 Emily: And you can apply that same idea to your lessons. 339 00:17:28,915 --> 00:17:31,945 Instead of teaching place value right out of the gate, teach 340 00:17:31,945 --> 00:17:36,445 them how to turn and talk, how to respond chorally, how to use 341 00:17:36,445 --> 00:17:39,895 a whiteboard and marker without it becoming a whole thing. 342 00:17:41,000 --> 00:17:44,830 Heidi: You are not behind when you do this. This is making sure 343 00:17:44,920 --> 00:17:48,490 you have the independence layer solidly in place before you try 344 00:17:48,550 --> 00:17:51,580 to build on top of it. It's how you make sure that the content 345 00:17:51,700 --> 00:17:53,560 sticks on their little brains two weeks from now. 346 00:17:54,450 --> 00:17:56,700 Emily: Another part of back to school learning is reviewing 347 00:17:56,700 --> 00:18:00,120 content from the previous year, but even if it's technically 348 00:18:00,120 --> 00:18:03,660 academic content, you can layer in the other goals at the same 349 00:18:03,660 --> 00:18:06,720 time. So maybe on the second or third day of school you pair up 350 00:18:06,720 --> 00:18:10,080 students to play a review game. That way you're establishing 351 00:18:10,080 --> 00:18:12,930 expectations around partner work, and you're building a 352 00:18:12,930 --> 00:18:16,170 sense of community and belonging, and you're also 353 00:18:16,170 --> 00:18:19,515 reviewing content all at once. So three wins for the price of 354 00:18:19,515 --> 00:18:20,655 one. 355 00:18:20,655 --> 00:18:23,235 Heidi: Okay, we've just thrown like four months worth of work 356 00:18:23,235 --> 00:18:26,715 at you in 20 minutes, and in case you've ever wondered why 357 00:18:26,715 --> 00:18:30,075 the start of the year is exhausting, this is why. 358 00:18:30,075 --> 00:18:32,835 Emily: Seriously, you have hundreds of essential tasks that 359 00:18:32,835 --> 00:18:35,565 have to be done before the kids walk through the doors, but as 360 00:18:35,565 --> 00:18:39,075 we mentioned, not all of those tasks contribute equally to the 361 00:18:39,075 --> 00:18:41,610 success of the start of the year, so let's make sure we're 362 00:18:41,610 --> 00:18:43,980 building the foundation first. 363 00:18:43,980 --> 00:18:47,160 Heidi: Grab your to-do list and a blank sheet of paper, and then 364 00:18:47,160 --> 00:18:50,100 you can fold the paper into fourths or draw lines, if you've 365 00:18:50,100 --> 00:18:53,640 got a steadier hand than I do. Label the boxes for the four 366 00:18:53,640 --> 00:18:56,820 back to school needs: safety, belonging, competence, and 367 00:18:56,820 --> 00:19:00,930 growth. And then you can start filling in the page with tasks 368 00:19:00,930 --> 00:19:05,205 from your list. And now you've got a pretty good idea of where 369 00:19:05,205 --> 00:19:06,855 to start your prep work. 370 00:19:06,855 --> 00:19:09,585 Emily: But of course this is just a tool, not a law. If 371 00:19:09,585 --> 00:19:12,225 you're someone who cannot think about procedures until every 372 00:19:12,225 --> 00:19:15,525 bulletin board is up, that's fine. You can start there. 373 00:19:15,525 --> 00:19:18,165 Heidi: Or if planning your first read-aloud is the thing that 374 00:19:18,165 --> 00:19:21,495 makes you excited to start the year, just go ahead and plan it, 375 00:19:21,495 --> 00:19:24,195 but be clear, right, about needing to swing back to the 376 00:19:24,195 --> 00:19:27,780 tasks that create safety before you get too far into things. 377 00:19:27,780 --> 00:19:31,980 Emily: I just had a memory of, I think, just a few days before 378 00:19:31,980 --> 00:19:34,950 school started for your very first year, me being up on a 379 00:19:34,950 --> 00:19:39,570 chair trying to make that tree out of out of butcher paper, and 380 00:19:39,570 --> 00:19:44,250 spoiler alert, it did not turn out well, but that was probably 381 00:19:44,250 --> 00:19:46,530 not the most important thing that we could have been working 382 00:19:46,530 --> 00:19:46,710 on. 383 00:19:46,710 --> 00:19:50,085 Heidi: No, but we didn't know what else to do, because nobody 384 00:19:50,085 --> 00:19:53,445 had prepped me, and you hadn't even started college yet. 385 00:19:53,445 --> 00:19:56,895 Emily: I was in high school, I think I was a senior that year. 386 00:19:57,225 --> 00:20:00,015 Heidi: We didn't know we were doing, paper trees were where we 387 00:20:00,015 --> 00:20:00,705 understood. 388 00:20:02,280 --> 00:20:04,830 Emily: Well, feeling ready for the first day starts with 389 00:20:04,830 --> 00:20:08,160 knowing the right things are getting done, and that's the 390 00:20:08,160 --> 00:20:11,370 goal. If you want help getting those foundational layers in 391 00:20:11,370 --> 00:20:14,550 place before the first bell, that is exactly what we're doing 392 00:20:14,550 --> 00:20:16,590 at Teacher Summer Talks this year. 393 00:20:16,590 --> 00:20:19,740 Heidi: This is our free audio summit, July 20th through the 394 00:20:20,160 --> 00:20:23,565 23rd. We've got more than 30 short sessions from teachers who 395 00:20:23,565 --> 00:20:26,355 get it, and the nice thing is you can listen to all of that 396 00:20:26,355 --> 00:20:29,205 while you're folding laundry or taking kids to the pool. You're 397 00:20:29,205 --> 00:20:31,695 not gonna be chained to a screen all afternoon. 398 00:20:31,695 --> 00:20:34,485 Emily: And this year, we're adding a challenge to our 399 00:20:34,485 --> 00:20:38,355 summit, so you can join us every day during the summit for a live 400 00:20:38,355 --> 00:20:42,555 call, and we will walk you through making your first day 401 00:20:42,555 --> 00:20:45,255 plans, so at the end of the summit, you'll have your first 402 00:20:45,255 --> 00:20:48,660 day all planned minute by minute. That's our specialty. So 403 00:20:48,660 --> 00:20:52,740 grab your free ticket at secondstorywindow.net/summertalks 404 00:20:52,740 --> 00:20:55,260 and come build your back to school plan with us. We would 405 00:20:55,260 --> 00:20:57,450 love to have you there. 406 00:20:57,450 --> 00:21:00,360 Now, for our teacher-approved tip of the week, where we share 407 00:21:00,360 --> 00:21:03,300 an actionable tip to help you elevate what matters and 408 00:21:03,300 --> 00:21:06,600 simplify the rest. This week's teacher-approved tip is make a 409 00:21:06,600 --> 00:21:10,035 list of the order to teach your procedures. Where do we start 410 00:21:10,035 --> 00:21:11,175 with it, Heidi? 411 00:21:11,175 --> 00:21:13,725 Heidi: Well, as we mentioned, you can't introduce all your 412 00:21:13,725 --> 00:21:17,145 procedures at once and still have kids remember them, so that 413 00:21:17,145 --> 00:21:21,675 means teaching them one at a time. To do that effectively, 414 00:21:21,675 --> 00:21:25,065 you need to know the right order to go in. We always recommend 415 00:21:25,065 --> 00:21:27,465 starting with the bathroom procedures very first, and then 416 00:21:27,465 --> 00:21:30,195 second is your attention signal. After that, you need to think 417 00:21:30,195 --> 00:21:33,780 about the flow of your day. What do students need to understand 418 00:21:33,780 --> 00:21:36,090 before the next activity? 419 00:21:36,090 --> 00:21:38,910 Emily: We call these hinge points because the success of 420 00:21:38,910 --> 00:21:42,390 the activity hinges on whether or not students understand what 421 00:21:42,390 --> 00:21:46,170 to do. Think about everything students need to be successful 422 00:21:46,170 --> 00:21:50,730 at lunchtime, and then schedule time to teach that before lunch. 423 00:21:50,730 --> 00:21:53,520 Even if you teach fifth grade, you can't just drop kids off in 424 00:21:53,520 --> 00:21:56,475 the cafeteria without some discussion of what should be 425 00:21:56,475 --> 00:21:57,705 happening. 426 00:21:57,690 --> 00:21:59,910 Heidi: So, here's how I set up my first morning, and I'm 427 00:21:59,910 --> 00:22:02,070 sharing this not because I think it's a perfect example, but 428 00:22:02,070 --> 00:22:04,830 because I think the thought process might help you get your 429 00:22:04,830 --> 00:22:07,770 wheels turning. So, for me, after I had run through my 430 00:22:07,770 --> 00:22:11,520 bathroom procedures, and to be fully transparent, I did not do 431 00:22:11,520 --> 00:22:13,770 a full tell, try, tally, talk on bathroom procedures at that 432 00:22:13,770 --> 00:22:17,550 point. I just kind of explained the basics, we could get back to 433 00:22:17,550 --> 00:22:20,280 that later. And then I would teach the attention signal. 434 00:22:20,280 --> 00:22:23,415 By that point, my students had been in their desks for a while, 435 00:22:23,415 --> 00:22:26,895 so I wanted to switch gears and move to a different spot before 436 00:22:26,895 --> 00:22:30,195 I did my teacher introduction. So, how to move to the rug and 437 00:22:30,195 --> 00:22:33,825 choose a seat was the hinge point for that activity. So, I 438 00:22:33,825 --> 00:22:37,695 taught that next, and then we would transition to the carpet. 439 00:22:37,695 --> 00:22:40,695 I would introduce myself and read a quick picture book. Then, 440 00:22:40,695 --> 00:22:44,040 by that point it was getting close to recess, so it was time 441 00:22:44,040 --> 00:22:46,410 to teach students how to line up, how to walk in the hall, 442 00:22:46,410 --> 00:22:49,920 where to line up after recess. I would walk them back in. And I 443 00:22:49,920 --> 00:22:52,440 did not let anyone take any equipment out for the first few 444 00:22:52,440 --> 00:22:55,410 days, because I just couldn't add that in on top of everything 445 00:22:55,410 --> 00:22:56,730 else in the first day. 446 00:22:56,730 --> 00:22:58,920 Emily: Yeah, and you don't want them doing that before they know 447 00:22:58,920 --> 00:23:02,130 the procedures for how to handle those materials. 448 00:23:02,130 --> 00:23:04,830 Heidi: They were fine. Some of the boys grumbled, but it was 449 00:23:04,830 --> 00:23:05,910 fine. We all lived to tell the tale. 450 00:23:05,910 --> 00:23:09,615 Emily: So, a good rule of thumb for the first week is to teach a 451 00:23:09,615 --> 00:23:12,045 procedure, and then do a different type of activity. 452 00:23:12,045 --> 00:23:15,285 Then, teach the next procedure. By switching gears, you help 453 00:23:15,285 --> 00:23:17,985 maintain the balance of structure and spark, which keeps 454 00:23:17,985 --> 00:23:19,635 everyone engaged. 455 00:23:19,635 --> 00:23:23,295 Heidi: But before you can bounce back and forth, you need to know 456 00:23:23,295 --> 00:23:26,985 what you're coming back to. So, start by making a list of 457 00:23:26,985 --> 00:23:30,210 everything students need to know how to do to function 458 00:23:30,210 --> 00:23:33,390 independently in your room. This is where those procedure 459 00:23:33,390 --> 00:23:36,630 checklists we mentioned can be extremely helpful. And then 460 00:23:36,630 --> 00:23:39,750 circle the procedures that you absolutely have to teach on day 461 00:23:39,750 --> 00:23:40,650 one. 462 00:23:40,650 --> 00:23:43,260 Emily: You probably won't have time for too many on that first 463 00:23:43,260 --> 00:23:46,560 day, so do another pass through the list and look for what you 464 00:23:46,560 --> 00:23:50,610 can introduce on day two, then days three and four. If you have 465 00:23:50,610 --> 00:23:53,250 our procedures checklist, you can use the handy dandy dropdown 466 00:23:53,295 --> 00:23:55,575 menu to do this right on the page. 467 00:23:55,575 --> 00:23:58,215 Heidi: And a bonus of doing this is that it makes your first week 468 00:23:58,215 --> 00:24:01,995 so much easier to plan, you know what's essential, and then 469 00:24:01,995 --> 00:24:04,995 you're ensuring that you have the time to fit it in. 470 00:24:04,995 --> 00:24:07,125 All right. To wrap up the show, we're sharing what we're giving 471 00:24:07,125 --> 00:24:09,525 extra credit to this week. Emily, look at your extra 472 00:24:09,525 --> 00:24:10,485 credit? 473 00:24:10,510 --> 00:24:13,720 Emily: I'm giving extra credit to the book, Our Perfect Storm, 474 00:24:13,720 --> 00:24:17,920 by Carly Fortune. I have read several books from her. Every 475 00:24:17,920 --> 00:24:21,070 Summer After, I think it was her first big new release that 476 00:24:21,070 --> 00:24:25,390 everyone was excited about, and I've liked her books, but this 477 00:24:25,390 --> 00:24:30,340 one I am loving. It is so good. I'm almost done with it, and I 478 00:24:30,340 --> 00:24:33,010 think it is a perfect summer read. 479 00:24:33,520 --> 00:24:35,935 Heidi: I've seen it on a lot of people's recommendations for the 480 00:24:35,935 --> 00:24:38,905 summer. Is it like a rom-com or thriller? 481 00:24:38,905 --> 00:24:40,015 Emily: It's a rom-com. 482 00:24:40,015 --> 00:24:42,205 Heidi: Oh, okay. Well, I'll have to check that out. 483 00:24:42,205 --> 00:24:42,955 Emily: Yeah, you should. 484 00:24:42,955 --> 00:24:43,795 Heidi: A good summer read. 485 00:24:44,065 --> 00:24:46,945 Emily: Yeah, what are you giving extra credit to, Heidi? 486 00:24:46,945 --> 00:24:49,945 Heidi: This is less exciting, but it solved a niche problem, 487 00:24:49,945 --> 00:24:52,285 and I'm probably not the only one who needs this, so I'm 488 00:24:52,285 --> 00:24:56,200 giving extra credit to the suction cup dish brush holder I 489 00:24:56,200 --> 00:25:01,420 got. So, okay, go back in time with me, like, I don't know, 15, 490 00:25:01,630 --> 00:25:05,860 20 years, and there was this trend of putting like vinegar 491 00:25:05,860 --> 00:25:09,580 and dawn in a scrub brush wand, one of those scrubby wands that 492 00:25:09,580 --> 00:25:11,980 used for dishes to clean the shower with. 493 00:25:11,980 --> 00:25:14,260 Emily: Yep, there's one in my shower. 494 00:25:14,360 --> 00:25:16,850 Heidi: Yes, I was like, why did I stop doing that? It was just 495 00:25:16,850 --> 00:25:19,280 so handy after you're done showering, you just like wipe it 496 00:25:19,280 --> 00:25:22,100 down real quick. You don't even have to do it every day, but 497 00:25:22,100 --> 00:25:27,320 then I had this scrub brush dish goopy thing in my shower, like 498 00:25:27,320 --> 00:25:29,780 there's got to be a fix for this. And there were lots of 499 00:25:29,780 --> 00:25:35,360 options, actually. So I bought one, it looks like a spring, a 500 00:25:35,360 --> 00:25:38,465 metal spring with two suction cups on it, it just goes on the 501 00:25:38,465 --> 00:25:40,865 wall, it's supposed to go on the side of your sink. I put it on 502 00:25:40,865 --> 00:25:42,995 the wall of my shower with a little dish brush holder in 503 00:25:42,995 --> 00:25:46,085 there, it's kind of up high, so it's out of the way. Easy peasy, 504 00:25:46,085 --> 00:25:49,835 nothing is dripping, it's, it makes me happy every time I get 505 00:25:49,835 --> 00:25:53,045 in the shower to have this problem solved, and my shower 506 00:25:53,045 --> 00:25:54,365 has never been cleaner. 507 00:25:54,365 --> 00:25:56,465 Emily: Well, there's just nothing more satisfying than 508 00:25:56,465 --> 00:25:59,075 something that solves, perfectly solves a problem that's been 509 00:25:59,075 --> 00:26:00,005 bugging you. 510 00:26:00,860 --> 00:26:04,160 Heidi: So true. That's the kind of drug I need. 511 00:26:04,160 --> 00:26:04,880 Emily: Yes. 512 00:26:05,090 --> 00:26:07,370 Heidi: Give me that feeling, please. 513 00:26:07,370 --> 00:26:10,820 Well, that is it for today's episode. Break down your to-do 514 00:26:10,850 --> 00:26:14,330 list by the needs that each task is fulfilling, and then use that 515 00:26:14,330 --> 00:26:18,680 list to prioritize your time and energy. 516 00:26:18,680 --> 00:26:22,610 We hope you enjoyed this episode of Teacher Approved. I'm Heidi. 517 00:26:22,610 --> 00:26:25,895 Emily: And I'm Emily. Thank you for listening. Be sure to follow 518 00:26:25,895 --> 00:26:28,415 or subscribe in your podcast app so that you never miss an 519 00:26:28,415 --> 00:26:28,865 episode. 520 00:26:29,045 --> 00:26:31,595 Heidi: You can connect with us and other teachers in the 521 00:26:31,595 --> 00:26:34,865 Teacher Approved Facebook group. We'll see you here next week. 522 00:26:35,015 --> 00:26:35,795 Bye for now. 523 00:26:35,795 --> 00:26:36,695 Emily: Bye.