Heidi: This is episode 240 of Teacher Approved.
You're listening to Teacher Approved, the podcast helping
educators elevate what matters and simplify the rest. I'm
Heidi.
Emily: And I'm Emily. We're the creators behind Second Story
Window, where we give research based and teacher approved
strategies that make teaching less stressful and more
effective. You can check out the show notes and resources from
each episode at secondstorywindow.net.
Heidi: We're so glad you're tuning in today. Let's get to
the show.
Emily: Hey there. Thanks for joining us today. In today's
episode, we are sharing some teacher approved tips from seven
fantastic educators that will help you make this your best
January yet.
Heidi: But first, let's start with a try it tomorrow, where we
share a quick win that you can try in your classroom right
away. So Emily, what is our suggestion this week?
Emily: This week plan something to look forward to. Coming back
after a long break can really feel rough, so you can make it a
little easier by giving yourself a boost. This could be something
fun that you're going to do with your students, or something just
for you. Maybe pack a yummy treat for after school, or grab
your favorite takeout for dinner, or plan a girls night
out for Saturday, or something you want to do with your
students that you love doing.
Heidi: Or if you are thinking longer term, how about you think
about some spring break plans? I know it feels far away, but it's
closer than you think. Maybe print a picture that reminds you
of what you have to look forward to. You know, even if that's
just a cover of a book you want to read, print that picture and
tuck it into your plan book, and then you can peek at it when
you're on your third inside recess of the week, and
everything feels just a little bit too much.
Emily: If you like this idea or anything else we share here on
the podcast, would you take a second and give us a five star
rating and review in your podcast listening app?
Heidi: Now we are so glad you're here today, because we've got
something fun planned, and we think you're really going to
love it.
Emily: Since most of you are heading back today or tomorrow,
we wanted to help you transition from cozy couch mode to busy
classroom mode.
Heidi: Yeah, if you are feeling that post holiday slump and
maybe if your routines have gotten a little wobbly, or if
you're just ready for a reset heading into the second half of
the year, this episode is for you.
Emily: In a couple weeks, we are hosting the teacher winter talks
event. It is a free audio summit designed to help you start the
new year strong. And today, we're giving you a sneak peek.
Seven of our amazing event speakers are here to share
quick, actionable tips that you can use right now.
Heidi: So think of this as the appetizer before the full meal.
Each of these speakers has a complete session waiting for you
at the summit, but what you're about to hear now is just a
little taste.
Emily: So if something resonates with you, and I have a feeling
several of these will, you can sign up for your free ticket at
the link in our show notes, or at
secondstorywindow.net/teacherwintertalks.
Heidi: All right, let's kick things off with a tip that made
me say, Why have I never thought of this? Have you ever
considered that your student shirts could teach you? Kirsten
Hammond from The Southern Teach has and it's kind of brilliant.
So here's Kirsten.
Kirsten Hammond: Hi everyone. I'm Kirsten from The Southern
Teach, and I'm so excited to share a quick and easy strategy
that you can use right away to build real world events into
your social studies time. A little bit about me, I help
other elementary educators make social studies engaging,
meaningful and doable, even when time is tight. And one of my
favorite things to teach is how to connect what's happening in
the world right now to the skills we're already building
with our students.
One of the simplest ways to do that is a routine that I'm going
to call what's on their shirts. Every day, students are walking
in wearing shirts, hoodies and sweatshirts that tell you
exactly what's happening in their world—sports teams,
holidays, races, community events, and using that as a
conversation starter is one of the quickest ways to bring real
world events into the classroom. All you have to do is ask this
question: Is anything you're wearing today connected to a
real world event? This works anywhere, and I'm going to share
with you an example from my own community.
So over the football season this school year, we've seen a big
mix of Texas teams in the hallways, as always, because
football is a really big deal in the state. There's Texas Tech
fans, Texas A and M fans, Longhorn fans, and this year has
been especially exciting because both Texas Tech and Texas A and
M are making their very first college football playoff debut.
It's been a historic moment for both programs and our students
have felt that energy. As a former Aggie, of course I am
always cheering for A and M, but honestly, I would love to see
either team make a strong run, because it's such a big point of
pride for our kids and families. So hopefully, as you're
listening to this, when this airs, maybe one of those teams
will still be in the playoffs.
When a student walks in wearing a college football hoodie or
some type of jersey or tshirt from their favorite NFL team,
this is a perfect opening for a quick and meaningful connection.
You can talk about how sports bring communities together, why
the playoff season matters for both college football and for
NFL football, and even local high school football, and also
thinking about how events can impact local traditions or
economies all without planning a full lesson. Maybe there's a
nearby stadium that a lot of teams play at, or maybe your
city is hosting a college bowl game. There's all kinds of
things you can insert in, and you don't have to do a ton of
research to do it.
If a student isn't wearing anything event related, they can
always share something happening in their neighborhood or
something they heard at home. It takes a couple minutes, requires
little to no prep, and it helps students see social studies
unfolding around them every day.
If you like strategies like this, I can't wait to share more
during my summit session, real world events without the heavy
lifting. I'll walk you through how to choose the right real
world events, how to keep discussions neutral, and ways to
weave those moments into your day in a way that builds student
confidence without adding more to your plate. I'm excited to
connect with you all, and you can find me on Instagram, Tik
Tok and YouTube at The Southern Teach.
Heidi: Okay, I love that, because this is one of those
ideas that is hiding in plain sight.
Emily: And it is a great reminder that social studies
doesn't always need a lesson plan to work.
Heidi: And I love how adaptable this is. Even first graders can
participate in this kind of discussion, and this is just a
great way to re establish some connection with your students
post winter break.
Emily: And what you didn't hear is how she structures these
conversations so they stay inclusive and productive.
Heidi: And that's what she breaks down on her full teacher
winter talk session, along with ways to make this sustainable
all year long.
Emily: Okay, our next tip is for anyone who's ever looked at
their lesson plans and thought, Wait, did three different people
write these? You know what I mean, your reading block has one
thing going on, and your writing block is doing something totally
unrelated, and grammar is just off in its own little world.
Heidi: Oh, yeah, been there. But Jessica Ivey, from Ideas by
Jivey, has a simple fix. So here she is.
Jessica Ivey: Hey, Teacher Approved listeners. It's
Jessica, also known as Jivey, from Ideas by Jivey, and I love
helping teachers simplify their ELA block using mentor texts and
routines that actually make your life easier. Today, I want to
share a quick mid-year win with you, something you can do this
week that won't add anything to your plate, but will make your
lessons feel more connected.
Instead of planning each subject separately, I want you to choose
one picture book and use it in two different parts of your day,
not the whole day, just two places. You know, by January, I
usually hear from teachers that they feel like their reading,
writing and grammar plans were created by three different
people who've never met. Everything feels disconnected
and it's exhausting to keep switching gears, for you and for
the students.
So I want you to grab a picture book that you already love. Now
don't overthink this. Just look on your shelf. Pick something
that you enjoy reading aloud, and then I want you to use that
book for a reading mini lesson and one other part of your day.
Now that could be a grammar warm up, a quick writing prompt, or
even discussing vocabulary words within the text. You're not
planning a whole week around the book yet. Save that for my full
session in the teacher winter talks. I want you to just focus
on reconnecting two pieces of your day.
So let's say you read your book and you spot one meaningful
reading moment and one sentence with great craft or structure.
Use the reading moment in your comprehension lesson, and then
pull that sentence later for a quick grammar or writing
conversation. Boom, you have two lessons that are connected with
zero extra prep. Our goal here is for students to see how
reading, writing and grammar actually live together, and to
give your brain a little break because you're not juggling five
different books in one day.
Now, in my teacher winter talk session called Mid Year Mentor
Text Makeover, I'm going to show you how to turn that simple idea
into a full planning routine that you can reuse with any
book. It's honestly the biggest sanity saver I teach. Now, if
you want to hang out with me before the session, you can come
find me on Instagram @ideasbyjivey. I can't wait to
share more with you soon.
Emily: What I love about this is how doable it feels. You don't
need a whole new curriculum to make things feel cohesive.
Heidi: Right. It's one small decision that reduces cognitive
load for you, and helps students see how ELA actually fits
together. And what she impacts on her full session is how to
turn this into a repeatable planning habit, so it's not just
a one time fix.
Emily: Okay, our next step is for anyone who's watched
students freeze on word problems, even when you know
that they can do the math.
Heidi: Ah, this is such a common problem, but Mona Iehl has a
simple shift that changes how students enter the problem. So
here's Mona.
Mona: Hi Teacher Approved listeners, I'm so glad to be
here with you. My name is Mona Iehl and I help kindergarten
through fifth grade teachers turn their math block into a
place where students feel safe to think and talk and problem
solve, even when the word problems get tricky.
So today's quick tip is one that you can use the very first day
back after winter break, or on any day here this winter or in
the future. It's honestly a game changer for students who
struggle with word problems. Here it is. Launch the problem
the same way that you launch a read aloud. I want you to use
the literacy comprehension strategies that you use every
day to help your students make sense of the situation before
they ever solve anything, because one of the biggest
hurdles for students with word problems isn't the math, it's
the reading. So if they don't understand the story, then they
can't make sense of the math.
So instead of handing your students a problem and hoping
for the best, I want you to try this. Tell them the story out
loud. Ask them to close their eyes and make a movie in their
mind. For example, here's what it might sound like. Okay, guys,
there's three fourths of a birthday cake left in the pan
after my dad's birthday party. My brother and I want to split
the remaining cake with our other brother. So I'm trying to
figure out how much of that cake I actually am going to get to
eat. And as you tell it, I want you to ask your students to
visualize. We want them picturing the pan, seeing the
cake cut into fourths, and imagining that there's only
three of those equal pieces left, and that then they're
going to be shared among three people. Then they're going to be
able to start to reason about the size of those pieces before
they ever touch a pencil.
Okay, but here's a first grade example. You might tell this
story to your students. There are 38 kids out on the
playground, you guys. They're all playing, they're on the
monkey bars, some are going down the slide. There's a few other
kids on that spinny thing, you know, the one where you like,
hold on and it spins you around real fast. Okay, there's 38
kids. Can you see them? Okay, but here's what happens next. A
whole class comes outside to the playground. They come busting
through the doors, their teachers being like, wait, wait,
wait, wait for me. But all these kids are running out onto the
playground. And now there are 53 kids on the playground. What I
want you to figure out is how many students came out to play.
Now, your students can imagine the playground, right? They're
there every day. They can start to see, okay, that first group
of kids is on the, all the equipment, and then more come
running through the doors. They're building a story, a
meaning before they solve. Now this tiny shift helps learners
access the problem, especially those who rely heavily on
strategies like visualizing and retelling and making mental
models in literacy, this is a great way to transfer those
skills. And it sets our students up to engage with math because
they understand the situation.
If this idea is resonating with you, I would love for you to
join my session at teacher winter talks, where I'm sharing
a simple daily routine called word problem workshop that helps
students take risks, to talk about their thinking and truly
become problem solvers, even in the middle of the year. I can't
wait to connect with you at the summit and share with you this
simple routine that can really shift everything, even in
January. See you there.
Heidi: That line, launch the problem like a read aloud,
changes the whole entry point.
Emily: And it's a great reminder that when students feel oriented
and confident, the math thinking follow.
Heidi: In her full teacher winter talk session, Mona turns
this shift into a daily routine that builds confidence and
mathematical talk over time.
Emily: If word problems are a sticking point in your room,
this one is worth your time. And staying in math for a minute,
our next speaker brings a reflection strategy rooted in
thinking classrooms research.
Heidi: Cassie Tabrizi helps elementary teachers make math
time more meaningful, and today, she has a simple twist to get
students really thinking about their learning.
Cassie: Hey, teacher approved listeners. My name is Cassie
Tabrizi and I support elementary teachers who want math time to
feel more meaningful for them and for their students. Today,
I've got a simple mindset shift that can lead to deeper thinking
and stronger retention in your math block. It's called writing
notes to your future forgetful self. The idea comes from Dr.
Peter Liljedahl's book Building Thinking Classrooms in
Mathematics.
At the end of a unit or even just a lesson, students take a
few minutes to reflect and jot down the most important ideas in
their own words. But here's the twist, instead of writing for
their teacher, they're writing for their future forgetful self.
That shift in audience makes a huge difference. The pressure's
off. The goal isn't perfection. It's about making connections.
What do they need to remember later? What would actually help
when they forget?
For learners, it gives some light structure. Think like
guided math journal pages with questions that focus their
thinking. Things like, what did you figure out today? What was
tricky at first, but makes more sense now? What do you want to
remember the next time this comes up? These journals become
a personal toolkit, something students can revisit in a few
weeks when they're spiraling back to old concepts or they're
preparing for a checkpoint like an assessment or a test.
In fact, Dr Liljedahl suggests letting students use their notes
on an assessment later on. This is not about letting them take a
shortcut. It's a powerful way to reinforce and retrieve what
they've learned. This retrieval practice really helps move
information from working memory to long term memory, so we can
battle the forgetting curve and really achieve deep
understanding. And one more thing as a side note, these
notes aren't graded. That's part of what makes them feel safe and
real.
So if you're curious about more steps that you can take to
master your math instruction, come join me in my winter summit
session. We'll dive into practical ways to create
clarity, increase motivation, and move information from
working memory to long term memory. Can't wait to see you
there.
Emily: Notes to your future forgetful self. I love how low
pressure that feels.
Heidi: Yeah, it's turning reflection into something
students actually want to come back to, not just something that
they're rushing through. In her full teacher winter talk
session, Cassie walks through how to build this kind of
reflection into your math routine in a way that's
sustainable.
Emily: Okay, we are halfway through our summit sneak peek.
How are you doing? Are you getting some ideas brewing?
Heidi: Oh, yeah, I'm already making a mental list of which
full sessions I want to catch first.
Emily: I love it. Our next tip comes from Meg Anderson at The
Teacher Studio. She spent over three decades in the classroom,
and she's got so many useful takeaways.
Heidi: So here is Meg.
Meg: Hi, I'm Meg from The Teacher Studio. I'm so glad
you're here and taking a few minutes for yourself today. I
spent over three decades in the classroom, mostly in upper
elementary, and one thing I learned the hard way is that
January is different. We come back from winter break ready to
reset, reestablish routines and jump back into learning, but our
students often need a little more time than we expect.
So here's a simple but powerful reminder, as you head back into
the second half of your year, slow down your wait time. After
winter break, students are often hesitant. They're out of
practice, sharing their thinking, unsure of expectations
and sometimes just a little rusty. When we ask a question
and jump in too quickly or call on the first raised hand, we
unintentionally send the message that speed matters more than
thinking. Intentional wait time changes that.
When you pause just a few extra seconds after asking a question,
you give students space to first, process what's being
asked. Second, organize their thinking, and finally, take a
risk without being rushed. Those quiet seconds communicate
safety. They tell students, your thinking matters here. This is
especially important in math and discussion based lessons where
we want reasoning, not just answers. Wait time helps build
confidence, encourages more voices to participate, and
supports productive struggle, something students really need
as they ease back into learning routines.
So if January ever feels quieter or slower than you expect,
that's not a problem to fix. It's an invitation to lean into
these intentional pauses. In my full summit section, I'll dig
much deeper into how strategies like wait time fit into a bigger
picture of productive struggle, what it really looks like, how
to support it without rescuing students too quickly, and how
small shifts can lead to deeper thinking and stronger student
engagement.
If this idea resonates with you, I'd love for you to join me
there. Thanks for listening, and remember, those quiet moments
you build into your lessons matter more than you think. I'd
love to keep in touch, and you can find me at
www.theteacherstudio.com, or on Instagram and Tiktok
@theteacherstudio.
Emily: I love how much permission there is in that
reminder.
Heidi: Yeah, you can tell she has spent a lot of time in the
classroom. Her tip reframes this January wobble not as a problem,
but as part of the learning process.
Emily: Meg's teacher winter talk session zooms out to show how
moments like this fit into a bigger picture of student
thinking and growth.
Heidi: And if your January feels heavy or slow this year, that
perspective is really grounding. And if you need another tip,
perfect for this time of year, keep listening, because you know
what else January brings? Sickness and sub plans.
Trina: Hey, Teacher Approved listeners. I'm Trina Deboree
from Trina Deboree Teaching and Learning and the podcast One
Tired Teacher. And I spent 27 years in the classroom, mainly
as a second grade teacher, but also as a media specialist, and
I was that teacher who used to come to school sick because
writing sub plans felt harder than actually teaching.
Here's the simplest shift I want to share today. Stop thinking of
sub plans as something you do when you're sick, and start
thinking of them as something you set up once to protect your
future self. Most teachers don't avoid sub plans because they're
lazy. They avoid them because they're exhausted, and when sub
plans live only in your emergency brain, they never get
done.
Instead, here's the easy win. Pick one calm afternoon, not a
sick day, a calm afternoon. Does it exist? Yes, I believe it
does. And create a basic, reusable sub binder, just your
schedule, your class list, a short note to the sub and a
couple of flexible activities that work any day of the week.
That's it. Not cute, not fancy. Just ready. That one small shift
turns sub plans from panic mode into a safety net.
In my winter teacher talk session, the sub survival
system, how to plan once and rest easy all year, I share the
full framework, including how to keep sub plans simple, stress
free and guilt free, even during the busiest seasons. If you've
ever dragged yourself to school because the thought of sub plans
felt overwhelming, this session is for you. I'm so excited to
connect with you during the summit. You can find me at
trinadeboreeteachingandlearning.com, and if you like real talk and
practical support for tired teachers, I'd love to have you
listen to my podcast, One Tired Teacher. Take care of yourself,
your future self will thank you.
Heidi: I love how much compassion there is in Trina's
reframe.
Emily: Yeah, this really does reframe sub plans as an act of
care for your future self, especially when that future self
might have strep throat.
Heidi: Yeah, the strep throat, that always took me down at
least once a year.
Emily: Oh, it's the worst.
Heidi: Trina's summit session, the sub survival system, will
show you how to build that safety net once, and then you
can stop carrying sub plan stress around all year.
Emily: And speaking of taking care of yourself, our last
summit speaker preview is someone we love collaborating
with. Our buddy Kelsey Sorenson from educate and rejuvenate has
hosted teacher conferences for five years. And she always
brings this grounded permission giving energy to our summit as
well.
Heidi: Her tip isn't a strategy or a hack, it's more of a
perspective shift, and honestly, it might be exactly what you
need to hear right now.
Kelsey Sorenson: Hey, Teacher Approved listeners. My name is
Kelsey Sorenson. I am a certified life coach, former
classroom teacher, current homeschooling mom of three, and
founder of educate and rejuvenate. You might know me
from the book, the podcast or Instagram, all of that same
name, educate and rejuvenate. We've also hosted a event for
teachers for the past five years. So if you've been to one
of our educate and rejuvenate conferences, hello, I'm so
excited to see you over at teacher winter talks as well.
Heidi and Emily and I love collaborating on our events, so
so much fun.
I want to offer you something today, not a productivity hack,
not another classroom strategy. You'll be getting plenty of
those, but a perspective shift that has completely changed how
I move through the season. Because let's be real. Winter
can feel really heavy. The holidays are over, the to do
list doesn't disappear. It's darker, colder, quieter, and
it's easy to start thinking, Why do I feel like this? What's
wrong with me? And here's the truth, what if nothing is wrong
with you at all? You are just in winter.
Literally, winter is not a season of blooming, it's a
season of rest, of a slowness of quiet, unseen growth. So let's
pause and really sit with that. And see how we can sit with that
analogy as teachers, because we are conditioned to go, go, go,
to hold it all together every day, every season, we rarely let
ourselves let up until we hit a break, literally like winter
break or summer break, and we crash and we're already burned
out.
But what if we allowed for seasonality, even within the
school year? What if we could still have a time to pull back,
simplify and get intentional about what matters most? Think
about it. Trees aren't blooming right now, not because they're
broken, but because they're wise. They're conserving energy,
they're preparing, they're doing the invisible work that makes
spring possible. And you are allowed to do the same. You are
allowed to slow down, to simplify, to take things off
your plate. You're allowed to stop fighting winter and be
like, Oh, I'm feeling the winter blues, and start working with
it.
Maybe that means not changing the bulletin board this month,
or using AI to streamline your lesson planning, or finally,
signing up for that meal service so dinner doesn't drain you
after a long day. And that is the mindset shift that I want to
leave you with today, not to fix yourself, but to give yourself
permission.
And inside of my winter talk session, it's called five tiny
tweaks that help teachers survive winter burnout, I'll
walk you through some practical, doable ways to support your
energy, your nervous system and your time right now. And if you
grabbed the max pass, don't skip the bonus. I'm sharing my
burnout to balance audio series, my full coaching framework, plus
access to an AI coaching tool I built specifically for teachers.
But for now, take this with you. You are not behind. You're not
failing. You are in winter, and this is a season to simplify.
Emily: That is such a helpful tip. We all could use the
permission to be more gentle with ourselves in the winter.
Heidi: Yeah, if this season feels heavier than you expected,
you are definitely not alone. Kelsey's teacher winter talk
session offers small, supportive ways to care for your energy
during this season.
Emily: If winter burnout feels real right now, that session and
the bonus she's sharing are a beautiful place to start.
Heidi: So that is our sneak peek of the teacher winter talks,
seven speakers, seven tips you can start using this week.
Emily: But remember, these are just the teasers. Each of these
educators has a full session with so much more depth waiting
for you, plus we've got so many other speakers that you haven't
even heard from yet.
Heidi: Teacher winter talks is completely free to attend. Come
learn, low effort, big reward strategies to help you prevent
mid year burnout and reignite your teaching spark with
practical, bite sized audio tips you can listen to on the go and
use right away.
Emily: You can head to secondstorywindow.net/teacherwintertalks,
or head to the link in our show notes to grab your free ticket.
And if you want lifetime access plus bonus resources for each
speaker, you will want to upgrade to the max pass after
you sign up.
Heidi: We cannot wait to see you there. We are going to have so
much fun.
Emily: Now for our Teacher Approved Tip of the Week, where
we share an actionable tip to help you elevate what matters
and simplify the rest. This week's teacher approved tip is
to design your seating for speed. I have a need for speed,
Heidi, tell us about this one.
Heidi: Well, one thing that Emily and I often recommend
doing mid year is adjusting your seating arrangement. However,
before you start figuring out where everyone is going to sit,
take time to figure out one important detail. How quickly
can you get to any desk? Proximity to the teacher is the
number one deterrent to off task behavior. So your goal with your
seating arrangement is to be able to reach any seat in the
fewest possible steps.
So that means designing for walkways, and probably not
perfect rows, because if you have to walk all the way around
the perimeter of your desks to reach that back corner where the
kids are talking, you're going to do it less often, and when
you're tired, that means you're just going to default to calling
out instead of walking over and actually dealing with the
problem.
Emily: Designing your seating like this might seem
unimportant, but clear paths help you circulate more and
manage behavior quietly, and the real bonus is it cuts down on
the amount of walking you have to do, and your feet will thank
you for that, for thinking of them.
Heidi: If you want to learn all about our strategy for using
your classroom seating arrangement for maximum impact,
you definitely want to sign up for the teacher winter talks. On
top of the 25 amazing sessions, Emily and I will be doing a
three day live challenge to help you create a seating chart that
works as one of your strongest classroom management tools. In
just a few minutes a day, during this challenge, you will walk
away with your own seating chart tailored to address your
specific classroom needs.
Emily: So head to secondstorywindow.net/teacherwintertalks
to grab your free ticket to join us on January 17 through 19th,
2026, and you can join us for the three day challenge too.
Heidi: To wrap up the show, we are sharing what we're giving
extra credit to this week. Emily, what gets your extra
credit?
Emily: My extra credit goes to K18 dry shampoo. So I have seen
this recommended all over the place, and I finally gave it a
try when I, like, found a Black Friday deal. The rumors are
true, guys. It's amazing. It's way better than any other kind
of dry shampoo that I've tried. And it isn't the cheapest, but I
do feel like a little goes a long way. So like, in the long
run, I don't feel like it's that expensive.
Heidi: Oh, that's good to know. I'm gonna have to be on the
lookout for that.
Emily: Yeah, for sure. What are you giving extra credit to?
Heidi: So my extra credit goes to some new pens that I just
got. They are the Tul (T-U-L) retractable gel pens. My
preferred pen is the muji 0.5, long time devotee of the Muji.
Emily: It's true.
Heidi: But those pens, I found they don't write well on post it
notes, and that is so frustrating. I've had to keep
other pens around, so I thought I would give these a try. And
these Tul pens are great. They write so smoothly. And now I'm
trying to decide if I need to get the pretty colored ones too.
Emily: I think you definitely do.
Heidi: Well I will put a link to the pens in the show notes in
case you also need some new office supplies to get you
through January.
Emily: That is it for today's episode. Make sure to sign up
for teacher winter talks, and there is a link to that in the
show notes. We would love for you to join us. We're going to
have so much fun.
Heidi: We hope you enjoyed this episode of Teacher Approved. I'm
Heidi.
Emily: And I'm Emily. Thank you for listening. Be sure to follow
or subscribe in your podcast app so that you never miss an
episode.
Heidi: You can connect with us and other teachers in the
Teacher Approved Facebook group. We'll see you here next week.
Bye for now.
Emily: Bye.