1 00:00:01,020 --> 00:00:03,840 Heidi: This is episode 251 of Teacher Approved. 2 00:00:05,160 --> 00:00:09,600 You're listening to Teacher Approved, the podcast helping 3 00:00:09,600 --> 00:00:13,320 educators elevate what matters and simplify the rest. I'm 4 00:00:13,320 --> 00:00:13,860 Heidi. 5 00:00:14,100 --> 00:00:17,220 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:17,220 --> 00:00:20,220 Window, where we give research based and teacher approved 7 00:00:20,220 --> 00:00:22,800 strategies that make teaching less stressful and more 8 00:00:22,800 --> 00:00:26,265 effective. You can check out the show notes and resources from 9 00:00:26,265 --> 00:00:28,605 each episode at secondstorywindow.net. 10 00:00:29,059 --> 00:00:31,819 Heidi: We're so glad you're tuning in today. Let's get to 11 00:00:31,819 --> 00:00:32,359 the show. 12 00:00:36,080 --> 00:00:39,200 Emily: Hey there. Thanks for joining us today. In this 13 00:00:39,200 --> 00:00:43,600 episode, we are talking about five low cost, high yield 14 00:00:43,600 --> 00:00:47,140 classroom management boosters that prevent problems before 15 00:00:47,140 --> 00:00:49,840 they start. And we have a teacher approved tip about a 16 00:00:49,840 --> 00:00:53,740 clipboard that might change your life in the hallway. 17 00:00:54,260 --> 00:00:57,380 Heidi: Let's kick things off with a try it tomorrow, a quick 18 00:00:57,380 --> 00:01:00,020 win that you can bring to your classroom right away. Emily, 19 00:01:00,020 --> 00:01:01,340 what are we sharing this week? 20 00:01:01,820 --> 00:01:04,520 Emily: Okay, this week, try setting aside two minutes at the 21 00:01:04,520 --> 00:01:07,880 start and end of every technology session for students 22 00:01:07,880 --> 00:01:11,900 to do a device check. Teach them how to look for damage, make 23 00:01:11,900 --> 00:01:14,360 sure things are charging properly, and pack everything 24 00:01:14,360 --> 00:01:17,180 away carefully. To make sure students remember everything 25 00:01:17,180 --> 00:01:20,045 they're supposed to be checking, it's helpful to create a visual 26 00:01:20,045 --> 00:01:21,905 that students can reference each time. 27 00:01:22,325 --> 00:01:25,385 Heidi: A few seconds of proactive effort really adds up 28 00:01:25,385 --> 00:01:29,285 in a big way. Devices take a beating when 25 kids are 29 00:01:29,285 --> 00:01:32,945 handling them every day. A check in at the start and the end of 30 00:01:32,945 --> 00:01:35,225 each session builds accountability, and it helps you 31 00:01:35,225 --> 00:01:38,105 catch problems early, instead of, you know, discovering in 32 00:01:38,105 --> 00:01:40,790 April that half of your iPads have cracked screens. 33 00:01:41,930 --> 00:01:44,750 Emily: And once it's a routine, it takes almost no time, because 34 00:01:44,750 --> 00:01:47,690 the students just know what to do, and that is the dream. 35 00:01:47,870 --> 00:01:52,070 Heidi: Oh, always. If you find this tip helpful or anything 36 00:01:52,070 --> 00:01:55,010 else we share here on the podcast, would you take a second 37 00:01:55,010 --> 00:01:57,470 and leave us a rating? It really does make a difference in 38 00:01:57,470 --> 00:01:58,910 helping new listeners find the show. 39 00:01:59,930 --> 00:02:02,915 Emily: All right, we are creeping closer to the end of 40 00:02:02,915 --> 00:02:06,875 the school year. You've probably noticed, and I may not know you, 41 00:02:06,875 --> 00:02:10,355 but I'm going to guess that even on your best days, you're only 42 00:02:10,355 --> 00:02:14,435 functioning at about 60% of what you could manage in September by 43 00:02:14,435 --> 00:02:15,635 this point in the year. 44 00:02:16,595 --> 00:02:19,295 Heidi: Yeah. And really, things right now can feel like such a 45 00:02:19,295 --> 00:02:23,555 slog. You're tired, but somehow your students have more energy 46 00:02:23,555 --> 00:02:24,035 than ever. 47 00:02:24,035 --> 00:02:26,960 Emily: I know, like, why don't they share some of that energy 48 00:02:26,960 --> 00:02:28,220 with us, please? 49 00:02:28,940 --> 00:02:31,160 Heidi: Or, you know, they could at least have the decency to be 50 00:02:31,280 --> 00:02:32,960 a tiny bit more chill. 51 00:02:33,020 --> 00:02:36,800 Emily: Yeah, one or the other, please. But you know, chill went 52 00:02:36,800 --> 00:02:40,040 right out the window on that first sunny day. So now you're 53 00:02:40,040 --> 00:02:43,460 in a tight spot. When you're tired, but your students are as 54 00:02:43,460 --> 00:02:48,485 exuberant as Mentos in a coke bottle, your instinct might be 55 00:02:48,485 --> 00:02:52,085 to clamp down harder with more reminders and more corrections. 56 00:02:52,205 --> 00:02:55,205 Heidi: And if that is where you are, that reaction is completely 57 00:02:55,205 --> 00:02:58,505 understandable. But the thing about that approach is that it's 58 00:02:58,565 --> 00:03:01,625 exacerbating all of those problems that you are trying to 59 00:03:01,625 --> 00:03:05,705 minimize. Correcting issues after the fact costs 60 00:03:05,705 --> 00:03:08,765 instructional time, and pouring a lot of attention into 61 00:03:08,765 --> 00:03:11,345 unhelpful behavior can actually amplify it. 62 00:03:11,705 --> 00:03:14,450 Emily: Not to mention the fact that disruptive behavior is 63 00:03:14,450 --> 00:03:18,530 contagious. If one student gets off task, it quickly spreads. 64 00:03:18,710 --> 00:03:22,550 It's like a dandelion. One off task behavior has the potential 65 00:03:22,550 --> 00:03:26,210 to spawn 50 more problems if you don't catch it early. 66 00:03:26,000 --> 00:03:29,180 Heidi: And that's because of something called social 67 00:03:29,180 --> 00:03:33,320 contagion. How do you like that term? And this is something we 68 00:03:33,320 --> 00:03:36,560 experience all the time. You walk into a quiet library and 69 00:03:36,560 --> 00:03:39,680 you automatically lower your voice, or you walk into a room 70 00:03:39,680 --> 00:03:42,860 where everyone's laughing, and you start smiling before you 71 00:03:42,860 --> 00:03:43,820 even know what's funny. 72 00:03:44,420 --> 00:03:47,120 Emily: And the same thing happens in classrooms. When most 73 00:03:47,120 --> 00:03:50,060 students are doing what they're supposed to do, it creates that 74 00:03:50,105 --> 00:03:54,365 natural pull toward cooperation. You're shaping which direction 75 00:03:54,365 --> 00:03:57,605 the current flows, and that means you don't have to manage 76 00:03:57,605 --> 00:04:01,025 every individual student. You manage the dominant pattern in 77 00:04:01,025 --> 00:04:01,565 the room. 78 00:04:01,865 --> 00:04:04,805 Heidi: And that's a shift in how we usually address management 79 00:04:04,805 --> 00:04:09,605 problems. Instead of asking, How do I fix this behavior? What if 80 00:04:09,605 --> 00:04:12,830 instead we asked, How do I make it less likely to happen in the 81 00:04:12,830 --> 00:04:16,130 first place? And that's what this episode is about. We 82 00:04:16,130 --> 00:04:19,850 promise that problem prevention is actually doable, even when 83 00:04:19,850 --> 00:04:20,990 you're running on fumes. 84 00:04:21,590 --> 00:04:24,530 Emily: Yeah, today we have got five management boosters to 85 00:04:24,530 --> 00:04:28,730 share with you. They're all low cost, high yield strategies. And 86 00:04:28,730 --> 00:04:31,850 low cost means you can layer these on top of what you're 87 00:04:31,850 --> 00:04:35,330 already doing. There are no elaborate systems or anything 88 00:04:35,330 --> 00:04:37,835 that requires extra time or energy. 89 00:04:38,435 --> 00:04:42,575 Heidi: And high yield means that they each prevent more work than 90 00:04:42,575 --> 00:04:45,695 they require. So for a few seconds of intention on your 91 00:04:45,695 --> 00:04:49,475 part, you get a calmer, more engaged and more productive 92 00:04:49,475 --> 00:04:52,955 class. Think of it like planting flowers instead of having to 93 00:04:52,955 --> 00:04:54,875 spend all of your time pulling out weeds. 94 00:04:55,415 --> 00:04:59,795 Emily: And since I absolutely loathe weeding, I would 95 00:04:59,795 --> 00:05:03,920 definitely prefer to spend my time planting. So let's look at 96 00:05:03,920 --> 00:05:07,640 our first strategy, greeting students at the door. Tell us 97 00:05:07,640 --> 00:05:08,480 about this one, Heidi. 98 00:05:08,900 --> 00:05:12,800 Heidi: Well, this is almost unfair in how much it gives back 99 00:05:12,980 --> 00:05:17,480 for how little it costs. In the show notes, there is a link to a 100 00:05:17,540 --> 00:05:21,020 2018 study that found that positive greetings at the door 101 00:05:21,080 --> 00:05:24,965 increased academic engagement by 20 percentage points and 102 00:05:24,965 --> 00:05:28,745 decreased disruptive behavior by nine percentage points. The 103 00:05:28,745 --> 00:05:32,645 researchers described it as effectively adding an extra hour 104 00:05:32,645 --> 00:05:35,345 of engagement over a five hour instructional day. 105 00:05:35,585 --> 00:05:38,105 Emily: Oh, it's mind blowing. And you get all of that from 106 00:05:38,165 --> 00:05:42,185 standing at the door and saying hello. It's pretty impressive. 107 00:05:42,305 --> 00:05:44,165 Heidi: Oh, but there is more, Emily. 108 00:05:44,345 --> 00:05:44,945 Emily: Tell me. 109 00:05:44,945 --> 00:05:48,710 Heidi: Well, research from 2024 echoes this. Students who are 110 00:05:48,710 --> 00:05:51,590 greeted at the door start seeing their teacher less as the person 111 00:05:51,590 --> 00:05:54,650 in charge of discipline, and more as someone who's actually 112 00:05:54,650 --> 00:05:58,250 glad to see them, and that shift changes how they show up in your 113 00:05:58,250 --> 00:05:58,730 classroom. 114 00:05:59,090 --> 00:06:02,270 Emily: Now, this strategy was not hard for me to add to my day 115 00:06:02,270 --> 00:06:07,130 at all, because at my school, all the students came into the 116 00:06:07,130 --> 00:06:08,255 room at the same time, so it was pretty natural for me to just be 117 00:06:08,255 --> 00:06:10,895 standing at the door as they walked in and just could greet 118 00:06:10,895 --> 00:06:14,315 them each by name. But I know that's not everyone's situation. 119 00:06:14,855 --> 00:06:18,095 Heidi: Yeah, that was not how it worked at my school. My students 120 00:06:18,095 --> 00:06:21,815 arrived over like 30 minutes, and there was no way I was going 121 00:06:21,815 --> 00:06:24,275 to be standing at the door for half an hour, and I had so much 122 00:06:24,275 --> 00:06:29,255 to get done. So what I tried to do was be at the door when that 123 00:06:29,255 --> 00:06:30,178 bell rang to catch the kids coming in from outside from 124 00:06:30,178 --> 00:06:34,520 breakfast, and then I'd have anyone that was already in the 125 00:06:34,520 --> 00:06:38,060 room walk over and say hi to me, even if I had already said hi to 126 00:06:38,060 --> 00:06:41,960 them when they walked in, when they arrived. Now please note 127 00:06:41,960 --> 00:06:47,300 that the key word here is that I tried. I really tried. On my 128 00:06:47,300 --> 00:06:50,420 good days, I could pull off fine, but that was not every 129 00:06:50,420 --> 00:06:53,780 day. So please don't feel bad if this has not been happening 130 00:06:53,780 --> 00:06:55,040 consistently in your class. 131 00:06:55,360 --> 00:06:59,200 Emily: No, and we're flexible here, adapt to your limitations 132 00:06:59,200 --> 00:07:02,140 that you're dealing with, and if you need to do a second lap to 133 00:07:02,140 --> 00:07:05,080 greet everyone, you can do it that way. And if it doesn't 134 00:07:05,080 --> 00:07:06,880 happen every day, that's okay too. 135 00:07:07,000 --> 00:07:09,820 Heidi: Yeah. And you know, if it sounds redundant to greet 136 00:07:09,820 --> 00:07:12,700 students that you already said hi to, keep in mind that it's 137 00:07:12,700 --> 00:07:15,700 not really about the greeting, it's about that one on one 138 00:07:15,700 --> 00:07:19,300 moment of connection before you spend seven hours together. A 139 00:07:19,345 --> 00:07:22,585 kid who feels seen is a lot less likely to spend the morning 140 00:07:22,585 --> 00:07:24,685 looking for other ways to get your attention. 141 00:07:25,405 --> 00:07:27,865 Emily: The hardest part of this booster is just making it a 142 00:07:27,865 --> 00:07:31,345 habit. Setting an alarm a couple minutes before students arrive 143 00:07:31,345 --> 00:07:34,345 to wrap up what you're doing and get to the door helps. You're 144 00:07:34,345 --> 00:07:36,565 not dropping the ball on this because you don't care about 145 00:07:36,565 --> 00:07:39,625 your students. It's just that there is always something urgent 146 00:07:39,625 --> 00:07:41,605 to finish before the day can start. 147 00:07:42,025 --> 00:07:44,350 Heidi: So definitely give yourself some grace if you 148 00:07:44,350 --> 00:07:47,290 cannot greet students every morning. A few days a week, 149 00:07:47,290 --> 00:07:50,110 still makes a difference, we're trying not to let the perfect be 150 00:07:50,110 --> 00:07:51,250 the enemy of the good here. 151 00:07:51,790 --> 00:07:54,130 Emily: If your class is really struggling with spring fever, it 152 00:07:54,130 --> 00:07:57,070 might be wise to try this strategy at other times of day, 153 00:07:57,370 --> 00:08:00,250 especially if major transitions, like entering the room seem to 154 00:08:00,250 --> 00:08:03,610 throw everyone off. Station yourself at the door after 155 00:08:03,610 --> 00:08:06,535 recess or after specials to provide that moment of 156 00:08:06,535 --> 00:08:07,075 connection. 157 00:08:07,320 --> 00:08:10,620 Heidi: Yeah, I had a class that I had to do this for. And a 158 00:08:10,620 --> 00:08:16,380 bonus of doing this is that when you are guarding the door gently 159 00:08:16,380 --> 00:08:19,380 and lovingly, you are also limiting how many kids are 160 00:08:19,440 --> 00:08:22,760 coming into the room at once, and that automatically just 161 00:08:22,760 --> 00:08:24,320 mellows the energy right out. 162 00:08:24,480 --> 00:08:27,840 Emily: Oh, for sure. Okay, the second strategy is something 163 00:08:27,840 --> 00:08:31,560 called pre-corrections. And if that word is new to you, I 164 00:08:31,560 --> 00:08:34,260 promise the concept is not. So tell us about this one, Heidi. 165 00:08:34,620 --> 00:08:38,100 Heidi: Well, a pre-correction is just stating the expected 166 00:08:38,100 --> 00:08:40,680 behavior before the moment when students are most likely to 167 00:08:40,680 --> 00:08:44,400 struggle. So once your class is lined up, you might say, Before 168 00:08:44,400 --> 00:08:47,100 we head to the hallway, remember, voice is off, hands to 169 00:08:47,100 --> 00:08:50,385 yourself and we walk. That's it. You're just keeping the 170 00:08:50,385 --> 00:08:52,965 expectations front and center in everyone's minds. 171 00:08:53,385 --> 00:08:55,605 Emily: And you have probably been doing versions of this 172 00:08:55,605 --> 00:08:59,385 already without knowing that it had a super fancy name. And the 173 00:08:59,385 --> 00:09:02,265 reason it works is that it closes the gap between what you 174 00:09:02,265 --> 00:09:05,145 expect and what actually happens. A lot of misbehavior 175 00:09:05,145 --> 00:09:07,845 during transitions isn't defiance, it's just kids running 176 00:09:07,845 --> 00:09:10,050 on autopilot. They're not thinking about expected behavior 177 00:09:10,050 --> 00:09:12,870 because nobody's prompted them to think about it. 178 00:09:13,230 --> 00:09:15,690 Heidi: March is actually a really good time to lean into 179 00:09:15,690 --> 00:09:19,650 this one specifically, because by now your procedures that your 180 00:09:19,650 --> 00:09:23,910 class had down cold in November are probably a little rusty. A 181 00:09:23,910 --> 00:09:27,630 pre-correction sharpens that up without making it into a whole 182 00:09:27,630 --> 00:09:28,470 reteaching moment. 183 00:09:29,250 --> 00:09:31,470 Emily: And the alternative is stopping everything after the 184 00:09:31,470 --> 00:09:34,950 fact to address it, which costs way more time and tends to spike 185 00:09:34,950 --> 00:09:38,415 everyone's stress level, including yours. A 10 second 186 00:09:38,415 --> 00:09:41,655 reminder before beats a two minute correction after. 187 00:09:42,195 --> 00:09:44,955 Heidi: And this could not be simpler. There are no materials, 188 00:09:44,955 --> 00:09:48,855 no prep, nothing to track, just you, before the moment, saying 189 00:09:48,855 --> 00:09:50,175 out loud what you need to see. 190 00:09:50,775 --> 00:09:52,515 Emily: If this is something you've been doing here and 191 00:09:52,515 --> 00:09:55,335 there, commit to doing it consistently before transitions, 192 00:09:55,575 --> 00:09:58,020 even if the transition is as simple as putting away one 193 00:09:58,020 --> 00:10:01,080 folder and getting out another. See if this cuts down on the 194 00:10:01,080 --> 00:10:03,660 number of corrections you have to make when your class goes 195 00:10:03,660 --> 00:10:04,920 from point A to point B. 196 00:10:05,940 --> 00:10:09,300 Heidi: Our third low effort management booster is visual 197 00:10:09,300 --> 00:10:12,420 prompts. Now this one takes a little bit of prep, but it's 198 00:10:12,420 --> 00:10:16,080 going to save you from one of the most quietly draining loops 199 00:10:16,080 --> 00:10:16,920 in teaching. 200 00:10:17,100 --> 00:10:19,485 Emily: Oh yeah, it's the one of Wait, what are we doing? What 201 00:10:19,485 --> 00:10:22,665 page are we on? Where do we write it? Wait, I missed it. 202 00:10:22,845 --> 00:10:25,545 Heidi: Yep, that's the loop. And I think my blood pressure spiked 203 00:10:25,545 --> 00:10:29,265 just thinking about it. When directions are only verbal, you 204 00:10:29,265 --> 00:10:32,805 pay for it over and over and over. Every student who didn't 205 00:10:32,805 --> 00:10:35,445 catch it the first time comes to you, and you repeat yourself, 206 00:10:35,685 --> 00:10:38,625 and then someone else comes. But putting step by step directions 207 00:10:38,625 --> 00:10:40,845 on the board or on a slide ends all of that. 208 00:10:40,845 --> 00:10:43,245 Emily: The nice thing is that a lot of your class classroom 209 00:10:43,245 --> 00:10:47,070 transitions follow a predictable format, so you only have to put 210 00:10:47,070 --> 00:10:49,950 in the work of planning the visuals one time, but then it 211 00:10:49,950 --> 00:10:52,230 runs on its own. And when the kids forget what they're 212 00:10:52,230 --> 00:10:54,810 supposed to be doing next, you can just point to the board 213 00:10:54,810 --> 00:10:57,570 instead of having to repeat the same answer a dozen times. 214 00:10:58,050 --> 00:11:00,390 Heidi: You do not have to be an artist to make this work. I 215 00:11:00,390 --> 00:11:04,110 promise your visuals do not have to be elaborate. A quick sketch 216 00:11:04,110 --> 00:11:07,695 on the whiteboard is enough. Now I cannot draw to save my life, 217 00:11:07,995 --> 00:11:10,575 but I got pretty good at sketching little symbols next to 218 00:11:10,575 --> 00:11:14,055 my directions. So for example, if I needed students to get out 219 00:11:14,055 --> 00:11:17,775 a book, I would draw like a capital V and another V a couple 220 00:11:17,775 --> 00:11:20,535 inches below, and then just connect the midpoints, and then 221 00:11:20,535 --> 00:11:21,975 ta, da, there's a book cover. 222 00:11:22,875 --> 00:11:26,055 Emily: I love that you're giving a drawing tutorial on a podcast. 223 00:11:26,720 --> 00:11:28,940 Heidi: Follow me for those guided drawings. 224 00:11:28,940 --> 00:11:31,160 Emily: Draw with Heidi. 225 00:11:33,080 --> 00:11:37,520 Heidi: Look everyone, five lines to make a book. But it really 226 00:11:37,520 --> 00:11:39,920 doesn't have to be a masterpiece to get the point across. 227 00:11:40,220 --> 00:11:43,400 Emily: No good thing. Or you can really save some time by 228 00:11:43,400 --> 00:11:46,340 creating a slide with your recurring directions and reuse 229 00:11:46,340 --> 00:11:49,160 it. Every time students need to turn in their math paper and 230 00:11:49,160 --> 00:11:51,665 take out their science notebook, you can just use the same slide. 231 00:11:51,665 --> 00:11:54,125 You already put in the work to make it so you may as well use 232 00:11:54,125 --> 00:11:54,845 it every time. 233 00:11:55,445 --> 00:11:58,385 Heidi: And a little management bonus is that when students have 234 00:11:58,385 --> 00:12:02,225 clear visual steps to follow, they're occupied, there's less 235 00:12:02,225 --> 00:12:04,685 space for off task behavior because no one is getting 236 00:12:04,685 --> 00:12:08,225 sidetracked by confusion, and that is social contagion, making 237 00:12:08,225 --> 00:12:09,365 your job a little easier. 238 00:12:09,365 --> 00:12:12,030 Emily: For those visuals to be effective, though, you have to 239 00:12:12,030 --> 00:12:14,930 make it easier for students to get the information themselves 240 00:12:14,930 --> 00:12:18,050 than it is to get the information from you. Given the 241 00:12:18,050 --> 00:12:21,470 choice, kids will always prefer a personalized invitation to do 242 00:12:21,470 --> 00:12:22,970 what the rest of the class is doing. 243 00:12:23,450 --> 00:12:26,870 Heidi: Oh, don't you love that. So if a student comes to you and 244 00:12:26,870 --> 00:12:30,290 asks what to do, redirect them to the board. Just make it 245 00:12:30,290 --> 00:12:31,430 simple, check the board. 246 00:12:31,970 --> 00:12:34,910 Emily: Or even better, don't say anything, just point to the 247 00:12:34,910 --> 00:12:38,555 board. It may feel a little firm the first few times, but it just 248 00:12:38,555 --> 00:12:41,795 trains them to look there first, and over time, it builds real 249 00:12:41,795 --> 00:12:44,975 independence, which I think we all want, and is actually good 250 00:12:44,975 --> 00:12:47,255 for our students. So that just makes everything run more 251 00:12:47,255 --> 00:12:47,855 smoothly. 252 00:12:48,815 --> 00:12:51,455 Heidi: So far, we have covered one on one, greetings, 253 00:12:51,455 --> 00:12:54,755 pre-corrections and visual instructions. Our fourth 254 00:12:54,755 --> 00:12:58,820 management booster is tone of voice. And even though this is 255 00:12:58,820 --> 00:13:02,300 the most basic of all, it might be the trickiest one to maintain 256 00:13:02,300 --> 00:13:03,080 this time of year. 257 00:13:03,320 --> 00:13:05,660 Emily: Yeah, it's really easy for our tone to slip when we're 258 00:13:05,660 --> 00:13:08,540 tired. You don't mean to be sharp, but sometimes it just 259 00:13:08,540 --> 00:13:11,120 happens. When you're down to your last shred of patience, it 260 00:13:11,120 --> 00:13:12,920 comes out in your voice sometimes. 261 00:13:13,340 --> 00:13:15,740 Heidi: We've all been there. We might have all even been there 262 00:13:15,740 --> 00:13:21,200 today. When that frustrated tone comes flying out, just know it's 263 00:13:21,200 --> 00:13:22,160 not the end of the world. 264 00:13:22,520 --> 00:13:25,565 Emily: No, but it is worth being aware of how you're coming 265 00:13:25,565 --> 00:13:29,405 across. Students will mirror your emotions more than they 266 00:13:29,405 --> 00:13:32,885 will listen to your words. So when you as a teacher, if you're 267 00:13:32,885 --> 00:13:34,805 tense and sharp, the kids are going to feel that. 268 00:13:35,165 --> 00:13:38,045 Heidi: Yeah, and that short tempered tone is definitely not 269 00:13:38,045 --> 00:13:41,225 calming the room. In fact, you might be escalating the 270 00:13:41,225 --> 00:13:43,445 behaviors that are already causing you grief. 271 00:13:43,865 --> 00:13:46,910 Emily: There is a 2022 study that looked at how elementary 272 00:13:46,910 --> 00:13:49,430 students responded to instructions delivered in 273 00:13:49,430 --> 00:13:53,990 different tones, like demanding, neutral or supportive. Stricter 274 00:13:53,990 --> 00:13:57,650 tones actually undermined trust. Kids were less likely to share 275 00:13:57,650 --> 00:14:00,350 things with their teachers, including things about bullying 276 00:14:00,350 --> 00:14:02,750 struggles, even work that they were proud of. 277 00:14:03,110 --> 00:14:06,710 Heidi: Which is such a real cost that might not show up in your 278 00:14:06,710 --> 00:14:10,115 behavior data. A sharp tone might get compliance in the 279 00:14:10,115 --> 00:14:12,455 moment, but it closes doors long term. 280 00:14:12,960 --> 00:14:15,540 Emily: And believe me, we are not saying that you should be a 281 00:14:15,540 --> 00:14:18,660 Disney princess with bluebirds swooping in to set up your 282 00:14:18,660 --> 00:14:20,640 lessons. Although that could be handy. 283 00:14:20,640 --> 00:14:21,900 Heidi: That would be lovely. 284 00:14:22,020 --> 00:14:25,920 Emily: But no, we will, we will never advocate for always 285 00:14:25,920 --> 00:14:29,340 talking in a sweet, high pitched voice, that's not realistic. But 286 00:14:29,700 --> 00:14:32,760 we just want you to notice when your voice has climbed, and give 287 00:14:32,760 --> 00:14:35,100 yourself a second before it escalates things further. 288 00:14:35,100 --> 00:14:37,965 Heidi: And this can even be an important lesson for your 289 00:14:37,965 --> 00:14:41,745 students. Step out for a second if you need to. Modeling what 290 00:14:41,745 --> 00:14:44,625 self regulation looks like might be one of the most valuable 291 00:14:44,625 --> 00:14:45,525 things you can do. 292 00:14:46,185 --> 00:14:48,285 Emily: You have more control over your tone than almost 293 00:14:48,285 --> 00:14:50,385 anything else in your classroom right now, so it's worth 294 00:14:50,385 --> 00:14:52,425 learning to use it to your advantage. 295 00:14:53,265 --> 00:14:55,845 Heidi: All right. And that brings us to our fifth low 296 00:14:55,845 --> 00:14:59,685 effort strategy, and this is behavior narration. It's when 297 00:14:59,685 --> 00:15:03,210 you sports cast the positive behavior you see happening. I 298 00:15:03,210 --> 00:15:05,070 see table two has their notebooks open. 299 00:15:05,310 --> 00:15:08,070 Emily: Or, I notice four kids already have their names on 300 00:15:08,070 --> 00:15:10,830 their papers. You're not correcting the kids who aren't 301 00:15:10,830 --> 00:15:14,790 ready. You're naming out loud what you want to see, using the 302 00:15:14,790 --> 00:15:16,170 students who are already doing it. 303 00:15:16,440 --> 00:15:20,480 Heidi: So I kind of have a bumpy past with this one. Early in my 304 00:15:20,480 --> 00:15:24,560 career, I heard this technique described as manipulative, so I 305 00:15:24,560 --> 00:15:28,280 either avoided it, or I would feel guilty when I just happened 306 00:15:28,280 --> 00:15:32,360 to slip into using it. But eventually I stopped worrying 307 00:15:32,360 --> 00:15:36,680 about that label, because this is effective. And now that I 308 00:15:36,740 --> 00:15:39,320 take some time to really think about this, I don't see how this 309 00:15:39,320 --> 00:15:42,880 is any more manipulative than any other management strategy. 310 00:15:42,000 --> 00:15:45,720 Emily: I don't see how it's manipulative at all, unless 311 00:15:45,720 --> 00:15:49,020 you're doing an icky version of it where you're saying something 312 00:15:49,020 --> 00:15:52,320 like, everybody look at how Josh has already packed up. Everyone 313 00:15:52,320 --> 00:15:55,800 should be like Josh. Like that's not narrating behavior, that's 314 00:15:55,800 --> 00:15:59,100 using Josh as a spotlight to shame everyone else. So 315 00:15:59,220 --> 00:16:02,520 obviously we don't want to do that, but, So far, I see four 316 00:16:02,520 --> 00:16:05,820 kids are ready to go, just makes the expected behavior visible in 317 00:16:05,820 --> 00:16:09,945 a positive way, and because that behavior is contagious, that 318 00:16:09,945 --> 00:16:12,885 pulls the room in the right direction. I use this all the 319 00:16:12,885 --> 00:16:14,565 time. It's definitely one of my go-tos. 320 00:16:14,565 --> 00:16:18,465 Heidi: Oh yeah, absolutely. So the distinction here is that 321 00:16:18,465 --> 00:16:21,525 you're not using one kid as a weapon against everyone else. 322 00:16:21,885 --> 00:16:24,345 You are celebrating all of the good things that are happening, 323 00:16:24,765 --> 00:16:26,745 not guilting everyone into complying. 324 00:16:27,465 --> 00:16:29,910 Emily: Yeah, a manipulative version of this would also be 325 00:16:29,910 --> 00:16:34,230 something like, I see everyone at table five except one person 326 00:16:35,070 --> 00:16:38,190 has their book out. Like, obviously don't do that. 327 00:16:39,330 --> 00:16:41,190 Heidi: Although, I gotta say, I probably have done that a time 328 00:16:41,190 --> 00:16:43,590 or two, but you know, we're all learning. We're all learning. 329 00:16:43,590 --> 00:16:48,750 Emily: I'm waiting for that one person on the front row. If 330 00:16:48,750 --> 00:16:51,630 you've used our tell try tally talk technique, you know, we 331 00:16:51,630 --> 00:16:54,030 love to use this when introducing a new procedure. 332 00:16:54,030 --> 00:16:56,610 It's such a helpful method for getting kids to understand 333 00:16:56,610 --> 00:16:58,035 exactly what's expected. 334 00:16:58,635 --> 00:17:01,815 Heidi: Behavior narration is also a handy way to conserve 335 00:17:01,815 --> 00:17:04,815 energy. Instead of pouring effort into correcting the three 336 00:17:04,815 --> 00:17:08,535 kids who aren't ready, you're uplifting the 22 who are. And 337 00:17:08,535 --> 00:17:10,995 that math is pretty compelling when you're tired. 338 00:17:11,415 --> 00:17:14,955 Emily: But do make sure not to overuse this one. If you narrate 339 00:17:14,955 --> 00:17:18,600 constantly, it kind of just becomes white noise. Use it at 340 00:17:18,600 --> 00:17:21,180 the moments where you need to redirect a group without a 341 00:17:21,180 --> 00:17:24,840 confrontation. If this is done well, it is genuinely one of the 342 00:17:24,840 --> 00:17:26,220 most efficient tools you have. 343 00:17:26,820 --> 00:17:30,480 Heidi: Okay. So those are our five low cost, high yield 344 00:17:30,480 --> 00:17:33,420 behavior management boosters, perfect for the last months of 345 00:17:33,420 --> 00:17:36,480 the school year. Greet students at the door, offer 346 00:17:36,480 --> 00:17:40,305 pre-corrections, display visual prompts, be intentional with 347 00:17:40,305 --> 00:17:43,185 your tone of voice, and narrate positive behaviors. 348 00:17:43,785 --> 00:17:46,725 Emily: And what all of these strategies share is that they 349 00:17:46,725 --> 00:17:50,205 are preventative, which is one of our pillars of classroom 350 00:17:50,205 --> 00:17:53,265 management, is that you want to prevent problems before they 351 00:17:53,265 --> 00:17:57,285 start. Doing this reduces the need for correction, and it 352 00:17:57,285 --> 00:18:00,165 shapes the dominant pattern in the room without burning through 353 00:18:00,165 --> 00:18:02,970 the energy that you don't have to spare right now. 354 00:18:03,270 --> 00:18:05,610 Heidi: Yeah, this is not the time for complicated new 355 00:18:05,610 --> 00:18:09,630 systems. It's a time for leverage. And since behavior in 356 00:18:09,630 --> 00:18:12,750 a group will spread, make sure you're the one deciding what 357 00:18:12,750 --> 00:18:13,470 spreads. 358 00:18:14,070 --> 00:18:16,350 Emily: And you don't have to do all five of these tomorrow. Just 359 00:18:16,350 --> 00:18:18,870 pick one that feels doable this week and start there. 360 00:18:19,350 --> 00:18:21,690 Heidi: But if you aren't sure where to begin, maybe give 361 00:18:21,690 --> 00:18:23,619 morning greetings a try. It has a clear start and end time, and 362 00:18:23,619 --> 00:18:24,326 you don't have to try to remember it in the middle of a 363 00:18:24,326 --> 00:18:24,435 tough moment. 364 00:18:24,435 --> 00:18:30,555 Emily: And if classroom management is something you want 365 00:18:30,555 --> 00:18:34,215 to dig more into this spring, we have resources in the Teacher 366 00:18:34,215 --> 00:18:37,755 Approved club that go deeper on a lot of these ideas, and the 367 00:18:37,755 --> 00:18:40,935 new club bonus that's coming for April fits right in line with 368 00:18:40,935 --> 00:18:43,215 what we talked about today. It's about how to keep your 369 00:18:43,215 --> 00:18:46,275 expectations alive at the end of the school year. So the link to 370 00:18:46,275 --> 00:18:48,600 join us in the club is in the show notes. 371 00:18:49,620 --> 00:18:52,560 Now for our Teacher Approved Tip of the Week, where we share an 372 00:18:52,620 --> 00:18:55,440 actionable tip to help you elevate what matters and 373 00:18:55,440 --> 00:18:58,740 simplify the rest. This week's teacher approved tip is to make 374 00:18:58,740 --> 00:19:01,620 a time filler clipboard. Let's hear about it, Heidi. 375 00:19:01,960 --> 00:19:04,900 Heidi: I cannot believe that we have never talked about this in 376 00:19:05,020 --> 00:19:08,320 the four years that we have had a podcast, because this is one 377 00:19:08,320 --> 00:19:12,160 of my sneakiest management tips, and it addresses one of those 378 00:19:12,160 --> 00:19:15,880 situations that used to make me sweat. So you know those times 379 00:19:15,880 --> 00:19:18,220 when you're stuck in the hallway with your class and they need to 380 00:19:18,220 --> 00:19:20,140 wait quietly? What do you do? 381 00:19:20,920 --> 00:19:24,280 Emily: Oh, yeah, that is such a specific kind of stressful 382 00:19:24,280 --> 00:19:27,745 teacher moment. The lunchroom's backed up, or the library's not 383 00:19:27,745 --> 00:19:31,225 quite ready, and you're standing in the hall with 25 kids, and 384 00:19:31,225 --> 00:19:34,105 they need to be quiet, but you really can't blame them for 385 00:19:34,105 --> 00:19:36,625 being bored, because it's boring. 386 00:19:36,745 --> 00:19:40,585 Heidi: Yeah, exactly. And I hated that feeling of having to 387 00:19:40,585 --> 00:19:43,765 police the noise when the situation was genuinely hard to 388 00:19:43,765 --> 00:19:47,425 sit and wait and be quiet. So I made a clipboard of activities 389 00:19:47,425 --> 00:19:50,050 that could be done right there in the hallway. So one of the 390 00:19:50,050 --> 00:19:53,170 things I did was to make a simple vocabulary game on the 391 00:19:53,170 --> 00:19:55,630 front of a piece of construction paper, I listed three 392 00:19:55,630 --> 00:19:58,870 categories. I think had pictures with them, like words about 393 00:19:58,870 --> 00:20:02,290 space, fruits, and countries. And then each category was 394 00:20:02,290 --> 00:20:05,170 numbered, one, two, or three. I would whisper a word like 395 00:20:05,170 --> 00:20:08,410 Finland, and the students would hold up three fingers to show 396 00:20:08,410 --> 00:20:11,290 that that word fit the country category. Now, it was silent, it 397 00:20:11,290 --> 00:20:12,370 was quick, and it was easy. 398 00:20:12,955 --> 00:20:15,655 Emily: Having possible words listed on the back saves you 399 00:20:15,655 --> 00:20:17,755 from having to improvise on the spot too. 400 00:20:17,755 --> 00:20:20,455 Heidi: Yeah, you definitely want to avoid having to think of 401 00:20:20,455 --> 00:20:22,675 things in the moment if you're like me, and your mind goes 402 00:20:22,675 --> 00:20:25,435 blank. And that was basically the whole reason I had this 403 00:20:25,435 --> 00:20:28,015 clipboard. I didn't want to have to be creative under pressure in 404 00:20:28,015 --> 00:20:28,615 the hallway. 405 00:20:28,975 --> 00:20:31,675 Emily: Yeah, I love anything that removes that in the moment 406 00:20:31,675 --> 00:20:35,080 mental work. Things run much more smoothly when you do the 407 00:20:35,080 --> 00:20:36,400 mental work ahead of time. 408 00:20:36,500 --> 00:20:39,920 Heidi: Oh, always. And then, besides vocabulary games, math 409 00:20:39,920 --> 00:20:43,300 flashcards work great. Take a deck of flashcards and pull out 410 00:20:43,300 --> 00:20:46,360 any cards that have answers higher than 10. You just hold up 411 00:20:46,360 --> 00:20:48,880 a card, and everyone shows you the answer on their fingers. 412 00:20:49,000 --> 00:20:49,660 Easy peasy. 413 00:20:49,000 --> 00:20:52,480 Emily: They always need more practice with math facts, and 414 00:20:52,480 --> 00:20:55,180 you could do something similar with phonics. Make a word family 415 00:20:55,180 --> 00:20:58,720 deck, hold up a card, whisper a letter, and the students whisper 416 00:20:58,720 --> 00:21:01,660 the whole word back to you. So if the word family is 'OG,' 417 00:21:01,720 --> 00:21:05,320 you'd say D, and they would whisper dog. It's not completely 418 00:21:05,320 --> 00:21:07,720 silent, but it's quiet enough not to be disruptive. 419 00:21:08,140 --> 00:21:10,960 Heidi: I did this with my students, and I was a little 420 00:21:10,960 --> 00:21:14,545 shocked and a little terrified by how hard this was for some 421 00:21:14,545 --> 00:21:17,425 students. That was a really tricky task. You would think 422 00:21:17,425 --> 00:21:20,605 that this would be really basic, but it was just a whole new way 423 00:21:20,605 --> 00:21:23,605 of having to think about phonics. So it might be worth 424 00:21:23,605 --> 00:21:24,625 giving a shot. 425 00:21:24,925 --> 00:21:25,585 Emily: Yeah. 426 00:21:26,245 --> 00:21:28,885 Heidi: And again list all the words on the back of each card, 427 00:21:28,885 --> 00:21:30,685 so you don't have to keep thinking like, well, what are 428 00:21:30,685 --> 00:21:33,145 the other words that have OG in them? It's just all there for 429 00:21:33,145 --> 00:21:33,385 you. 430 00:21:33,980 --> 00:21:36,620 Emily: If a clipboard feels like too much to set up, just keep a 431 00:21:36,620 --> 00:21:39,740 list of silent activities on your lanyard, or teach your 432 00:21:39,740 --> 00:21:42,280 students a few simple sign language signs, and then 433 00:21:42,280 --> 00:21:45,280 practice them while you wait in the hall. Silent charades works 434 00:21:45,280 --> 00:21:48,040 too. You whisper a prompt and they act it out. 435 00:21:48,480 --> 00:21:51,360 Heidi: I also really love to use action songs that I would teach 436 00:21:51,360 --> 00:21:54,300 my students during morning meeting. And then the twist, of 437 00:21:54,300 --> 00:21:56,820 course, is for doing this in the hallway, it has to be super 438 00:21:56,820 --> 00:22:00,600 quiet. Everybody just whispers or mouths the words, and you do 439 00:22:00,600 --> 00:22:01,500 the motions together. 440 00:22:01,900 --> 00:22:04,960 Emily: And if you think older students won't do it, I was a 441 00:22:04,960 --> 00:22:08,620 teenager, and I did plenty of ridiculous group songs. If 442 00:22:08,620 --> 00:22:11,920 teenagers can be coerced into singing Waddaly Atcha on a 443 00:22:11,920 --> 00:22:14,920 school trip, 10 year olds can absolutely do a quiet action 444 00:22:14,920 --> 00:22:15,640 song in the hallway. 445 00:22:16,960 --> 00:22:19,180 Heidi: But whatever you choose to do, the point is to have a 446 00:22:19,180 --> 00:22:22,660 plan so that you're not scrambling or silently panicking 447 00:22:22,660 --> 00:22:24,141 while 25 kids look at you. You just reach for the clipboard on 448 00:22:24,141 --> 00:22:24,383 your way out of the room, and you're in control of any 449 00:22:24,383 --> 00:22:24,503 situation before it becomes a situation. 450 00:22:24,503 --> 00:22:25,465 To wrap up the show, we are sharing what we're giving extra 451 00:22:25,465 --> 00:22:35,245 credit to this week. Emily, what gets your extra credit? 452 00:22:35,545 --> 00:22:39,745 Emily: I'm giving extra credit to the CeraVe intensive 453 00:22:39,745 --> 00:22:41,005 moisturizing cream. 454 00:22:41,245 --> 00:22:41,905 Heidi: Oh, okay. 455 00:22:41,900 --> 00:22:44,360 Emily: So I went to the dermatologist for a skin check, 456 00:22:44,360 --> 00:22:47,180 and because I was there for a skin check, she was like, not 457 00:22:47,180 --> 00:22:51,560 offering other additional advice to me, except for the fact that 458 00:22:51,560 --> 00:22:54,500 I mentioned, you know, since I'm just in like a little gown here, 459 00:22:54,500 --> 00:22:58,760 I'm like, Oh, don't mind my sandpaper legs, because in the 460 00:22:58,760 --> 00:23:04,340 winter they are dry and dusty. And she mentioned, like, oh, 461 00:23:04,340 --> 00:23:07,505 well, there's some lotion that might be good for that. And she 462 00:23:07,505 --> 00:23:10,325 recommended this cream, and she gave me a paper with some other 463 00:23:10,325 --> 00:23:13,145 things on it, but this was the top one. And it's something 464 00:23:13,145 --> 00:23:16,565 about the fact that this is, like, super, super thick cream, 465 00:23:16,865 --> 00:23:19,685 but you put it on and it goes in so nicely. It doesn't like, feel 466 00:23:19,685 --> 00:23:22,745 like it's sitting on top of you, and it has, I think it was 467 00:23:22,745 --> 00:23:26,765 described as hydro-urea in it, and that, I think, is a little 468 00:23:26,765 --> 00:23:30,050 bit of an exfoliant. So I think that's what helps with the dry 469 00:23:30,050 --> 00:23:36,590 skin. So I slather this on after the shower. I do mean slather, 470 00:23:36,710 --> 00:23:39,770 but it really does soak right in, and it's made a really big 471 00:23:39,770 --> 00:23:43,850 difference on my dusty, scratchy legs. 472 00:23:43,000 --> 00:23:46,600 Heidi: I'm gonna have to give that a try, because I'm about to 473 00:23:46,600 --> 00:23:48,460 run out of lotion. I was thinking, I need to try 474 00:23:48,460 --> 00:23:50,560 something new. This isn't working for me. 475 00:23:50,560 --> 00:23:53,740 Emily: Check it out, they have a lotion, but you want the cream. 476 00:23:53,740 --> 00:23:55,840 Heidi: Cream. Okay, that's good, because I would have got the 477 00:23:55,840 --> 00:23:57,340 wrong thing. Okay, yep, noted. 478 00:23:57,820 --> 00:24:00,040 Emily: Okay, what are you giving extra credit to this week, 479 00:24:00,040 --> 00:24:00,280 Heidi? 480 00:24:00,520 --> 00:24:03,040 Heidi: Well, we're just covering you with all the drugstore 481 00:24:03,100 --> 00:24:05,620 takeaways here. Although this is something you have to get 482 00:24:05,620 --> 00:24:10,405 online. My extra credit goes to Allermi, which is an online 483 00:24:10,885 --> 00:24:15,565 allergy nasal spray. So I switched to this for a year. So 484 00:24:15,565 --> 00:24:17,845 I've been on this a year now, and I can definitely say it is 485 00:24:17,845 --> 00:24:21,025 worth it. So this time of year, the trees try to kill me. I 486 00:24:21,025 --> 00:24:24,385 think it's personal. It's so violent the way they make me 487 00:24:24,385 --> 00:24:28,045 feel. But this works so well. It's three or four different 488 00:24:28,045 --> 00:24:33,130 allergy medications in one nasal spray, which at first I was a 489 00:24:33,130 --> 00:24:35,350 little like, oh well, it's kind of expensive. But then I 490 00:24:35,350 --> 00:24:37,630 figured, like, I'm spending that much on these four sprays 491 00:24:37,630 --> 00:24:41,830 separately. And then a bonus that I didn't expect is that I 492 00:24:41,830 --> 00:24:44,410 have not had a bloody nose since I switched to this. Sorry for 493 00:24:44,410 --> 00:24:46,750 the TMI, but if you have allergies, you will be so 494 00:24:46,750 --> 00:24:48,010 grateful for this information. 495 00:24:48,310 --> 00:24:50,830 Emily: And Heidi has had bloody noses that are like crime 496 00:24:50,830 --> 00:24:53,635 scenes, so this is a big deal to avoid those. 497 00:24:53,875 --> 00:24:57,115 Heidi: Yeah, not one in a year. I think just because you're just 498 00:24:57,115 --> 00:25:00,955 doing one spray instead of four in a day, it just makes such a 499 00:25:00,955 --> 00:25:02,515 difference for your poor nose. 500 00:25:02,695 --> 00:25:05,695 Emily: And because it's like a tailored to you combination, I 501 00:25:05,695 --> 00:25:08,935 think you probably have to use it less than you were using the 502 00:25:08,935 --> 00:25:11,155 combination of all the other sprays. Does that make sense? 503 00:25:11,155 --> 00:25:14,635 Heidi: Yes, yes, definitely. And I found, so most of the year, I 504 00:25:14,635 --> 00:25:19,360 can get by with just doing it one spray once a day. I think 505 00:25:19,360 --> 00:25:23,080 the directions are to do two sprays twice a day, and this 506 00:25:23,080 --> 00:25:25,900 time of year I do have to max out my dosage, but for most of 507 00:25:25,900 --> 00:25:28,900 the year, it's not a problem at all, and that means that, so 508 00:25:28,900 --> 00:25:32,680 even though I think a bottle is like $35, probably plus 509 00:25:32,680 --> 00:25:35,860 shipping, it actually is cheaper than I was paying when I was 510 00:25:35,860 --> 00:25:39,040 buying four different medications over the counter. So 511 00:25:39,160 --> 00:25:40,525 definitely check this out. 512 00:25:40,960 --> 00:25:43,240 Emily: And allergy sprays are expensive, so when you're buying 513 00:25:43,300 --> 00:25:46,180 several different ones and doing a spray of each every day, yeah, 514 00:25:46,180 --> 00:25:50,440 that adds up fast. I'm waiting for my free sample of this to 515 00:25:50,440 --> 00:25:52,600 come in the mail, just shipped. 516 00:25:52,600 --> 00:25:54,280 Heidi: hope it makes the difference for you, because, 517 00:25:54,280 --> 00:25:57,520 gosh, allergies, you just wait and your throat feels pickled 518 00:25:57,520 --> 00:26:01,840 and your head hurts, and life doesn't slow down because you're 519 00:26:01,840 --> 00:26:03,580 not technically sick. You just feel like you are. 520 00:26:03,760 --> 00:26:07,045 Emily: Yeah, so get some moisturizing cream and some 521 00:26:07,045 --> 00:26:09,385 allergy spray, everyone. We're here for you. 522 00:26:09,385 --> 00:26:10,765 Heidi: You've got all your needs covered. 523 00:26:10,765 --> 00:26:15,865 And that is it for today's episode. Remember our five low 524 00:26:15,865 --> 00:26:19,225 effort, high yield management boosters to make this season of 525 00:26:19,225 --> 00:26:21,325 the school year a little easier to manage. 526 00:26:21,685 --> 00:26:24,205 Emily: And if you liked this episode, we would love it if you 527 00:26:24,205 --> 00:26:26,605 shared it with a teacher friend who might enjoy it as well. 528 00:26:26,725 --> 00:26:29,410 That's the best way to help our show reach new listeners. 529 00:26:31,750 --> 00:26:34,930 Heidi: We hope you enjoyed this episode of Teacher Approved. I'm 530 00:26:34,930 --> 00:26:35,470 Heidi. 531 00:26:35,530 --> 00:26:38,830 Emily: And I'm Emily. Thank you for listening. Be sure to follow 532 00:26:38,830 --> 00:26:41,350 or subscribe in your podcast app so that you never miss an 533 00:26:41,350 --> 00:26:41,770 episode. 534 00:26:42,250 --> 00:26:44,590 Heidi: You can connect with us and other teachers in the 535 00:26:44,590 --> 00:26:47,770 Teacher Approved Facebook group. We'll see you here next week. 536 00:26:47,950 --> 00:26:48,610 Bye for now. 537 00:26:48,610 --> 00:26:49,570 Emily: Bye.