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Heidi: This is episode 272 of
Teacher Approved.

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You're listening to Teacher
Approved, the podcast helping

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educators elevate what matters
and simplify the rest. I'm

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Heidi.

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Emily: And I'm Emily. We're the
creators behind Second Story

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Window, where we give
research-based and

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teacher-approved strategies that
make teaching less stressful and

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more effective. You can check
out the show notes and resources

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from each episode at
secondstorywindow.net.

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Heidi: We're so glad you're
tuning in today. Let's get to

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the show.

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Emily: Hey there, thanks for
joining us today. This episode

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is a little different. Our
Teacher Summer Talks summit

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kicks off next week, and so we
pulled together an exciting

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sneak peek. Eight of our summit
speakers each recorded a quick

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tip to share with you.

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Heidi: So, this is basically a
sampler platter of the summit.

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If a tip makes you want to hear
more, you're in luck, because

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that speaker has a full session
waiting for you.

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Emily: Yeah, so let's start with
our good friend Jessica Ivey,

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lovingly referred to by Jivey,
by most of us, by many of us.

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She's got a grammar tip that's
really a writing tip in

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disguise.

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Heidi: And this is such a clever
way to work smarter. She's got

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one tiny question that does more
than a whole worksheet, so let's

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hear what she has to say.

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Jessica Ivey: Hey,
teacher-approved listeners, I

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hope your summer is treating you
well, and you're soaking up some

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rest before the planning season
kicks back in. I'm Jessica Ivey

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Smith, also known as Jivey from
Ideas by Jivey. I spent 10 years

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teaching in the elementary
grades, and I've spent over 15

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helping teachers implement
research-based strategies and

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building literacy curriculum. My
whole focus is to take that

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stuff the research says works
and make it simple enough to

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actually pull off in a real
classroom.

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My teacher-approved tip is one
small question that will stretch

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your students' grammar further
than any worksheet. That

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question: How do you know? Most
of us teach grammar by having

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kids identify things, circle the
noun, underline the verb, point

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to the adjective, but here's the
catch nobody warns you about. A

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student can nail every one of
those and still not reach for a

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single strong word when it's
their turn to write. Identifying

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a part of speech and actually
using it well turn out to be two

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very different abilities.

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So try this instead. When a
student tells you a word is a

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verb, resist the urge to just
confirm it and move on. Stop and

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ask, How do you know? Make them
put the reasoning into words.

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You'll see those gears turning.
Instead of, raced is a verb,

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you'll get, raced is a verb
because it's what the boy did,

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it's the action. You've nudged
them from memorizing a label to

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explaining how the word actually
does its job in the sentence,

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and that explaining is exactly
what carries over when they

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write, because now they don't
just recognize a vivid word,

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they get why it works and how to
choose one themselves.

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That question is just one piece
of a bigger routine, and I'm

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walking through the whole thing
in my teacher summer talk

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session, launching the mentor
sentence routine in your first

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two weeks. I'll show you a
simple weekly rhythm that ties

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grammar directly to writing, how
to get it going in the opening

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weeks of school so it sticks all
year, and I'm even giving you a

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ready-made lesson to start with,
completely free. Now, I'd love

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to connect with you at the
summit, and you can also find me

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anytime at Ideasbyjivey.com or
over on Instagram @ideasbyjivey.

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Come say hi, and let me know how
your students respond the first

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time you ask them, how do you
know?

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Emily: I love that, because this
is how you turn a kid who can

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label a verb into a kid who
reaches for a strong one when

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they write.

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Heidi: And it's really so
simple. I love an idea that's so

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versatile. You could use this
question daily, and every time

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it would surface different kinds
of thinking.

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Emily: Speaking of the power of
questions, our next tip takes

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that same move into much
trickier territory. So, here's

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Shelby from Little Justice
Leaders on what to do when a kid

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asks something hard and you
freeze.

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Shelby: Hi, Teacher Approved
listeners. I'm Dr. Shelby Kretz.

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I'm the founder of Little
Justice Leaders, and I help

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teachers build classroom
communities where all kids feel

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seen, valued, and affirmed. For
all of us as educators, there is

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some point when a student is
going to bring up a hard topic,

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whether that's a question about
gender, an inappropriate comment

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about race, or some other remark
about identity or diversity, and

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you're frozen in front of the
class. So, here's my

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teacher-approved tip.

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When these hard questions or
comments come up, instead of

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trying to respond right away or
sweeping it under the rug and

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panicking, we're simply going to
ask a question. And here's why:

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asking a question gives us a few
seconds to figure out what the

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right course of action is, and
it also gives you a chance to

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understand why your student
asked the question or made the

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comment in the first place.

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So, the question is, what to
ask. Of course, this depends on

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what the student said, but here
are a few good questions to have

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ready. That's a good question.
What made you think of that?

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We're going to ask this if maybe
it's a question about identity

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that we don't know how to answer
right away, but it's not exactly

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offensive. Now, if they're
saying something offensive or

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potentially inappropriate, then
we're going to say, "Hey, I want

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to ask, where have you heard
that before?" or "What do you

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If you're still not sure how to
handle the situation after the

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think that word means?" or "Do
you know what that means?"

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Again, we're giving ourselves a
beat to think about how to

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handle it, but we're also giving
the student an opportunity to

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give us insight into what they meant.

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student responds, you can always
say, "Right now, I'm going to

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continue with what we're working
on, but we're going to come back

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to this later." That buys you
even more time to think about

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it, while clearly signaling to
your students that you're not

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ignoring the question or
comment.

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So, why does this work? It keeps
the door open, we're not

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sweeping it under the rug or
changing the subject. It tells

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our students right away that
we're not going to let harmful

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behavior or harmful language
pass by, and it also tells them

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that our classroom is a safe
place to ask hard questions.

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We're not going to ignore it
just because it makes us

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uncomfortable. So that's it. It
really is that simple. Just

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start with a question, you buy
yourself a little bit of time to

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think, you gain insight into
what your student was thinking,

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and you clearly demonstrate to
the class that you aren't going

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to sweep things like this under
the rug, and that you genuinely

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care about what they think and
what they have to say.

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So, remember, responding well in
these moments is so much easier

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when you've already built a
classroom where kids feel safe,

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they feel known, and everyone
understands what fairness looks

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like. So at Little Justice
Leaders, we help educators build

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classrooms that are affirming
and rooted in belonging. In our

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teacher talk session, I'm
sharing even more strategies and

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our exact framework for creating
a classroom culture where every

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student feels like they belong.
So, please don't miss it. We

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share so many more resources for
educators and families online,

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so come find us at Little
Justice Leaders on Instagram and

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other social media, that's
@littlejusticeleaders, and best

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of luck creating a classroom
culture that is truly rooted in

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belonging this year. I'm so
excited to connect with you

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during the summit.

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Heidi: Shelby is so right. In a
tough moment, what you need most

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is a few seconds to think, and a
thoughtful question gives you

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that buffer.

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Emily: And it keeps the door
open instead of shutting the kid

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down, so it helps you stay in
control of a moment that feels

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like it might spiral out of your
hands, but while still keeping

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the connection open with your
student.

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Heidi: Our next tip is for
everyone who's ever stared their

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schedule wondering where on
earth more writing is supposed

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to fit. Here's Leigh from the
Applicious Teacher.

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Leigh: Have you ever looked at
your schedule and thought, I

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know my students need more
writing, but how am I supposed

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to fit it in? It's a challenge
that I hear all the time, and

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honestly, it's something that I
struggle with too. Hey there,

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I'm Leigh Langton, and I'm a
third-grade teacher here in

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Central Florida, the creator
behind the Applicious Teacher,

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and a lifetime advocate for
helping teachers implement

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research-based practices in ways
that are actually realistic for

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basic classrooms, just like
mine.

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One of the biggest
misconceptions about writing

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instruction is that it has to
happen in this special dedicated

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writing block, and the truth is
some of the most powerful

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writing can happen in just a few
minutes throughout the day.

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Here is a quick tip that you can
try literally your first day

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back at school. So, imagine for
a second it's your first week of

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school, and you're about to read
a classroom community building

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book, like "Our Class is a
Family" or something like that.

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Before reading, ask your
students to spend a couple

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minutes responding to this
prompt. What are some things

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that you do to help take care of
your family? Now, let your

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students write whatever comes to
their mind, then you can share

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what they wrote, read the story,
come back to that same prompt,

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and ask students to revise their
thinking using the text that

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they just read, as well as how
they could apply it to their

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classroom family.

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And there, in just a few
minutes, students have activated

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prior knowledge, engaged deeply
with a story, they reflected on

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their classroom expectations
from previous classroom

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experiences, and they practice
some very meaningful writing,

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all in one simple quick write.
That is the power of quick

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writes.

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In my teacher summer talk
session, I'm going to show you

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how to use quick writes to help
build the bridge between the

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science of reading and the
science of writing, and you'll

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walk away with practical, low
prep ideas that naturally fit

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into your reading, math,
science, and social studies

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times without adding another
program, another resource, or

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hours to your day, or hours to
your planning. So be sure to

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join me for quick writes
marrying the science of reading,

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and the science of writing, and
I cannot wait to share more with

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you.

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Emily: A quick write before a
read aloud is so doable, you

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don't have to invent a whole new
block, you are folding writing

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into something you're already
doing.

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Heidi: And her first week
community building example is

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perfect timing, you could easily
slot this into your first week

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lessons.

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Emily: Okay, now let's shift
into math. So, here is Greg,

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also known as Mr. Elementary
Math, on how to stop guessing

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your way through small groups.

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Greg: What's going on, math fam?
I'm Greg, also known as Mr.

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Elementary Math. I'm a math
coach and a curriculum writer

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who helps third-grade teachers
feel confident about

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differentiation and small group
instruction. My tip is all about

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stopping the guessing game in
your teacher-led small groups.

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Here's something I see all the
time: a teacher pulls a small

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group, right, grabs an activity
that looked good on paper, and

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15 minutes later realizes it
wasn't what that group needed.

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Does that sound familiar?

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So, here's the mind shift. Every
student who sits down at your

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small group table falls into one
of three categories. They're

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either still building
understanding, they're

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inconsistent and need more
practice, or they've got it, and

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they're ready for something
deeper. Once you know which one

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you're looking at, the right
kind of lesson becomes obvious.

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The tricky part isn't the
teaching, it's figuring out

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which category a group falls
into before you waste your 15

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minutes guessing.

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So I'm breaking this down even
more in my summit session called

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Stop Winging It: How to Target
Instruction in Math Small

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Groups. I'll be sharing an
example of how this looks, and a

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quick checklist you can run
through in under a minute to

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know exactly what each small
group needs. So, if guessing

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sounds a little too familiar,
you'll want to check me out. I'm

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excited to connect with you
during the summit. You can also

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find me on Instagram
@mrelementarymath.

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Heidi: This is such a helpful
framework. Once you know which

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category you're looking at, the
lesson kind of builds itself.

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Emily: And that question that he
ends on the figuring out the

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category before you waste 15
minutes, that is the perfect

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setup for our next tip. Greg
helped us figure out what

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happens at your small group
table, and Marcy from Saddle Up

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for Second Grade is here to talk
about how to keep everyone else

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on track.

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Marcy: Hey, Teacher Approved
listeners, I'm so excited to be

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here with you today, and share a
quick tip before my session at

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the Teacher Summer Talks Summit.
I'm Marcy Bernethi from Saddle

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Up for Second Grade, and I help
first, second, even third grade

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teachers make math instruction
feel more manageable with

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practical routines, small group
support and ready to use

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resources.

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If you are wanting to start
small groups or math stations in

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your classroom, the biggest
thing I want you to remember is

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this: you can't start small
groups until your students know

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what to do independently, and I
say this because I learned this

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the hard way. When I first
started trying to do small group

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math, I thought I could just
pull a few kids back to my

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table, give the rest of the
class the math game for

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activity, and they would
magically know what to do.

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Spoiler alert, that did not
happen.

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I had high expectations for
them. I had not actually taught

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them how to meet those
expectations. I expected them to

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work with a partner or a group,
but I hadn't shown them what

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that should look like and sound
like. I expected them to use

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math materials the right way,
but I hadn't taken the time to

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model it. I expected them to use
the right voice level and

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problem solve and take the
basket off the shelf and clean

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up and put it back exactly where
it belonged, but here's the

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thing: those are not things our
students automatically know how

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to do. They have to be taught
explicitly, repeatedly, and

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patiently.

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Before you ever expect your
students to work independently

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during math stations, you have
to slow down and teach the

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expectations first. What does it
look like to play a math game

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with a partner? What does it
sound like when you're using a

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math voice instead of a recess
voice? What do you do if you

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don't understand the directions?
What do you do when you finish

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early? Those little routines
might seem small, but they are

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the foundation that makes small
group math actually work.

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So my tip for you is this:
before you launch math stations,

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pick one expectation and teach
it like it is part of your math

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lesson, because it is. Model it,
practice it, and let students

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try it. Stop and reteach when
needed. You may feel like you're

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moving slowly at first, but I
promise you that time on the

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front end will save you so much
frustration later. In my teacher

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summer talk session, five simple
math routines to teach before

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small group math begins, I will
walk you through the five

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routines I teach before
launching math stations in small

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groups so your students will
know exactly what to do while

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you're working with a small
group at the teacher table.

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I'll also share a fun freebie to
help get your routine started,

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because small groups can work,
but the routines have to come

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first. I would love to connect
with you before the summit. You

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can find me at
Saddleupfor2ndgrade.com or head

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00:16:20,835 --> 00:16:25,275
on over to Instagram and find me
@saddleupfor2ndgrade.

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Heidi: And Marcy's right, you
can't start small groups until

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your students know what to do
independently. That is so true.

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Emily: Yeah, and it's probably
something most of us learned the

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hard way. It's really so easy to
skip that step when we're just

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excited to get going, but
Marcy's right, those independent

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routines aren't something that
kids just know, you have to

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teach them just like you'd teach
anything else.

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Heidi: Our next tip is about a
tool a lot of us are still

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figuring out how to use well.
Here's Jen from Strategic

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Classroom with a rule of thumb
for AI and your back to school

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prep.

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Jen: I'm Jen from Strategic
Classroom, and I help great

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teachers get their time back
without sacrificing their

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effectiveness. I've been
teaching about AI and the ethics

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of using it in the classroom
since 2018 which is why I'm so

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excited to share my
teacher-approved tip with you

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today. That's about AI.

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The thing about AI is that it is
amazing at giving you the

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illusion of productivity, you
might sit down and generate a

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whole bunch of stuff, which
makes you feel busy and

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accomplished, except then you
look down and realize that

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you've actually just created
more work for yourself. So, the

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rule of thumb that I want you to
carry into back to school prep

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is that AI can be a green light
when you've already made a

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decision, and you just want more
options, or you want refinement.

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I wouldn't use it when you
haven't made a decision yet, and

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you're hoping that it will
decide for you.

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Let me show you the difference.
Let's say that you've already

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decided that you want a lining
up routine that utilizes a song.

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You might ask AI for 15
transition songs that other

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teachers use, so that you can
pick the two that you love.

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That's a real time saver,
because you got a lot of options

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that have already been teacher
tested, and then you are making

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the call. AI widened your
options, but it didn't take away

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the decision to use a lineup
song.

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Now, if you sit down and ask AI
for 30 first week of school

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activities, we now have 30
different activities to read,

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vet, and mostly throw away or
modify. That doesn't actually

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00:18:28,675 --> 00:18:32,575
save you any time. You gave AI
the decision, and it gave you

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back a pile of work. So, before
we ask AI for anything this

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00:18:36,205 --> 00:18:38,575
summer, I want you to ask
yourself, have I already

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decided, or am I hoping that it
decides for me. We want to widen

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our options without outsourcing
our judgment.

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This is just one of three
questions that I'm going to walk

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you through in my teacher summer
talk session, AI can do it,

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00:18:51,100 --> 00:18:53,950
should it, where I'll give you a
whole framework for knowing

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exactly which back to school
tasks to hand to AI and which

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ones to keep for yourself, plus
one thing that I would never

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ever put into an AI tool. You
definitely want to hear that

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00:19:03,220 --> 00:19:05,770
last one. I would love to
connect with you during the

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00:19:05,770 --> 00:19:08,740
summit, and you can also find me
on Instagram and TikTok

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@strategicclassroom. I'll see
you there.

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Emily: It is so easy to feel
productive with AI when you've

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actually just made yourself 30
things to sort through.

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Heidi: And then you still
haven't figured out the original

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00:19:20,995 --> 00:19:25,945
problem, so widen your options,
but keep the judgment. No

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00:19:25,945 --> 00:19:28,915
computer can replace your
expertise.

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Emily: So far, everything we've
talked about has been focused on

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00:19:31,255 --> 00:19:34,105
the classroom, but we can't
forget the one thing that makes

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00:19:34,105 --> 00:19:36,670
it all work: the teacher.

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Heidi: That's what these next
few tips are about. Here's

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00:19:39,490 --> 00:19:42,370
Kelsey from Educate and
Rejuvenate on what to do when

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your teacher brain won't clock
out.

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Kelsey: Hi, Teacher Approved
listeners, I'm Kelsey Sorensen

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00:19:47,740 --> 00:19:50,500
from Educate and Rejuvenate. I'm
a certified life coach for

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teachers and a teacher author,
probably most known for virtual

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00:19:53,590 --> 00:19:57,475
events, life coaching, and sub
plans, but my biggest love and

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00:19:57,475 --> 00:20:01,195
what I do is helping teachers
enjoy their lives both inside

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00:20:01,195 --> 00:20:04,975
the classroom and outside of it.
You might also know me as I have

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been a guest on the podcast and
a speaker at past teacher summer

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00:20:09,745 --> 00:20:13,165
talks and teacher winter talks,
and I'm so thrilled to be back

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00:20:13,165 --> 00:20:17,065
as a featured speaker for
Teacher Summer Talks 2026.

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So, here is something I've
noticed with my teacher clients

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00:20:20,425 --> 00:20:23,410
who I work with. During the
school year, your teacher brain

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00:20:23,410 --> 00:20:26,920
follows you home. You're sitting
on the couch trying to watch

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00:20:26,920 --> 00:20:30,160
your show, but you're actually
replaying the email that parents

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00:20:30,160 --> 00:20:32,530
sent, or running through
tomorrow's lesson for the third

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00:20:32,530 --> 00:20:36,220
time. Then, when the summer
hits, you might think that it

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00:20:36,220 --> 00:20:39,460
can leave you alone, but it
doesn't always. Maybe you're at

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00:20:39,460 --> 00:20:41,770
Target, not even thinking about
school, just grabbing whatever

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00:20:41,770 --> 00:20:44,545
you came in for, and then you
walk past the back to school

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00:20:44,545 --> 00:20:46,975
section and see all the folders
and the backpacks, and your

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00:20:46,975 --> 00:20:50,665
stomach drops, even though it's
July and nothing has actually

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happened yet.

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So today I want to give you
something you can do in that

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exact moment. First, name it out
loud if you can, say, there's my

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00:20:58,710 --> 00:21:02,520
teacher brain again, or just, my
teacher brain followed me into

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00:21:02,520 --> 00:21:06,210
Target, and summer's not even
over. That's it. Just noticing

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00:21:06,210 --> 00:21:07,800
what is actually happening.

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Second, before you even get to
that moment, build yourself what

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I call an anchor menu. This is
where you pick two to five

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things ahead of time that bring
you back to the present moment,

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instead of worrying about the
past or fretting about the

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future. At least one should be
something you can do instantly,

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00:21:23,655 --> 00:21:26,385
even if you were like, say, in
the middle of teaching, or in

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00:21:26,385 --> 00:21:29,325
the checkout line at Target.
Maybe it's taking three deep

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00:21:29,325 --> 00:21:32,295
breaths, or pressing your feet
into the floor, or rocking side

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00:21:32,295 --> 00:21:36,285
to side. Decide this now, so the
second you name your teacher

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00:21:36,285 --> 00:21:39,690
brain, you already know what to
do next to bring yourself back

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00:21:39,690 --> 00:21:43,170
into the present moment, instead
of just standing in the checkout

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00:21:43,170 --> 00:21:44,910
line, spiraling.

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00:21:44,910 --> 00:21:47,700
Now even if this is the one
thing you take from today, it

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00:21:47,700 --> 00:21:50,820
can actually help you enjoy what
you have left of your summer and

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00:21:50,820 --> 00:21:53,310
walk into the new school year
with a tool that is going to

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00:21:53,310 --> 00:21:57,420
help you to bring yourself back
to the present moment among all

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00:21:57,420 --> 00:22:00,300
of the back to school stress.
But there's even more waiting

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00:22:00,300 --> 00:22:03,855
for you at Teacher Summer Talks.
I've got a session called How to

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00:22:03,855 --> 00:22:07,455
Stop Dreading September Before
It Even Starts, and it goes much

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00:22:07,455 --> 00:22:10,665
deeper into all of this. I'm a
featured speaker this year, so

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00:22:10,665 --> 00:22:12,975
keep an eye out for it. You're
not going to want to miss that

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00:22:12,975 --> 00:22:15,345
session. I have some great
things to share with you there,

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00:22:15,345 --> 00:22:17,775
and an awesome freebie too.

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00:22:17,775 --> 00:22:21,135
You can also find me on
Instagram @educateandrejuvenate,

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and if you want a little
pick-me-up, every week, I send

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00:22:23,880 --> 00:22:26,640
something via email called the
Teacher Brain Break, where I

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00:22:26,640 --> 00:22:29,610
share a little tip like this.
You can sign up for that at

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00:22:29,610 --> 00:22:33,510
Educateandrejuvenate.com/teacherbrainbreak.

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That's it for now, but I can't
wait to see you at Teacher

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00:22:36,510 --> 00:22:39,000
Summer Talks.

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Emily: Her shopping example got
me, because that's exactly what

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00:22:42,150 --> 00:22:45,930
happens. You're fine, you're
just buying paper towels, and

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00:22:45,930 --> 00:22:49,455
then the backpacks are right
there, and your stomach just

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00:22:49,455 --> 00:22:51,555
drops. It's the worst feeling.

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00:22:51,555 --> 00:22:54,825
Heidi: I hate that moment. But
what I like is that Kelsey gives

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00:22:54,825 --> 00:22:57,975
you something to actually do in
that moment. You don't have to

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00:22:57,975 --> 00:23:02,175
give into the panic or push it
down like it's not real. Name

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00:23:02,175 --> 00:23:05,865
it, and then go to your anchor
response. Help your nervous

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00:23:05,865 --> 00:23:08,355
system do its job of keeping you
regulated.

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00:23:08,355 --> 00:23:11,490
Emily: While Kelsey's tip is
about catching yourself in the

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00:23:11,490 --> 00:23:14,760
moment, the next one is about
setting things up before the

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00:23:14,760 --> 00:23:18,780
moment ever hits. So, here's
Jacey on the boundary most of us

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00:23:18,780 --> 00:23:20,940
forget to plan for.

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00:23:20,930 --> 00:23:24,290
Jacey: Hi, everyone, I'm Jacey
Schank. I want to leave you with

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00:23:24,290 --> 00:23:28,100
one quick tip that has the power
to completely change your school

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00:23:28,100 --> 00:23:31,580
year. Most teachers think
boundaries are things we set

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00:23:31,580 --> 00:23:34,400
with other people, boundaries
with parents, boundaries with

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00:23:34,400 --> 00:23:38,060
coworkers, but one of the most
important boundaries is actually

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00:23:38,060 --> 00:23:40,340
the ones we set with ourselves.

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Here's what I mean. Every
August, teachers create

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00:23:43,025 --> 00:23:46,715
classroom procedures, lesson
plans, and organizational

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00:23:46,715 --> 00:23:50,585
systems, but very few teachers
create a plan for protecting

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00:23:50,585 --> 00:23:54,275
their own energy. Instead, we
tell ourselves, I'll start

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00:23:54,275 --> 00:23:57,125
taking care of myself when
things settle down, I'll start

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00:23:57,125 --> 00:24:00,755
exercising once I get into a
routine, I'll start meal

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00:24:00,755 --> 00:24:04,175
prepping after the first few
weeks of school. Guess what the

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00:24:04,175 --> 00:24:07,880
problem is: teachers never
actually get caught up. There's

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00:24:07,880 --> 00:24:11,720
always another email, another
meeting, another lesson, another

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00:24:11,720 --> 00:24:13,130
responsibility.

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00:24:13,130 --> 00:24:17,450
So, my challenge for you is very
simple: before school starts,

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00:24:17,450 --> 00:24:21,860
choose one personal
non-negotiable, just one. Maybe

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00:24:21,860 --> 00:24:24,830
it's eating breakfast every
morning, maybe it's taking a 10

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00:24:24,830 --> 00:24:28,400
minute walk before school, maybe
it's setting a hard stop time

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00:24:28,400 --> 00:24:32,075
and refusing to work after that
time. Whatever it is, decide

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00:24:32,075 --> 00:24:35,195
right now, because if you don't
intentionally protect your

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00:24:35,195 --> 00:24:39,455
well-being, the school year will
gladly consume every bit of time

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00:24:39,455 --> 00:24:41,255
and energy that you have.

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00:24:41,255 --> 00:24:44,525
One of the biggest lessons I
learned recovering from burnout

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00:24:44,525 --> 00:24:47,555
was that taking care of yourself
isn't something you do after

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00:24:47,555 --> 00:24:50,585
everything else is finished.
Taking care of yourself is a

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00:24:50,585 --> 00:24:55,250
boundary, and it is one that
deserves protection. If this

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00:24:55,250 --> 00:24:58,220
resonates with you, be sure to
check out my full session,

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00:24:58,220 --> 00:25:01,490
Protect Your Energy: three back
to school boundaries every

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00:25:01,490 --> 00:25:04,460
teacher needs, where I will walk
you through the exact

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00:25:04,460 --> 00:25:08,570
boundaries, habits, and systems
that helped me recover from

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00:25:08,570 --> 00:25:11,540
burnout and create a healthier,
more sustainable teaching

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00:25:11,540 --> 00:25:12,350
career.

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00:25:12,350 --> 00:25:15,440
And if you'd like more support,
encouragement, and practical

448
00:25:15,440 --> 00:25:18,575
strategies for preventing
burnout, I'd love to connect

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00:25:18,575 --> 00:25:24,755
with you on Instagram
@jaceypulverschank, J A C E Y P

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00:25:24,875 --> 00:25:31,295
U L V E R S C H A N K. I can't
wait to connect with you and

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00:25:31,295 --> 00:25:34,925
help you protect your energy
this school year.

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00:25:34,925 --> 00:25:38,870
Heidi: This is so common, we
plan every procedure for the

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00:25:38,870 --> 00:25:42,020
kids, and we leave ourselves
completely out of it.

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00:25:42,020 --> 00:25:44,930
Emily: And that line, I'll take
care of myself when things

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00:25:44,930 --> 00:25:49,490
settle down. I mean, there is no
settling down, the year is never

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00:25:49,490 --> 00:25:53,330
gonna get less busy, so you have
to set your non-negotiable now

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00:25:53,330 --> 00:25:58,520
before your intentions just get
swallowed up by your to-do list.

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00:25:58,520 --> 00:26:01,415
Heidi: So that is our sneak peek
from eight of the voices that

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00:26:01,415 --> 00:26:04,025
you will hear at Teacher Summer
Talks.

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00:26:04,025 --> 00:26:06,635
Emily: And every single one of
these speakers has a full

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00:26:06,635 --> 00:26:10,235
session waiting for you at the
summit, going deeper than they

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00:26:10,235 --> 00:26:13,655
could go here in just a few
minutes. Teacher Summer Talks

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00:26:13,655 --> 00:26:18,905
runs july 20 through the 23rd,
and it is free. All of the

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00:26:18,905 --> 00:26:22,265
speaker sessions are audio, and
so you can listen while you're

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00:26:22,265 --> 00:26:26,270
driving or watching kids at the
pool, or whatever you want to do

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00:26:26,270 --> 00:26:27,590
to relax.

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00:26:27,600 --> 00:26:30,810
Heidi: But we are not finished
yet. Of course, we couldn't

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00:26:30,810 --> 00:26:34,140
leave you without a tip of our
own, and we are picking up right

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00:26:34,140 --> 00:26:38,640
where Jacey left off. Our tip is
to schedule around your brain,

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00:26:38,640 --> 00:26:41,400
not your time. So, tell us more
about this, Emily.

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00:26:41,640 --> 00:26:44,970
Emily: Okay, so basically every
productivity tip teachers get is

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00:26:44,970 --> 00:26:49,170
about the clock, right? So they
tell you to block it, batch it,

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00:26:49,200 --> 00:26:52,875
find the gaps, but the problem
is making the mistake of

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00:26:52,875 --> 00:26:56,415
assuming that every hour is
equal, and I don't know about

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00:26:56,415 --> 00:26:59,745
you, but there are some tasks my
brain just cannot handle after

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00:26:59,745 --> 00:27:03,375
4pm. So instead of just going
down your to-do list, try

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00:27:03,375 --> 00:27:05,685
sorting your tasks by energy.

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00:27:05,685 --> 00:27:09,465
Heidi: Right. Some tasks, like
lesson planning, parent

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00:27:09,465 --> 00:27:13,365
communication, that was a hard
one for me, problem solving, and

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00:27:13,395 --> 00:27:17,790
looking at data, they all need
your good brain, those are more

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00:27:17,790 --> 00:27:19,650
high-energy tasks.

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00:27:19,650 --> 00:27:22,470
Emily: But not every task
requires that same level of

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00:27:22,470 --> 00:27:26,370
focus. That's where your low
energy pile comes in. So, that's

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00:27:26,370 --> 00:27:30,600
running copies and organizing,
clearing out your desk, filing

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00:27:30,600 --> 00:27:34,710
papers. None of that needs your
sharpest hours.

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00:27:34,710 --> 00:27:38,775
Heidi: So, take a minute to
reflect and ask yourself, am I

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00:27:38,775 --> 00:27:43,065
trying to do thinking work
during my tired hours, because a

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00:27:43,065 --> 00:27:47,415
lot of us are. We save lesson
planning for Friday afternoon or

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00:27:47,415 --> 00:27:50,205
late at night when we are the
most depleted version of

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00:27:50,205 --> 00:27:51,405
ourselves.

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00:27:51,405 --> 00:27:53,535
Emily: And when you're not
thinking clearly, it makes every

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00:27:53,535 --> 00:27:57,285
task feel twice as hard. So,
please do yourself a favor and

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00:27:57,285 --> 00:27:59,355
manage your energy, not your
time.

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00:27:59,835 --> 00:28:02,850
Heidi: I even have that as a
sticky note on my computer. It

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00:28:02,850 --> 00:28:06,930
works for everyday life as well
as it does for school. In fact,

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00:28:06,930 --> 00:28:08,820
you can just start using this
right away. You don't have to

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00:28:08,820 --> 00:28:12,630
wait for school to start. Take a
look at your back to school prep

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00:28:12,630 --> 00:28:15,390
and sort all of your tasks the
same way.

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00:28:15,390 --> 00:28:18,150
Emily: If you're freshest in the
morning, use that time for

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00:28:18,150 --> 00:28:20,910
planning your first week,
building your classroom

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00:28:20,910 --> 00:28:25,635
procedures, designing lessons,
mapping routines, all that high

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00:28:25,635 --> 00:28:26,865
brain work.

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00:28:26,865 --> 00:28:29,715
Heidi: But if you're more of a
night owl, save those tasks for

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00:28:29,715 --> 00:28:33,195
the hours when your head is the
clearest. Put the kids to bed,

505
00:28:33,195 --> 00:28:36,915
put on a favorite show, and fire
up your laptop. Make your system

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00:28:36,915 --> 00:28:38,745
fit the realities of your life.

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00:28:38,745 --> 00:28:41,655
Emily: And save all the low
brain stuff, like cutting out

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00:28:41,655 --> 00:28:46,770
lamination, organizing supplies,
stuffing birthday bags, when

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00:28:46,770 --> 00:28:49,350
you're running on fumes. You
don't need a fresh brain to use

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00:28:49,350 --> 00:28:50,130
a paper cutter.

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00:28:50,460 --> 00:28:52,680
Heidi: Please make sure you're
paying attention while using a

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00:28:52,680 --> 00:28:56,400
paper cutter, even if you are
feeling tired. Nobody needs to

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00:28:56,400 --> 00:28:57,750
start the school year with
stitches.

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00:28:58,050 --> 00:29:00,960
Emily: Yeah, I feel like no
stitches is just a good goal for

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00:29:00,960 --> 00:29:05,550
everyone. And another good goal
is to join us for the Teacher

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00:29:05,550 --> 00:29:10,275
Summer Talks Summit next week.
Tickets are free, and all of the

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00:29:10,275 --> 00:29:13,725
speaker sessions are audio, so
it frees you up to do whatever

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00:29:13,725 --> 00:29:16,815
you're doing. And then we have a
few live sessions every day that

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00:29:16,815 --> 00:29:19,935
are going to be super fun if you
can make it live, but even if

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00:29:19,935 --> 00:29:22,575
all you can do is take in the
audio content, you will get so

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00:29:22,575 --> 00:29:23,985
much out of this week.

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00:29:23,985 --> 00:29:27,465
Heidi: Besides all of our
sessions, you get a guided first

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00:29:27,465 --> 00:29:31,155
day plan challenge, so you walk
into August with a real back to

524
00:29:31,155 --> 00:29:34,470
school plan all ready to go, and
you get to hang out with us. So

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00:29:34,470 --> 00:29:35,880
that's definitely a bonus.

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00:29:35,880 --> 00:29:38,790
Emily: Yeah, we'll help you do
it. It's gonna be so much fun.

527
00:29:38,790 --> 00:29:44,100
Heidi: Grab your free ticket at
secondstorywindow.net/summertalks,

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00:29:44,100 --> 00:29:47,250
or even easier, just follow the
link in the show notes.

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00:29:47,250 --> 00:29:49,680
Emily: Thanks for listening.
Hope to see you at the summit

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00:29:49,680 --> 00:29:50,400
next week.

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00:29:50,400 --> 00:29:51,510
Heidi: Bye.

532
00:29:53,100 --> 00:29:57,675
We hope you enjoyed this episode
of Teacher Approved. I'm Heidi.

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00:29:57,705 --> 00:30:04,093
Emily: And I'm Emily. Thank you
for listening. Be sure to follow

534
00:30:04,205 --> 00:30:11,715
or subscribe in your podcast app
so that you never miss an episode.

535
00:30:04,560 --> 00:30:07,076
Heidi: You can connect with us
and other teachers in the

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00:30:07,128 --> 00:30:10,312
Teacher Approved Facebook group.
We'll see you here next week.

537
00:30:10,363 --> 00:30:10,980
Bye for now.

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00:30:10,980 --> 00:30:16,289
Emily: Bye.