1 00:00:01,020 --> 00:00:03,720 Heidi: This is episode 225 of Teacher Approved. 2 00:00:06,600 --> 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 00:00:14,020 --> 00:00:17,200 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:17,200 --> 00:00:20,200 Window, where we give research based and teacher approved 7 00:00:20,200 --> 00:00:22,780 strategies that make teaching less stressful and more 8 00:00:22,780 --> 00:00:26,260 effective. You can check out the show notes and resources from 9 00:00:26,260 --> 00:00:28,660 each episode at secondstorywindow.net. 10 00:00:28,999 --> 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 00:00:36,680 --> 00:00:39,740 Emily: Hey there. Thanks for joining us today. In today's 13 00:00:39,740 --> 00:00:43,940 episode, we are talking about the mid-September slump. What 14 00:00:43,940 --> 00:00:46,880 happens when that back to school honeymoon period officially 15 00:00:46,880 --> 00:00:50,000 ends, and how you can keep your students engaged without 16 00:00:50,000 --> 00:00:52,460 completely exhausting yourself in the process. 17 00:00:53,180 --> 00:00:55,010 Heidi: Let's start with a try it tomorrow, where we share a quick 18 00:00:55,010 --> 00:00:58,205 win that you can try in your classroom right away. Emily, 19 00:00:58,205 --> 00:00:59,585 what's our suggestion this week? 20 00:00:59,885 --> 00:01:02,765 Emily: This week, try switching up your Monday morning question. 21 00:01:02,825 --> 00:01:05,645 Instead of asking students how their weekend went, ask what 22 00:01:05,645 --> 00:01:07,745 they're looking forward to this week. 23 00:01:08,105 --> 00:01:10,805 Heidi: This small change can make a really big difference for 24 00:01:10,805 --> 00:01:14,225 some kids. Not everyone has great weekends, and starting 25 00:01:14,225 --> 00:01:17,045 Monday by asking them to think about something that might have 26 00:01:17,045 --> 00:01:19,550 been hard can really set a tough tone for the day. 27 00:01:20,030 --> 00:01:22,010 Emily: Plus, for kids who struggle with being at school, 28 00:01:22,010 --> 00:01:24,950 reminding them about the fun they had at home can make it 29 00:01:24,950 --> 00:01:28,070 even harder to settle into the school week. Asking them to 30 00:01:28,070 --> 00:01:30,830 focus forward instead of backward helps them get mentally 31 00:01:30,830 --> 00:01:31,730 ready for what's coming. 32 00:01:31,730 --> 00:01:35,090 Heidi: It's a simple way to help kids regulate their emotions and 33 00:01:35,090 --> 00:01:38,270 start the week thinking about positive possibilities rather 34 00:01:38,270 --> 00:01:39,950 than dwelling on what they're leaving behind. 35 00:01:40,430 --> 00:01:42,875 Emily: If you like this idea or anything else we share here on 36 00:01:42,875 --> 00:01:45,575 the podcast, could you take a moment and give us a five star 37 00:01:45,575 --> 00:01:47,855 rating and review in your podcast players? 38 00:01:48,755 --> 00:01:52,055 Heidi: Well, we're in late September now, and if you're 39 00:01:52,055 --> 00:01:55,895 noticing that your adorable little angels are, well, maybe 40 00:01:55,895 --> 00:01:59,075 acting a little less angelic, you're probably not imagining 41 00:01:59,075 --> 00:01:59,375 it. 42 00:01:59,795 --> 00:02:04,355 Emily: No, because the honeymoon is officially over. Those first 43 00:02:04,355 --> 00:02:06,860 few weeks when kids were actually excited about your 44 00:02:06,860 --> 00:02:10,040 pencil sharpening procedure, when they hung on your every 45 00:02:10,040 --> 00:02:13,460 word about how to line up for the bathroom? Well, we hate to 46 00:02:13,460 --> 00:02:16,400 be the bearers of bad news, but that's done. 47 00:02:16,820 --> 00:02:19,880 Heidi: Oh yeah, it's long done. This was always a bittersweet 48 00:02:19,880 --> 00:02:23,780 transition for me. It was nice to feel like life was settling 49 00:02:23,780 --> 00:02:27,965 into a routine after the chaos of back to school, but there was 50 00:02:27,965 --> 00:02:31,205 something so sweet about their wide eyed enthusiasm for 51 00:02:31,205 --> 00:02:34,685 everything. It's so endearing when getting to use new glue 52 00:02:34,685 --> 00:02:36,245 sticks is the highlight of the day. 53 00:02:36,480 --> 00:02:40,980 Emily: Yeah, but it wears off fast, doesn't it? But the thing 54 00:02:40,980 --> 00:02:44,460 to remember is that this shift is supposed to happen. If 55 00:02:44,460 --> 00:02:46,980 everything stayed brand new and exciting all the time, then kids 56 00:02:46,980 --> 00:02:50,340 would be constantly overwhelmed. Their little brains need this 57 00:02:50,340 --> 00:02:54,300 shiny excitement to wear off so that they can focus on learning. 58 00:02:54,780 --> 00:02:57,840 Heidi: Which, you know, is not as endearing, but I guess, is 59 00:02:57,840 --> 00:03:02,385 probably more important. That means that once the rhythm of 60 00:03:02,385 --> 00:03:05,805 the normal school day is setting in, those little brains start 61 00:03:05,805 --> 00:03:09,405 scanning the room like, Hmm, okay, I've mastered the morning 62 00:03:09,405 --> 00:03:12,405 work situation. I know exactly what happens during math time. 63 00:03:12,825 --> 00:03:14,445 What else is happening around here? 64 00:03:15,585 --> 00:03:18,105 Emily: Yeah, it's like they have this internal radar that's just 65 00:03:18,285 --> 00:03:20,925 searching for the next interesting thing. You can just 66 00:03:20,925 --> 00:03:24,330 hear it beeping in your mind. And then if they don't find 67 00:03:24,330 --> 00:03:24,990 it... 68 00:03:25,110 --> 00:03:27,870 Heidi: Oh yeah, oh yeah, they will create their own 69 00:03:27,870 --> 00:03:31,530 entertainment. And I can promise you that their version of 70 00:03:31,530 --> 00:03:34,830 entertainment is not what you want to have happening during 71 00:03:34,830 --> 00:03:35,790 your reading lesson. 72 00:03:36,450 --> 00:03:39,630 Emily: No, definitely not. So if you're seeing more fidgeting 73 00:03:39,630 --> 00:03:43,110 kids rushing through work just to have something to do, or that 74 00:03:43,110 --> 00:03:46,350 glazed over look during lessons, their brains are simply saying, 75 00:03:46,455 --> 00:03:48,195 I need something worth paying attention to. 76 00:03:48,000 --> 00:03:52,500 Heidi: But don't let that get you down. We promise this is not 77 00:03:52,500 --> 00:03:56,640 a depressing episode. In fact, we think this dip in energy is 78 00:03:56,640 --> 00:03:59,580 actually a good thing, because once you understand this 79 00:03:59,580 --> 00:04:02,580 pattern, you can harness it instead of letting it run the 80 00:04:02,580 --> 00:04:02,940 show. 81 00:04:03,480 --> 00:04:05,820 Emily: And you don't need to overhaul anything to do it. A 82 00:04:05,820 --> 00:04:09,420 few simple tweaks can change everything. One of our favorite 83 00:04:09,420 --> 00:04:11,805 things to talk about on this podcast is the balance of 84 00:04:11,805 --> 00:04:15,225 structure and novelty in the classroom. We did a deep dive on 85 00:04:15,225 --> 00:04:18,825 this back in episode 99 if you want all the details. But as a 86 00:04:18,825 --> 00:04:21,645 refresher, picture one of those old fashioned scales, you know, 87 00:04:21,645 --> 00:04:23,985 like the ones you see in a courtroom that have like the two 88 00:04:23,985 --> 00:04:25,305 hanging buckets on it. 89 00:04:25,780 --> 00:04:28,660 Heidi: One of those buckets represents structure. This is 90 00:04:28,660 --> 00:04:30,760 your procedures, your expectations, your daily 91 00:04:30,760 --> 00:04:34,600 schedule, and anything else that gives shape to your day. The 92 00:04:34,600 --> 00:04:38,800 other bucket is spark. This is novelty, surprise, excitement 93 00:04:38,800 --> 00:04:41,560 and anything else that adds a little flair to the normal. 94 00:04:41,560 --> 00:04:44,800 Emily: When structure and spark are balanced, your students are 95 00:04:44,800 --> 00:04:48,280 engaged. Too much structure, and kids get bored and check out, 96 00:04:48,400 --> 00:04:50,605 too much spark, and they're completely overwhelmed. 97 00:04:50,605 --> 00:04:54,385 Heidi: At the beginning of the school year, that spark bucket 98 00:04:54,385 --> 00:04:58,105 is overloaded. Every single thing is brand new, new desks, 99 00:04:58,105 --> 00:05:01,345 new crayons, new routines and a whole lot of new faces. To 100 00:05:01,345 --> 00:05:04,885 balance all of that novelty, we lean heavily into structure at 101 00:05:04,885 --> 00:05:07,765 the start of the year. We work on getting to know each other, 102 00:05:07,765 --> 00:05:10,525 teaching procedures and settling everyone into the routine. 103 00:05:11,185 --> 00:05:13,510 Emily: Yeah, we're just working overtime, on loading up that 104 00:05:13,510 --> 00:05:16,270 structure bucket. And that was perfect for back to school 105 00:05:16,270 --> 00:05:19,330 season, but now that bucket is getting pretty heavy, so it's 106 00:05:19,330 --> 00:05:22,150 time to add some spark to balance things back out. 107 00:05:22,810 --> 00:05:25,990 Heidi: And we are using the word spark on purpose because we are 108 00:05:25,990 --> 00:05:30,490 talking about tiny, little glints, not a full fireworks 109 00:05:30,490 --> 00:05:30,790 show. 110 00:05:31,390 --> 00:05:34,150 Emily: Yeah, think small, intentional moments that signal 111 00:05:34,150 --> 00:05:38,275 to kids, Hey, learning is pretty fun. And the best part is that 112 00:05:38,275 --> 00:05:41,875 most of these cost nothing and take almost no prep. All they 113 00:05:41,875 --> 00:05:43,495 need from you is a bit of intention. 114 00:05:44,320 --> 00:05:47,200 Heidi: So let's talk about five simple ways to add that spark 115 00:05:47,200 --> 00:05:51,280 back into your day. And these really are simple. Think micro 116 00:05:51,280 --> 00:05:56,380 novelties, little effort, big payoff. And the first one is to 117 00:05:56,620 --> 00:05:57,760 change something. 118 00:05:58,420 --> 00:06:00,720 Emily: Changing something can be as basic as moving your read 119 00:06:00,720 --> 00:06:03,480 aloud to a different corner of the room, or it can be letting 120 00:06:03,540 --> 00:06:06,480 kids do their spelling practice with markers instead of pencils. 121 00:06:06,900 --> 00:06:09,480 Suddenly, spelling feels special, even though it's the 122 00:06:09,480 --> 00:06:10,500 exact same words. 123 00:06:10,900 --> 00:06:13,720 Heidi: A simple way to make a change is switching up where you 124 00:06:13,720 --> 00:06:16,960 teach lessons. Instead of standing at the front board, try 125 00:06:16,960 --> 00:06:20,200 teaching math back at the carpet one day. Your lesson plan can 126 00:06:20,200 --> 00:06:23,740 stay exactly the same, but your students will instantly be more 127 00:06:23,740 --> 00:06:24,340 tuned in. 128 00:06:25,120 --> 00:06:27,940 Emily: A great way to create that, oh, something's different 129 00:06:27,940 --> 00:06:32,260 feeling at the end of September is to rearrange your desks. You 130 00:06:32,260 --> 00:06:35,305 are probably going to change seats at some point soon anyway, 131 00:06:35,305 --> 00:06:37,105 you might as well use it strategically. 132 00:06:37,825 --> 00:06:40,705 Heidi: And we have lots of thoughts about how to do this 133 00:06:40,705 --> 00:06:41,845 process strategically. 134 00:06:41,845 --> 00:06:43,825 Emily: Who us, have lots of thoughts? 135 00:06:43,825 --> 00:06:47,485 Heidi: I know. You might even say we have all of the thoughts 136 00:06:47,485 --> 00:06:51,445 about this. So your seating arrangement is one of your 137 00:06:51,445 --> 00:06:55,285 greatest classroom management tools. So let it work for you. 138 00:06:55,285 --> 00:06:59,350 You can find the details in episode 97 where we walk you all 139 00:06:59,350 --> 00:07:01,810 the way through all of the details for our teacher approved 140 00:07:01,810 --> 00:07:02,650 seating system. 141 00:07:02,950 --> 00:07:05,410 Emily: Also check out our digital seating chart tool that 142 00:07:05,590 --> 00:07:08,050 lets you try out lots of different strategic 143 00:07:08,050 --> 00:07:11,530 arrangements. Twenty minutes of planning a well balanced seating 144 00:07:11,530 --> 00:07:15,190 chart can buy you two months of decreased management issues. 145 00:07:15,430 --> 00:07:18,010 It's a very smart investment, and there's a link to it in the 146 00:07:18,010 --> 00:07:18,370 show notes. 147 00:07:19,150 --> 00:07:22,195 Heidi: Okay, besides changing something. The second way to 148 00:07:22,195 --> 00:07:26,215 increase Spark is to add to what you're already doing. Add a 149 00:07:26,215 --> 00:07:29,035 quick brain break between subjects, add a funny prop or a 150 00:07:29,035 --> 00:07:32,275 sound effect. You can even try out a new accent for a few 151 00:07:32,275 --> 00:07:36,835 minutes. And if your accent is terrible, that's even better. 152 00:07:38,695 --> 00:07:40,195 Emily: Thank you, Pepe Le Pew. 153 00:07:40,435 --> 00:07:42,460 Heidi: Should I do the whole episode like this? 154 00:07:43,600 --> 00:07:45,040 Emily: I'm gonna say no on that one. 155 00:07:45,820 --> 00:07:46,540 Heidi: Spoilsport. 156 00:07:46,540 --> 00:07:49,540 Emily: Or you can add movement to something that's usually done 157 00:07:49,540 --> 00:07:52,240 sitting down. So instead of reviewing math facts at their 158 00:07:52,240 --> 00:07:54,880 desk, you can have kids stand to do jumping jacks while they 159 00:07:54,880 --> 00:07:57,400 practice. You're still meeting your math goals, but with a 160 00:07:57,400 --> 00:07:58,900 totally different energy. 161 00:07:59,559 --> 00:08:01,139 Heidi: You could also think about adding something 162 00:08:01,139 --> 00:08:05,159 unexpected to your routine. For example, maybe you add comedy 163 00:08:05,159 --> 00:08:08,519 captain to your class jobs. That person's job is to read the 164 00:08:08,519 --> 00:08:11,519 day's joke to the class at the start of morning meeting. Or you 165 00:08:11,519 --> 00:08:14,159 could try ending the day with a silly clap or a chant. 166 00:08:14,660 --> 00:08:17,180 Emily: Adding a new element makes old routines feel like an 167 00:08:17,180 --> 00:08:19,820 upgrade, but don't feel like you have to make this a year long 168 00:08:19,820 --> 00:08:24,020 commitment. We want novelties to stay novel. So once everyone in 169 00:08:24,020 --> 00:08:27,020 the class has had a turn to be comedy captain for the day, you 170 00:08:27,020 --> 00:08:31,160 can retire that position until you need it in February, because 171 00:08:31,160 --> 00:08:34,400 then you can bring it back as a way to enliven the dreary winter 172 00:08:34,400 --> 00:08:35,000 days. 173 00:08:35,480 --> 00:08:38,825 Heidi: Yeah, the goal is to sprinkle in just enough newness 174 00:08:38,825 --> 00:08:42,785 to keep things fresh, and then take it away so it keeps feeling 175 00:08:42,785 --> 00:08:43,205 fun. 176 00:08:44,045 --> 00:08:46,385 Emily: That sounds mean, but it's not mean. We're not giving 177 00:08:46,385 --> 00:08:48,245 them something and then ripping it away. 178 00:08:48,545 --> 00:08:50,165 Heidi: We're doing it out of love. 179 00:08:50,165 --> 00:08:53,045 Emily: We're just pulling it back a little for later. 180 00:08:53,045 --> 00:08:57,245 So the third way to add Spark is to celebrate something. And 181 00:08:57,245 --> 00:09:00,365 before you panic, we are not talking about classroom parties. 182 00:09:00,545 --> 00:09:03,650 Heidi: No, we would need three episodes to talk about classroom 183 00:09:03,650 --> 00:09:07,970 parties. Check out episodes 33, 34 and 96 if you don't believe 184 00:09:07,970 --> 00:09:11,810 me, but the celebrations that we are talking about today are much 185 00:09:11,810 --> 00:09:12,530 more low key. 186 00:09:12,830 --> 00:09:17,810 Emily: Much, much, much, much more low key. Think 30 second 187 00:09:17,810 --> 00:09:20,750 dance break because it's Wednesday afternoon, or, you 188 00:09:20,750 --> 00:09:24,230 know, one of those silly whatever the daily holiday is, 189 00:09:24,230 --> 00:09:27,335 like, you know, did you know there's a National Cheese Day? 190 00:09:28,055 --> 00:09:30,395 Heidi: Of course, there is. There's a national day for 191 00:09:30,395 --> 00:09:30,935 everything. 192 00:09:31,355 --> 00:09:34,235 Emily: Yeah, and I think we just missed Talk Like a Pirate Day 193 00:09:34,235 --> 00:09:38,075 for this year. But National Random Acts of Poetry Day, 194 00:09:38,375 --> 00:09:42,095 American Touch Tag day and National Grouch day are all in 195 00:09:42,095 --> 00:09:42,755 October. 196 00:09:43,235 --> 00:09:46,595 Heidi: Oh, put those on your calendar. And also in October, 197 00:09:46,595 --> 00:09:50,900 if you're looking for more of a personal celebration, there is 198 00:09:51,020 --> 00:09:55,160 National Bra Day and National No Bra Day. 199 00:09:55,160 --> 00:09:58,580 Emily: Oh my gosh. Maybe don't put those on the classroom 200 00:09:58,580 --> 00:10:01,280 calendar, though. I think you can just keep that one to 201 00:10:01,280 --> 00:10:01,700 yourself. 202 00:10:03,020 --> 00:10:07,340 Heidi: Yeah, probably for the best. But you aren't limited to 203 00:10:07,340 --> 00:10:09,119 the calendar when it comes to planning celebrations. Pick a 204 00:10:09,119 --> 00:10:12,605 day this week and have everyone whisper for the entire morning 205 00:10:12,665 --> 00:10:15,305 just because. Kids eat that stuff up. 206 00:10:15,660 --> 00:10:19,140 Emily: Yep. The fourth simple way to increase spark is to add 207 00:10:19,140 --> 00:10:22,140 choice, and this is so motivating for kids. Maybe you 208 00:10:22,140 --> 00:10:24,780 let them pick where to work for one assignment, they can sit at 209 00:10:24,780 --> 00:10:27,900 their desk or under their desks or in the reading corner. 210 00:10:27,900 --> 00:10:31,440 Heidi: Just make sure that whatever choices you give them 211 00:10:31,440 --> 00:10:34,800 are choices you can live with. Don't offer the choice to work 212 00:10:34,800 --> 00:10:37,920 under their desks unless you're actually okay with kids crawling 213 00:10:37,920 --> 00:10:38,580 around down there. 214 00:10:39,120 --> 00:10:41,085 Emily: Yeah, you can only be the fun teacher, or if you're also 215 00:10:41,085 --> 00:10:45,465 okay being the lay down the law teacher. For choice to work, you 216 00:10:45,465 --> 00:10:48,405 have to hold students to high expectations. It's that warm 217 00:10:48,405 --> 00:10:51,285 demander mentality that we were talking about. I don't know if 218 00:10:51,285 --> 00:10:54,885 that was last week or two weeks ago. So it'd be saying like, Oh, 219 00:10:54,885 --> 00:10:57,405 it sounds like you're playing under your desk instead of 220 00:10:57,405 --> 00:11:00,945 working, so time to move back to your chair. You can decide if 221 00:11:00,945 --> 00:11:03,390 you want to give the student a second chance after a few 222 00:11:03,390 --> 00:11:05,850 minutes, or if it's just better for them to be done for the day. 223 00:11:05,850 --> 00:11:08,970 Heidi: With classroom structure, the boundaries are clear for 224 00:11:08,970 --> 00:11:12,810 students. Adding spark, however, can come with some boundary 225 00:11:12,810 --> 00:11:16,350 pushing. Kids naturally want to see how far they can go, 226 00:11:16,350 --> 00:11:20,190 because, as we like to say here on the podcast, the minimum 227 00:11:20,190 --> 00:11:23,550 standard of behavior in any classroom is, what can the 228 00:11:23,550 --> 00:11:24,570 students get away with? 229 00:11:25,110 --> 00:11:27,675 Emily: The potential payoff from adding spark to your day is 230 00:11:27,675 --> 00:11:31,275 worth some hassle, but also be willing to walk it back if it 231 00:11:31,275 --> 00:11:34,155 sends your kids into overwhelm. And if a big choice like 232 00:11:34,155 --> 00:11:36,435 choosing where in the room to work is too big for your 233 00:11:36,435 --> 00:11:38,235 students to handle, just keep it small. 234 00:11:38,595 --> 00:11:41,115 Heidi: Yeah, even something like letting students choose between 235 00:11:41,115 --> 00:11:43,695 solving their math problem on a whiteboard or on a sticky note, 236 00:11:43,935 --> 00:11:47,415 can make the whole day feel fresh and exciting. Either way, 237 00:11:47,415 --> 00:11:50,880 they're doing their work, which is a win for you, but the kids 238 00:11:50,880 --> 00:11:53,100 feel like they got a treat, which is a win for them. 239 00:11:53,980 --> 00:11:56,560 Emily: And that brings us to the fifth way to add spark to your 240 00:11:56,560 --> 00:11:59,680 day, and that is to solve something. Kids love a good 241 00:11:59,680 --> 00:12:02,940 mystery or challenge. So start phonics with a riddle, or 242 00:12:02,940 --> 00:12:06,180 present your science lesson as a problem that they need to figure 243 00:12:06,180 --> 00:12:06,720 out. 244 00:12:07,260 --> 00:12:09,480 Heidi: You could write clues on the board and have them guess 245 00:12:09,480 --> 00:12:12,720 what today's vocabulary word will be, or create a simple 246 00:12:12,720 --> 00:12:16,020 classroom mystery, like someone has stolen our pencil sharpener. 247 00:12:16,020 --> 00:12:17,640 Let's examine the evidence. 248 00:12:18,080 --> 00:12:20,900 Emily: A great way to add a little mystery in math is to 249 00:12:20,900 --> 00:12:24,260 give students story problems with no numbers. You can cover 250 00:12:24,260 --> 00:12:27,680 up the numbers in the problem or just leave a blank space. At the 251 00:12:27,680 --> 00:12:30,560 park, Devin saw some birds in a tree and some in the grass. How 252 00:12:30,560 --> 00:12:33,560 many more birds were in the tree than in the grass? 253 00:12:34,140 --> 00:12:36,600 Heidi: Because the students are missing key information, their 254 00:12:36,600 --> 00:12:40,260 brains are much more interested in figuring things out, instead 255 00:12:40,260 --> 00:12:43,200 of just solving for a quick answer. And if you have taught 256 00:12:43,200 --> 00:12:45,540 this type of story problem before, that is especially 257 00:12:45,540 --> 00:12:49,020 helpful, because when they hear how many more, how often do kids 258 00:12:49,020 --> 00:12:51,600 just jump to addition, even though it's a subtraction 259 00:12:51,600 --> 00:12:52,020 problem? 260 00:12:52,020 --> 00:12:52,980 Emily: Yeah. 261 00:12:53,040 --> 00:12:56,220 Heidi: This bit of mystery slows everybody down and it gets them 262 00:12:56,220 --> 00:12:58,065 thinking before you reveal the numbers. 263 00:12:58,785 --> 00:13:00,705 Emily: Solving something can also look like meeting a 264 00:13:00,705 --> 00:13:03,885 challenge. Activities like finish before the timer beeps, 265 00:13:04,125 --> 00:13:07,545 find three mistakes in my work, or solve the puzzle before the 266 00:13:07,545 --> 00:13:09,225 bell can be extremely motivating. 267 00:13:09,705 --> 00:13:12,105 Heidi: Just make sure that you've included accommodations 268 00:13:12,105 --> 00:13:15,045 for any learners who might find this type of activity more 269 00:13:15,045 --> 00:13:18,165 pressure than pleasant. We don't want to stress kids out in the 270 00:13:18,165 --> 00:13:19,005 name of having fun. 271 00:13:19,545 --> 00:13:21,690 Emily: You really don't have to add something big to spark 272 00:13:21,690 --> 00:13:25,230 curiosity. Even small surprises signal, Hey, pay attention, 273 00:13:25,230 --> 00:13:27,030 something different is happening here. 274 00:13:27,690 --> 00:13:30,510 Heidi: But while you are adding these moments of spark to your 275 00:13:30,510 --> 00:13:33,150 day, you also want to keep an eye out for any early warning 276 00:13:33,150 --> 00:13:37,050 signs that your structure might also need some attention. As our 277 00:13:37,050 --> 00:13:40,230 procedures become routines, little cracks can start to show. 278 00:13:40,650 --> 00:13:43,050 Emily: Think of these as your check engine lights. Yes, you 279 00:13:43,095 --> 00:13:45,375 can probably drive for a while with that light on, but 280 00:13:45,375 --> 00:13:47,835 eventually you're going to have bigger problems if you don't 281 00:13:47,835 --> 00:13:48,615 deal with it soon. 282 00:13:49,215 --> 00:13:52,335 Heidi: And it's the same thing in your classroom. If you notice 283 00:13:52,335 --> 00:13:54,615 that you are giving the same reminders over and over and 284 00:13:54,615 --> 00:13:57,735 over, or the same kids keep making the same mistakes with 285 00:13:57,735 --> 00:14:00,675 procedures, that is your warning light blinking. 286 00:14:01,095 --> 00:14:03,255 Emily: For example, maybe morning work completion is 287 00:14:03,255 --> 00:14:06,180 getting sloppy. A few kids aren't finishing, others are 288 00:14:06,180 --> 00:14:09,240 rushing through without thinking. It's easy to just 289 00:14:09,240 --> 00:14:11,640 remind those kids individually and keep moving. 290 00:14:12,120 --> 00:14:15,300 Heidi: But if you find this happening, step back and really 291 00:14:15,300 --> 00:14:18,540 look. If it really is just a couple of kids, you can find 292 00:14:18,540 --> 00:14:21,600 ways to support them individually. But if it's more 293 00:14:21,600 --> 00:14:25,560 widespread, that's your signal to hit the brakes and reteach. 294 00:14:26,000 --> 00:14:28,160 Emily: I know the last thing any of us wants to do is go 295 00:14:28,160 --> 00:14:31,220 backwards and reteach something we covered in detail just a few 296 00:14:31,220 --> 00:14:35,120 weeks ago, but trust us, taking two days to reset expectations 297 00:14:35,120 --> 00:14:37,280 now will save you weeks of frustration later. 298 00:14:37,000 --> 00:14:39,640 Heidi: When I taught second grade, I learned this the hard 299 00:14:39,640 --> 00:14:42,760 way. I would notice my morning routine getting a little loose 300 00:14:42,760 --> 00:14:45,100 about this time of year. And I would think, Oh, I know they've 301 00:14:45,100 --> 00:14:48,100 got it. They're just being kids. They'll settle in and things 302 00:14:48,100 --> 00:14:51,760 will be fine. But a few weeks later, my whole morning would be 303 00:14:51,760 --> 00:14:55,720 chaotic, because when one piece goes, it takes the whole system 304 00:14:55,720 --> 00:14:56,320 down with it. 305 00:14:57,760 --> 00:15:00,940 Emily: This is not the fun part of teaching. And the kids don't 306 00:15:00,985 --> 00:15:04,225 enjoy it any more than you do, but when they know exactly 307 00:15:04,225 --> 00:15:07,165 what's expected, kids are free to focus on learning, instead of 308 00:15:07,165 --> 00:15:10,045 trying to figure out the rules or figure out a way around the 309 00:15:10,045 --> 00:15:10,705 rules. 310 00:15:11,425 --> 00:15:14,245 Heidi: So as you navigate this mid-September transition, 311 00:15:14,605 --> 00:15:18,805 remember that what's happening is totally normal. It's a signal 312 00:15:18,805 --> 00:15:21,025 that your new students are ready for the next level. 313 00:15:21,565 --> 00:15:23,785 Emily: Keep those solid routines, that structure is 314 00:15:23,785 --> 00:15:26,830 still super important, but start sprinkling in some small 315 00:15:26,830 --> 00:15:30,310 surprises and choices and pay attention to the warning signs 316 00:15:30,310 --> 00:15:32,050 before they become bigger issues. 317 00:15:32,590 --> 00:15:35,170 Heidi: These aren't huge overhauls, they're just tiny 318 00:15:35,170 --> 00:15:37,630 tweaks that can make a big difference in keeping your 319 00:15:37,630 --> 00:15:40,510 students engaged as you settle into your school year rhythm. 320 00:15:41,050 --> 00:15:43,990 And if you want more ideas for increasing engagement at the 321 00:15:43,990 --> 00:15:46,510 start of the year, make sure to go back and check out episode 322 00:15:46,510 --> 00:15:47,470 156. 323 00:15:48,130 --> 00:15:51,055 Emily: We'd love to hear how you handle the September slump. Come 324 00:15:51,055 --> 00:15:53,935 join the conversation in our Teacher Approved Facebook group. 325 00:15:55,075 --> 00:15:57,775 Now for our Teacher Approved Tip of the Week, where we share an 326 00:15:57,775 --> 00:16:00,415 actionable tip to help you elevate what matters and 327 00:16:00,415 --> 00:16:03,835 simplify the rest. This week's tip is about getting ahead on 328 00:16:03,835 --> 00:16:07,195 parent communication by scheduling emails now. So tell 329 00:16:07,195 --> 00:16:07,975 us about this, Heidi. 330 00:16:08,515 --> 00:16:11,500 Heidi: Well, this one is such a time saver. If you know you're 331 00:16:11,500 --> 00:16:14,260 going to need to send the same type of email to parents 332 00:16:14,260 --> 00:16:17,260 multiple times throughout the year, sit down and draft those 333 00:16:17,260 --> 00:16:21,160 emails now. So for example, if you do a star student each week, 334 00:16:21,400 --> 00:16:24,460 just draft the email. Your child will be star student in two 335 00:16:24,460 --> 00:16:27,280 weeks, please send me a photo for their poster by Friday, and 336 00:16:27,280 --> 00:16:30,880 then schedule it to send two weeks before each child's turn. 337 00:16:31,480 --> 00:16:34,225 Emily: You can do the same thing for field trip permission slips, 338 00:16:34,225 --> 00:16:37,465 conference sign ups, or any regular parent communication. 339 00:16:37,705 --> 00:16:40,105 Draft the email once, then schedule when it needs to go 340 00:16:40,105 --> 00:16:40,345 out. 341 00:16:40,945 --> 00:16:44,245 Heidi: Now if you want some bonus points, cc yourself on 342 00:16:44,245 --> 00:16:47,725 these emails. That way you get a copy in your inbox as a reminder 343 00:16:47,725 --> 00:16:50,665 that the email went out and that you should expect responses. 344 00:16:51,025 --> 00:16:54,145 Emily: Oh so smart. This is a great way to save time and make 345 00:16:54,145 --> 00:16:56,965 sure you stay on top of important communication. Most 346 00:16:56,965 --> 00:17:00,010 email systems let you schedule messages. You just compose the 347 00:17:00,010 --> 00:17:02,470 email like normal, then look for the option to schedule it 348 00:17:02,470 --> 00:17:03,910 instead of sending immediately. 349 00:17:03,910 --> 00:17:06,850 Heidi: The key to making this work is having your important 350 00:17:06,850 --> 00:17:09,250 dates mapped out ahead of time. If you know when your 351 00:17:09,250 --> 00:17:12,010 conferences are, when field trips are happening, or any 352 00:17:12,010 --> 00:17:14,710 special events that are coming up, like dress up days, you can 353 00:17:14,710 --> 00:17:17,350 definitely schedule those reminder emails now. 354 00:17:17,300 --> 00:17:19,940 Emily: This same system works for positive communication too. 355 00:17:20,000 --> 00:17:23,060 Maybe you want to send a 'great job this week' email to three 356 00:17:23,060 --> 00:17:25,880 different parents throughout the month. Draft those emails now 357 00:17:25,880 --> 00:17:27,680 and schedule them to go out when you want. 358 00:17:27,980 --> 00:17:30,140 Heidi: This way parents get the information with plenty of 359 00:17:30,140 --> 00:17:32,420 notice, and you're not spending Sunday nights frantically 360 00:17:32,420 --> 00:17:35,360 writing emails. So I think this is a win all around. 361 00:17:35,780 --> 00:17:38,000 Emily: Yeah, maybe you want to consider setting aside one of 362 00:17:38,000 --> 00:17:40,700 your planning times this week to set up your scheduled emails for 363 00:17:40,700 --> 00:17:44,060 the next month or two, and your future self will be so grateful 364 00:17:44,060 --> 00:17:44,540 if you do. 365 00:17:44,540 --> 00:17:47,420 Heidi: To wrap up the show, we are sharing what we're giving 366 00:17:47,420 --> 00:17:49,940 extra credit to this week. Emily, what gets your extra 367 00:17:49,940 --> 00:17:50,300 credit? 368 00:17:50,300 --> 00:17:53,720 Emily: I'm giving extra credit to the new game from the New 369 00:17:53,720 --> 00:17:57,620 York Times that's called Pips. It has a cute name, and it's a 370 00:17:57,620 --> 00:18:01,805 cute game. It's a game where you rotate dominoes to fit into a 371 00:18:01,805 --> 00:18:04,265 game board, but there are certain parts of the board that 372 00:18:04,265 --> 00:18:07,325 have conditions, like all of the numbers in a certain part of the 373 00:18:07,325 --> 00:18:10,805 board must be the same, or certain squares must be greater 374 00:18:10,805 --> 00:18:14,645 than or less than a specific number. It kind of reminds me 375 00:18:14,645 --> 00:18:18,905 of, like the logical rules of playing Sudoku, but this is 376 00:18:18,905 --> 00:18:23,105 probably more fun. Yeah, I'd say this is more fun. Especially 377 00:18:23,105 --> 00:18:25,970 because it's like visual and they have three levels of 378 00:18:25,970 --> 00:18:29,090 difficulty that you can play each day. So it's a new fun 379 00:18:29,090 --> 00:18:31,370 addition to my daily puzzle schedule. 380 00:18:32,260 --> 00:18:34,660 Heidi: I could see this being really popular with older 381 00:18:34,660 --> 00:18:37,660 students, like this would be a perfect math warm up. 382 00:18:37,780 --> 00:18:38,680 Emily: For sure, yeah. 383 00:18:38,680 --> 00:18:40,900 Heidi: Might have to build up to the harder level. 384 00:18:41,680 --> 00:18:44,980 Emily: Yes, those take a little bit more brain power. 385 00:18:45,280 --> 00:18:47,680 Heidi: Yes, that is a very fun addition to what the New York 386 00:18:47,680 --> 00:18:50,080 Times has offer. I'm just bitter that they locked up the mini 387 00:18:50,080 --> 00:18:53,380 crossword. It's fine. It's fine. I'll get over it. 388 00:18:53,380 --> 00:18:55,840 Emily: I know, I'm so sorry, and I subscribe, but only because it 389 00:18:55,840 --> 00:19:01,045 was only $5 a month. When that expires, if they want me to pay 390 00:19:01,045 --> 00:19:03,625 more, I probably won't pay more, but I'm willing to pay $5 a 391 00:19:03,625 --> 00:19:07,705 month to get to play the mini every day. What are you giving 392 00:19:07,705 --> 00:19:08,785 extra credit to, Heidi? 393 00:19:09,025 --> 00:19:12,265 Heidi: Well, I'm giving extra credit to simmer pots. Now that 394 00:19:12,265 --> 00:19:16,405 it is finally cooling down, I'm leaning into all things cozy and 395 00:19:16,405 --> 00:19:21,490 fall. I love having a pretty pot bubbling away on my stove, and I 396 00:19:21,490 --> 00:19:23,650 have been preparing. 397 00:19:23,710 --> 00:19:24,490 Emily: Wow. 398 00:19:24,490 --> 00:19:29,410 Heidi: So during this summer, I used my air fryer, oh my gosh, I 399 00:19:29,410 --> 00:19:32,110 can't believe I did this. I used my air fryer to dehydrate lemon 400 00:19:32,110 --> 00:19:34,210 and orange slices for this moment. 401 00:19:34,210 --> 00:19:36,790 Emily: Oh my gosh, Martha Stewart. 402 00:19:36,790 --> 00:19:41,875 Heidi: I know pretty much. Now, did this make a task of slicing 403 00:19:41,875 --> 00:19:46,915 fruit 4000 times harder and more complicated than it should have 404 00:19:46,915 --> 00:19:53,155 been? Yes. But it means that I can make a simmer pot anytime 405 00:19:53,155 --> 00:19:56,155 the mood strikes, even if I don't have fruit on hand. And 406 00:19:56,155 --> 00:20:02,060 that was always the hang up for me. I was like, oh, this would 407 00:20:02,060 --> 00:20:02,928 be the perfect day to have, you know, some orange and cinnamon 408 00:20:02,928 --> 00:20:03,580 going on the stove. I don't have any oranges. 409 00:20:03,580 --> 00:20:04,240 Emily: Uh huh. 410 00:20:04,480 --> 00:20:07,240 Heidi: So I was like, oh, add it to the grocery order and then 411 00:20:07,240 --> 00:20:10,180 get it a week later, and that, you know. So this way I'm 412 00:20:10,180 --> 00:20:13,780 totally prepared. Now, I did a little investigating, Heidi 413 00:20:13,780 --> 00:20:19,360 science corner here. So I did an orange, dehydrated it, and put 414 00:20:19,360 --> 00:20:21,520 it on the stove, and it did not have any scent. 415 00:20:21,700 --> 00:20:22,120 Emily: Oh, no! 416 00:20:22,000 --> 00:20:26,140 Heidi: I was very bummed. But then I did a fresh one in it 417 00:20:26,140 --> 00:20:30,100 also did not have any scent in a simmer pot. Like, if, if I put 418 00:20:30,100 --> 00:20:32,740 my face right in it, like close enough that I was having to hold 419 00:20:32,740 --> 00:20:35,740 my hair back so it didn't catch on fire, like that close, then 420 00:20:35,740 --> 00:20:39,520 it had some orange scent to it. But the fresh ones didn't smell 421 00:20:39,520 --> 00:20:42,820 any stronger than a dehydrated orange. So I just now I'm using 422 00:20:42,820 --> 00:20:50,125 it for esthetics, although I did then get some orange oil in 423 00:20:50,245 --> 00:20:54,985 there. So we'll see. I turned a simple task into a production. 424 00:20:55,165 --> 00:20:58,045 But that is fully my MO. If you have been here for more than 425 00:20:58,045 --> 00:21:00,265 five minutes, you know this about me. So this is where we're 426 00:21:00,265 --> 00:21:00,625 at. 427 00:21:01,645 --> 00:21:04,045 Emily: Well, it could have been this really awesome hack. 428 00:21:04,885 --> 00:21:07,465 Heidi: Well, it is, because, like, it's not pretty without 429 00:21:07,465 --> 00:21:08,950 the citrus floating in there. 430 00:21:09,010 --> 00:21:11,470 Emily: Oh, for sure. The only thing I hate is that, like, it 431 00:21:11,470 --> 00:21:14,650 doesn't stay pretty for very long once you've put the the 432 00:21:14,650 --> 00:21:16,510 fruit in, it all turns. 433 00:21:16,570 --> 00:21:18,610 Heidi: Especially if you do the cranberries ones. 434 00:21:18,610 --> 00:21:21,310 Emily: Yes, yes, that's true. And I do usually do the one with 435 00:21:21,310 --> 00:21:23,710 cranberries. If I did one without cranberries, I bet it 436 00:21:23,710 --> 00:21:26,230 would hold up a little longer, but the oranges do turn into a 437 00:21:26,230 --> 00:21:26,890 big mushy mush. 438 00:21:26,890 --> 00:21:29,650 Heidi: Yes, and we can tell, because we have glass simmer 439 00:21:29,650 --> 00:21:31,150 pots for this. 440 00:21:31,210 --> 00:21:32,590 Emily: Obviously. 441 00:21:32,590 --> 00:21:37,135 Heidi: And I did if, if anyone else is on this same kick, I did 442 00:21:37,135 --> 00:21:40,915 put a link in the show notes so you can find one. But the one 443 00:21:40,915 --> 00:21:43,195 that's the thing too, is not anything special, just look for 444 00:21:43,195 --> 00:21:45,415 something that's about two liters, I found that's a good 445 00:21:45,415 --> 00:21:47,995 size, because you need it big enough to hold all the bits and 446 00:21:47,995 --> 00:21:49,015 pieces and then water. 447 00:21:49,555 --> 00:21:52,795 Emily: Well, I feel like now is the moment to mention that if 448 00:21:52,795 --> 00:21:57,700 you like this content about dehydrated fruit for simmer pots 449 00:21:57,700 --> 00:22:00,580 in your pretty glass pots, then you would probably like our 450 00:22:00,580 --> 00:22:06,040 podcast The Holiday Headstart, where we talk all about ideas 451 00:22:06,040 --> 00:22:10,360 for making every day special, especially season changes and 452 00:22:10,360 --> 00:22:13,300 the holidays. So come join us over there, if you like this 453 00:22:13,540 --> 00:22:15,160 riveting content. 454 00:22:15,340 --> 00:22:17,740 Heidi: Yes, that's how you will know if you like that podcast. 455 00:22:17,740 --> 00:22:22,285 If this sounded interesting to you, that podcast is the place 456 00:22:22,285 --> 00:22:22,525 for you. 457 00:22:22,525 --> 00:22:25,105 Emily: You know what, if this doesn't sell that podcast, I 458 00:22:25,105 --> 00:22:26,185 don't know what would. 459 00:22:27,985 --> 00:22:31,345 Heidi: Well, that is it for today's episode. Remember, the 460 00:22:31,345 --> 00:22:34,585 September slump is completely normal, but you can make it work 461 00:22:34,585 --> 00:22:38,185 for you and not against you by keeping routines steady and 462 00:22:38,185 --> 00:22:40,165 adding small moments of surprise and delight. 463 00:22:42,445 --> 00:22:46,270 We hope you enjoyed this episode of teacher approved. I'm Heidi. 464 00:22:46,330 --> 00:22:49,630 Emily: And I'm Emily. Thank you for listening. Be sure to follow 465 00:22:49,630 --> 00:22:52,150 or subscribe in your podcast app so that you never miss an 466 00:22:52,000 --> 00:22:55,360 Heidi: You can connect with us and other teachers in the 467 00:22:52,150 --> 00:22:52,570 episode. 468 00:22:55,360 --> 00:22:58,540 Teacher Approved Facebook group. We'll see you here next week. 469 00:22:58,720 --> 00:22:59,560 Bye for now. 470 00:22:59,560 --> 00:23:00,340 Emily: Bye.