1 00:00:00,960 --> 00:00:03,720 Heidi: This is episode 254 of Teacher Approved. 2 00:00:04,980 --> 00:00:09,420 You're listening to Teacher Approved, the podcast helping 3 00:00:09,420 --> 00:00:13,140 educators elevate what matters and simplify the rest. I'm 4 00:00:13,140 --> 00:00:13,680 Heidi. 5 00:00:13,900 --> 00:00:17,080 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:17,080 --> 00:00:20,020 Window, where we give research based and teacher approved 7 00:00:20,020 --> 00:00:22,660 strategies that make teaching less stressful and more 8 00:00:22,660 --> 00:00:26,080 effective. You can check out the show notes and resources from 9 00:00:26,080 --> 00:00:28,420 each episode at secondstorywindow.net. 10 00:00:28,420 --> 00:00:31,660 Heidi: We're so glad you're tuning in today. Let's get to 11 00:00:31,660 --> 00:00:32,200 the show. 12 00:00:36,560 --> 00:00:40,040 Emily: Hey there. Thanks for joining us today. In today's 13 00:00:40,040 --> 00:00:44,960 episode, we are sharing tips for how to tame the chatter before, 14 00:00:44,960 --> 00:00:47,900 during, and after transitions, and we've got a teacher approved 15 00:00:47,900 --> 00:00:49,820 tip that is perfect for spring fever. 16 00:00:49,820 --> 00:00:53,120 Heidi: But let's start with a try it tomorrow, where we share 17 00:00:53,120 --> 00:00:55,640 a quick win that you can try in your classroom right away. 18 00:00:55,940 --> 00:00:57,905 Emily, what is our suggestion for this week? 19 00:00:57,905 --> 00:01:01,505 Emily: This is one of those low-effort, high-impact moves 20 00:01:01,505 --> 00:01:04,325 that can shift the whole feel of your classroom. So when 21 00:01:04,325 --> 00:01:07,685 something goes sideways, like there's a conflict at recess, or 22 00:01:07,685 --> 00:01:11,345 someone is very upset about whose pencil case is whose, you 23 00:01:11,345 --> 00:01:14,825 start by validating the emotions before moving on to problem 24 00:01:14,825 --> 00:01:17,885 solving. Something like, it sounds like that felt really 25 00:01:17,885 --> 00:01:21,710 frustrating. Or, tell me what happened from your side. That 26 00:01:21,710 --> 00:01:25,190 can do a ton for helping students be receptive to 27 00:01:25,190 --> 00:01:26,090 solutions. 28 00:01:26,090 --> 00:01:29,990 Heidi: And that makes total sense. I know I am much more 29 00:01:29,990 --> 00:01:32,990 interested in listening to someone when I feel like I have 30 00:01:32,990 --> 00:01:36,890 been heard first. So that is your try it tomorrow. Lead with 31 00:01:36,890 --> 00:01:40,730 feelings. And if you are finding that helpful, or anything else 32 00:01:40,730 --> 00:01:43,595 we share here on the podcast, would you take a second to leave 33 00:01:43,595 --> 00:01:47,195 us a five star rating and review? It means a lot, and it 34 00:01:47,195 --> 00:01:48,575 helps other teachers find our show. 35 00:01:49,595 --> 00:01:53,615 All right. The topic of today's episode came straight out of our 36 00:01:53,615 --> 00:01:57,275 Quiet Your Chatty Class Challenge. We heard from a lot 37 00:01:57,275 --> 00:01:59,735 of teachers during that challenge, and one of the things 38 00:01:59,735 --> 00:02:03,935 that kept coming up over and over was talking during 39 00:02:03,935 --> 00:02:05,015 transitions. 40 00:02:05,315 --> 00:02:07,880 Emily: Which, on paper, seems like it shouldn't be that big of 41 00:02:07,880 --> 00:02:10,640 a deal, right? You're just moving from point A to point B. 42 00:02:10,640 --> 00:02:12,140 How hard can it be? 43 00:02:13,340 --> 00:02:17,540 Heidi: Oh, famous last words. That's because there is nothing 44 00:02:17,540 --> 00:02:21,080 simple about shifting two dozen kids from one activity to the 45 00:02:21,080 --> 00:02:24,560 next, while simultaneously managing behavior, time, and all 46 00:02:24,560 --> 00:02:25,700 of their materials. 47 00:02:26,060 --> 00:02:28,985 Emily: And even when you are paying your closest attention, 48 00:02:28,985 --> 00:02:31,805 you cannot see everything that's happening. There's always 49 00:02:31,805 --> 00:02:34,685 something going on that you're not quite catching, and students 50 00:02:34,685 --> 00:02:38,525 know this. Whether they mean to or not, they will exploit those 51 00:02:38,525 --> 00:02:39,125 gaps. 52 00:02:40,200 --> 00:02:43,140 Heidi: Bless their hearts. So think about coming in from 53 00:02:43,140 --> 00:02:46,380 recess. You know how it goes. Some kids are putting away the 54 00:02:46,380 --> 00:02:49,380 jump ropes and the basketballs. Someone is dumping wood chips 55 00:02:49,380 --> 00:02:53,220 out of their shoe and onto the floor. There's an argument at 56 00:02:53,220 --> 00:02:55,560 the drinking fountain. Three other kids are about to brawl 57 00:02:55,560 --> 00:02:59,400 over how the game of tag ended. And you know, somehow you're 58 00:02:59,400 --> 00:03:01,740 supposed to be ready to start math in three minutes. 59 00:03:02,025 --> 00:03:05,385 Emily: Those darling children have flooded into the room like 60 00:03:05,385 --> 00:03:08,745 a burst pipe. Their energy goes everywhere at once, and there's 61 00:03:08,745 --> 00:03:10,785 no containing it once it's already in motion. 62 00:03:11,520 --> 00:03:15,480 Heidi: That is the core of today's episode. If you want to 63 00:03:15,480 --> 00:03:19,320 tame the talking during transitions, you can't respond 64 00:03:19,320 --> 00:03:22,100 to the chaos after it starts, you have to design the 65 00:03:22,100 --> 00:03:24,980 transition so that the chaos doesn't even have room to get 66 00:03:24,980 --> 00:03:25,400 going. 67 00:03:25,960 --> 00:03:30,760 Emily: We have talked a lot about, it's an understatement, a 68 00:03:30,760 --> 00:03:34,000 lot, but we have talked a lot about how to build a solid 69 00:03:34,000 --> 00:03:37,780 transition from the ground up. So episodes 48, 49, and 50 are 70 00:03:37,780 --> 00:03:41,260 our full deep dive on that. And I promise you, it is worth a 71 00:03:41,260 --> 00:03:44,920 listen. We covered how to give clear directions, how to time 72 00:03:44,920 --> 00:03:48,565 them, how to use signals and cues, how to make sure students 73 00:03:48,565 --> 00:03:52,405 understand what's expected from start to finish, all of the 74 00:03:52,405 --> 00:03:54,865 things that make a transition efficient. 75 00:03:55,345 --> 00:03:59,185 Heidi: Yeah, there is so much to cover. We had to do it in three 76 00:03:59,185 --> 00:04:02,005 episodes. We didn't start out that way, but once we got in 77 00:04:02,185 --> 00:04:05,605 there, oh no, we can't do this in one go. So if you want the 78 00:04:05,605 --> 00:04:08,605 foundation, go back to those. But what we're doing today is 79 00:04:08,605 --> 00:04:12,550 more specific. We're looking at what you can do before, during, 80 00:04:12,550 --> 00:04:15,370 and after a transition to minimize those side 81 00:04:15,370 --> 00:04:17,650 conversations that are giving you so many headaches. 82 00:04:17,650 --> 00:04:20,230 Emily: So let's zoom back a little bit and look at the 83 00:04:20,230 --> 00:04:23,530 bigger picture. The way you frame your transition determines 84 00:04:23,530 --> 00:04:26,650 everything. If you as the teacher, are unclear in your 85 00:04:26,650 --> 00:04:29,890 directions, you're basically inviting students to talk before 86 00:04:29,890 --> 00:04:31,270 anyone has even stood up. 87 00:04:31,570 --> 00:04:34,930 Heidi: Yeah, uncertainty creates conversation. When the kids 88 00:04:34,930 --> 00:04:37,675 don't know exactly what to do, obviously they're going to ask 89 00:04:37,675 --> 00:04:38,335 each other. 90 00:04:38,635 --> 00:04:41,215 Emily: Which is helpful, in theory, but when a few students 91 00:04:41,215 --> 00:04:44,095 ask their neighbors to clarify what to do, it creates a buzz. 92 00:04:44,455 --> 00:04:48,175 And humans are impressionable creatures. We go along with what 93 00:04:48,175 --> 00:04:51,355 the rest of the group is doing. This is something called social 94 00:04:51,355 --> 00:04:55,255 contagion. So when three or four kids ask a quiet question, 95 00:04:55,315 --> 00:04:58,420 everyone else picks up the unconscious signal that this is 96 00:04:58,420 --> 00:04:59,320 chatting time. 97 00:04:59,660 --> 00:05:02,540 Heidi: Yeah. There are probably, you know, a couple of legitimate 98 00:05:02,540 --> 00:05:05,360 questions going on, but realistically, 80% of the 99 00:05:05,360 --> 00:05:09,920 talking is probably not related to the task at hand. So the 100 00:05:09,920 --> 00:05:13,880 first move to curb talking is just removing that uncertainty. 101 00:05:14,300 --> 00:05:17,660 Go through your instructions step by step, and then add the 102 00:05:17,720 --> 00:05:19,640 extra support of including a visual. 103 00:05:19,640 --> 00:05:23,360 Emily: This could be a slide or a list on the board. Bonus 104 00:05:23,405 --> 00:05:25,985 points if you add photos or icons to really make your 105 00:05:25,985 --> 00:05:28,985 expectations clear, but the goal is just to provide something 106 00:05:28,985 --> 00:05:32,105 students can reference as they move. If students can figure out 107 00:05:32,105 --> 00:05:34,385 what to do by themselves, they don't need to consult their 108 00:05:34,385 --> 00:05:34,685 neighbor. 109 00:05:35,525 --> 00:05:38,285 Heidi: If your transition requires getting out or putting 110 00:05:38,285 --> 00:05:42,125 away materials, you can minimize the talking by having everything 111 00:05:42,125 --> 00:05:43,145 set up beforehand. 112 00:05:43,385 --> 00:05:46,025 Emily: Yeah. So just imagine yourself as a wedding 113 00:05:46,070 --> 00:05:49,670 coordinator trying to get 300 guests through the buffet line 114 00:05:49,670 --> 00:05:54,350 quickly but elegantly. If things are hard to reach or not clearly 115 00:05:54,350 --> 00:05:56,930 labeled, that line is going to crawl. But if everything is laid 116 00:05:56,930 --> 00:06:00,050 out where people can see it, grab it and move on, the whole 117 00:06:00,050 --> 00:06:03,230 thing flows, and everyone stays happy and fed. 118 00:06:03,780 --> 00:06:07,020 Heidi: Yes. And that same idea works in your classroom. If 119 00:06:07,020 --> 00:06:10,320 students need to grab a piece of paper, take the stack of papers 120 00:06:10,320 --> 00:06:13,380 off the shelf before the transition starts, and set it on 121 00:06:13,380 --> 00:06:15,840 the counter or out where it's easy to reach, so they don't 122 00:06:15,840 --> 00:06:19,080 have to, like, reach their arms into a shelf or a cubby. And if 123 00:06:19,080 --> 00:06:22,680 everyone has to return their Cuisenaire rods after math, have 124 00:06:22,680 --> 00:06:25,620 the bin placed where everyone can just drop them in and keep 125 00:06:25,620 --> 00:06:25,920 moving. 126 00:06:26,160 --> 00:06:29,325 Emily: Okay, so now the steps are posted. The materials are 127 00:06:29,325 --> 00:06:33,165 easy to access. Now you have to actually give your directions. 128 00:06:33,465 --> 00:06:36,945 Now the problem here is when students start moving before 129 00:06:37,005 --> 00:06:39,585 they've heard everything you said, oh, it just drives me 130 00:06:39,585 --> 00:06:40,965 crazy when they do this. 131 00:06:43,725 --> 00:06:46,185 Heidi: You know, you start listing what you want them to 132 00:06:46,185 --> 00:06:49,005 do, and before you finish the sentence, half the class is 133 00:06:49,050 --> 00:06:52,410 already in motion based on what they think you're about to say. 134 00:06:52,770 --> 00:06:55,230 And then you've got 18 kids asking what page you're supposed 135 00:06:55,230 --> 00:06:57,090 to turn to, because they did not wait for the end. 136 00:06:57,480 --> 00:07:01,560 Emily: Oh, so frustrating. But there is a fix, and that is to 137 00:07:01,560 --> 00:07:04,920 use something called an action cue. And we did talk about this 138 00:07:04,920 --> 00:07:07,380 in our transition episodes, but it's worth revisiting here, 139 00:07:07,380 --> 00:07:10,860 because it is so vital. The idea is that you preface your 140 00:07:10,860 --> 00:07:14,160 directions with the phrase that tells students exactly when to 141 00:07:14,160 --> 00:07:15,660 stop listening and start moving. 142 00:07:15,660 --> 00:07:18,660 Heidi: So my action cue was always, when I say go. I'm 143 00:07:19,260 --> 00:07:21,585 pretty sure that this is something I picked up during my 144 00:07:21,645 --> 00:07:26,265 PE methods class, but I adopted it in my classroom because it's 145 00:07:26,265 --> 00:07:30,105 so useful. Instead of saying, Get out your math book and turn 146 00:07:30,105 --> 00:07:33,705 to page 86, you say, when I say go, I want you to get out your 147 00:07:33,705 --> 00:07:36,765 math book and turn to page 86. And then you pause, make sure 148 00:07:36,765 --> 00:07:39,645 everyone is paying attention. And then you say, go. 149 00:07:39,645 --> 00:07:43,605 Emily: And this really does make such a difference. That cue 150 00:07:43,605 --> 00:07:47,430 signals to students that they need to hold on and listen for 151 00:07:47,430 --> 00:07:50,850 the whole thing before they do anything. And when kids aren't 152 00:07:50,850 --> 00:07:54,090 trying to predict what you want, they actually listen, which 153 00:07:54,090 --> 00:07:56,430 means they don't have to ask a neighbor what to do. 154 00:07:56,970 --> 00:07:59,070 Heidi: Now, your action cue is a place where you can add in a 155 00:07:59,070 --> 00:08:03,150 little bit of fun. I used go as my standard, but you can use any 156 00:08:03,150 --> 00:08:06,210 word you want. Try something seasonal or something silly, 157 00:08:06,210 --> 00:08:08,895 like when I say gingerbread, or when I say touchdown. 158 00:08:09,500 --> 00:08:11,900 Emily: Now, if you are a longtime listener, Hello, we're 159 00:08:11,900 --> 00:08:15,260 glad you're here, you may remember that when we talk about 160 00:08:15,260 --> 00:08:18,620 teacher attention signals, which is the prompt that you use to 161 00:08:18,620 --> 00:08:22,340 get your class's attention, we specifically don't recommend 162 00:08:22,400 --> 00:08:25,880 switching that up. The goal of an attention signal is to create 163 00:08:25,940 --> 00:08:29,960 a reflexive response. So when students hear 123 eyes on me, 164 00:08:30,260 --> 00:08:34,025 they respond, drop whatever is in their hands and turn to face 165 00:08:34,025 --> 00:08:36,785 you. They don't even have to think about it. 166 00:08:37,205 --> 00:08:41,645 Heidi: And the structure of that signal is very important, but a 167 00:08:41,645 --> 00:08:45,185 transition action cue does something a little different. We 168 00:08:45,185 --> 00:08:48,485 want students brains to perk up a little bit and pay closer 169 00:08:48,485 --> 00:08:51,785 attention. So that's where novelty can be your friend. 170 00:08:51,785 --> 00:08:55,910 Emily: Yeah, when I say go is reliable, but if you really want 171 00:08:55,910 --> 00:08:58,910 to make sure they're listening to every word, give them 172 00:08:58,910 --> 00:09:03,410 something unexpected. If you say, when I bock like a chicken, 173 00:09:03,650 --> 00:09:07,190 I want you to come to the carpet with your notebook, you can bet 174 00:09:07,190 --> 00:09:09,650 that they will be very tuned into what you're saying. 175 00:09:09,830 --> 00:09:11,750 Heidi: I'm much more invested now. 176 00:09:11,750 --> 00:09:14,750 Emily: I will not be demonstrating my chicken bocking 177 00:09:14,930 --> 00:09:16,250 today. I'm sorry. 178 00:09:18,095 --> 00:09:21,155 Heidi: This is an easy way to add spark and boost engagement 179 00:09:21,155 --> 00:09:24,275 at the same time. I used to do this thing where I would trick 180 00:09:24,275 --> 00:09:27,095 them, so they would be waiting for me to say go, and I would 181 00:09:27,095 --> 00:09:32,255 start a word that sounded like it, go-pher. And half the class 182 00:09:32,255 --> 00:09:34,295 would start moving, and the other half would be like, Oh, 183 00:09:34,295 --> 00:09:36,815 sit down. She said gopher she said, gopher, sit back down. So 184 00:09:36,815 --> 00:09:42,200 then everyone sits back down. We go again. Ready? Ghost! And 185 00:09:42,200 --> 00:09:45,200 they're laughing and I'm laughing, you know, but by this 186 00:09:45,200 --> 00:09:47,840 point, every single student is hanging on every word. 187 00:09:48,380 --> 00:09:52,520 Emily: Yeah, because now the routine feels like a game. 188 00:09:52,960 --> 00:09:57,580 Heidi: Exactly. And sometimes I would really drag this on. Goes, 189 00:09:57,640 --> 00:10:03,520 goal, gold, goat, going, that was a good one. And then I would 190 00:10:03,520 --> 00:10:06,880 finally whisper, go. And they thought that was the funniest. 191 00:10:08,140 --> 00:10:10,900 And I know I sound like I'm belaboring this point, but that 192 00:10:10,900 --> 00:10:14,860 20 seconds bought me a class that was completely on task and 193 00:10:15,100 --> 00:10:16,705 enjoying themselves at the same time. 194 00:10:17,125 --> 00:10:19,705 Emily: This is one of those things, though, that loses 195 00:10:19,705 --> 00:10:23,065 impact if you do it every time, but every once in a while, it's 196 00:10:23,065 --> 00:10:25,825 a really easy way to create a moment of shared fun right 197 00:10:25,825 --> 00:10:28,165 before a transition. And also, I think it's a good thing to 198 00:10:28,165 --> 00:10:31,405 deploy when you notice that the kids aren't paying attention. So 199 00:10:31,405 --> 00:10:33,265 this is a good way to get them to pay attention. 200 00:10:33,265 --> 00:10:37,645 Heidi: Exactly. Okay, so now the materials are laid out. You've 201 00:10:37,645 --> 00:10:40,330 listed the steps on the board, and the kids are waiting for 202 00:10:40,330 --> 00:10:44,290 your go signal. Already, you are doing a lot to curb the side 203 00:10:44,290 --> 00:10:47,890 talking. But one more thing you might want to add is a quick 204 00:10:47,890 --> 00:10:48,790 pause. 205 00:10:49,140 --> 00:10:51,780 Emily: Here's how you might layer it into your directions. 206 00:10:52,140 --> 00:10:55,200 When I say go, I want you to put away your writing and walk 207 00:10:55,200 --> 00:10:58,800 quickly and quietly to your first center. The steps are 208 00:10:58,800 --> 00:11:01,140 listed on the board if you're not sure what to do, but let's 209 00:11:01,140 --> 00:11:03,840 run through them again. Close your eyes and imagine yourself 210 00:11:03,840 --> 00:11:06,600 putting your writing notebook inside your desk. Then you're 211 00:11:06,600 --> 00:11:09,960 standing up quietly, tucking in your chair, walking to your 212 00:11:09,960 --> 00:11:14,565 center, taking out your folder. Let's take two deep breaths, and 213 00:11:14,565 --> 00:11:15,645 when you're ready, you can go. 214 00:11:15,645 --> 00:11:19,245 Heidi: We talked about this mental rehearsal back in episode 215 00:11:19,245 --> 00:11:22,965 247 and it's a great way to ensure kids feel confident about 216 00:11:22,965 --> 00:11:27,105 exactly what to do. Plus that little mindfulness pause makes 217 00:11:27,105 --> 00:11:30,765 sure everyone is feeling more grounded and present. You have 218 00:11:30,765 --> 00:11:34,005 channeled some of their excess energy, so hopefully there's 219 00:11:34,050 --> 00:11:36,090 less of a drive to chat as they move. 220 00:11:36,000 --> 00:11:38,400 Emily: And again, this is not something that you're going to 221 00:11:38,400 --> 00:11:43,380 need to do every time that you transition, but if you have 222 00:11:43,380 --> 00:11:46,800 fall apart, or something that's got multiple steps, or a 223 00:11:46,800 --> 00:11:49,740 different transition than you usually do, that might be the 224 00:11:49,740 --> 00:11:54,300 perfect time to deploy that strategy. 225 00:11:52,770 --> 00:11:55,522 Okay, so you've set up the transition like a pro, and now 226 00:11:55,571 --> 00:11:58,517 the kids are actually moving. Once students are up and going, 227 00:11:58,565 --> 00:12:01,511 their nervous systems are more alert. If there's any friction 228 00:12:01,560 --> 00:12:03,975 in the environment, that energy can escalate fast. 229 00:12:03,240 --> 00:12:07,500 Heidi: Yeah, I learned this the hard way, very early in my 230 00:12:07,500 --> 00:12:12,420 teaching career. Gather around, folks. It's story time. I was 231 00:12:12,420 --> 00:12:15,360 being observed by my college professor. It's one of those 232 00:12:15,360 --> 00:12:18,600 formal student teaching observations. And I was wrapping 233 00:12:18,600 --> 00:12:21,540 up my lesson by explaining the assignment, which was a 234 00:12:21,540 --> 00:12:25,440 worksheet about the picture book Tops and Bottoms. So I explained 235 00:12:25,440 --> 00:12:27,525 what to do, and I sent them to grab their papers off the 236 00:12:27,525 --> 00:12:29,505 counter before going back to their seats. 237 00:12:29,505 --> 00:12:30,405 Emily: Uh-oh. 238 00:12:30,219 --> 00:12:32,799 Heidi: Yeah. The chaos that followed is completely 239 00:12:32,799 --> 00:12:36,759 predictable. You can imagine how it went. Kids pushing past each 240 00:12:36,759 --> 00:12:39,819 other, arms snaking through the crowd to reach the papers on the 241 00:12:39,819 --> 00:12:42,879 counter, the kids at the back pushing in the kids at the 242 00:12:43,059 --> 00:12:47,385 front, so that when they had their papers, they couldn't get 243 00:12:47,280 --> 00:12:55,425 Emily: And I could just picture your professor back there just 244 00:12:47,385 --> 00:12:47,416 out of the way. And then everyone was worked up before 245 00:12:47,416 --> 00:12:48,804 they could even start the assignment. 246 00:12:55,425 --> 00:12:58,485 writing this all down on your evaluation. 247 00:12:58,485 --> 00:13:01,185 Heidi: Oh yeah, oh yeah, Dr. Bushman, I can still see him 248 00:13:01,185 --> 00:13:05,625 back in the back of my room. And during the debrief afterward, he 249 00:13:05,625 --> 00:13:07,605 asked me if I thought there was anything I could have done 250 00:13:07,605 --> 00:13:11,385 differently with paper distribution. And I so clearly 251 00:13:11,385 --> 00:13:15,105 remember thinking, huh, paper distribution? It had never even 252 00:13:15,105 --> 00:13:18,150 encouraged me that that was a problem, let alone a solvable 253 00:13:18,150 --> 00:13:20,490 one. I just thought that's how it worked. 254 00:13:20,790 --> 00:13:24,090 Emily: Yeah, there are so many transition moments like that 255 00:13:24,090 --> 00:13:27,810 where we've just accepted the chaos as unavoidable, rather 256 00:13:27,810 --> 00:13:31,530 than realizing that we designed it to be chaotic. 257 00:13:32,370 --> 00:13:35,130 Heidi: Right. And there really are so many things I could have 258 00:13:35,130 --> 00:13:39,045 done. I could have dismissed a few kids at a time to grab their 259 00:13:39,045 --> 00:13:41,235 papers. I could have had the five table captains grabbed the 260 00:13:41,235 --> 00:13:43,515 papers for their tables while everyone else went to their 261 00:13:43,515 --> 00:13:46,635 seats. I could have set stacks of papers on each table while 262 00:13:46,635 --> 00:13:48,015 the kids were moving to the carpet. 263 00:13:48,255 --> 00:13:50,595 Emily: Once you recognize that the goal is to prevent 264 00:13:50,595 --> 00:13:53,595 bottlenecks, there are so many possible solutions. If the 265 00:13:53,595 --> 00:13:56,235 turn-in basket is sitting right next to the stack of notebooks 266 00:13:56,235 --> 00:13:59,595 students need to pick up, you've just created a traffic jam at 267 00:13:59,595 --> 00:14:03,375 that spot. Spread stuff out, move the notebooks to a 268 00:14:03,375 --> 00:14:05,220 different table for that transition. 269 00:14:05,580 --> 00:14:07,320 Heidi: Yeah, even if you don't want to store them there 270 00:14:07,320 --> 00:14:10,980 permanently, just move them when everyone needs them. And it 271 00:14:10,980 --> 00:14:12,420 makes everything so much easier. 272 00:14:12,840 --> 00:14:15,300 Emily: And in almost every situation, when the whole class 273 00:14:15,300 --> 00:14:19,140 needs to move at once, you want to stagger it. Dismiss a row or 274 00:14:19,140 --> 00:14:21,480 a table at a time, instead of everyone together. 275 00:14:21,900 --> 00:14:24,240 Heidi: And this is another place you can add some fun. Everyone 276 00:14:24,540 --> 00:14:27,060 wearing blue can go, everyone who has a dog at home, everyone 277 00:14:27,060 --> 00:14:30,405 who likes root beer, everyone with the letter L in their name. 278 00:14:30,825 --> 00:14:34,245 Emily: Just be prepared to arbitrate decisions. Does this 279 00:14:34,245 --> 00:14:38,265 bit of blue on my shoelace count? What if I have an L in my 280 00:14:38,265 --> 00:14:39,225 last name? 281 00:14:38,900 --> 00:14:42,490 Heidi: Why? Why is it that they care so much about rules that 282 00:14:42,556 --> 00:14:46,877 don't matter and they just, ugh. But staggering how many students 283 00:14:46,944 --> 00:14:50,002 move at once limits the opportunities for side 284 00:14:50,068 --> 00:14:53,260 conversations that turn into actual disruptions. 285 00:14:53,660 --> 00:14:56,000 Emily: One place this might be especially helpful is at the 286 00:14:56,000 --> 00:14:58,820 doorway when students are returning from recess or lunch 287 00:14:58,820 --> 00:15:02,300 or specials, try meeting them at the door, and think of it as 288 00:15:02,300 --> 00:15:04,820 providing an energetic roadblock. 289 00:15:05,120 --> 00:15:08,240 Heidi: Yeah, you're helping them center before they bring in all 290 00:15:08,240 --> 00:15:11,840 of their excess energy into the room for your math lesson. So 291 00:15:11,840 --> 00:15:15,620 stand at the door, smile, let them see that you are glad to 292 00:15:15,620 --> 00:15:16,400 see them again. 293 00:15:16,700 --> 00:15:19,745 Emily: Even if you could use an extra 10 minutes of peace and 294 00:15:19,745 --> 00:15:23,525 quiet. And then you run through your expectations and send in a 295 00:15:23,525 --> 00:15:24,605 few students at a time. 296 00:15:25,085 --> 00:15:27,605 Heidi: And I know it sounds like this would slow things down, but 297 00:15:27,905 --> 00:15:31,685 really, it almost always speeds things up. Instead of the whole 298 00:15:31,685 --> 00:15:34,925 class piling in at once and taking forever to settle, you 299 00:15:34,925 --> 00:15:38,465 are sending in calm, smaller groups who actually can just 300 00:15:38,465 --> 00:15:39,545 dive in and get started. 301 00:15:39,545 --> 00:15:42,410 Emily: And if you really want to set up a transition for calm, 302 00:15:42,410 --> 00:15:45,890 one of the easiest things you can do is to think about the 303 00:15:45,890 --> 00:15:49,670 sensory environment. What students see, hear, and feel, 304 00:15:49,670 --> 00:15:52,490 can either give their nervous system a cue to ramp up or to 305 00:15:52,490 --> 00:15:53,510 stay regulated. 306 00:15:53,750 --> 00:15:55,730 Heidi: So one thing you might want to try is adjusting the 307 00:15:55,730 --> 00:15:58,010 lighting. If you have control over that, you know, you could 308 00:15:58,010 --> 00:16:00,950 lower some of the blinds or turn off one of the light panels, 309 00:16:00,950 --> 00:16:03,470 just, you know, don't go full dark, or then they'll end up 310 00:16:03,515 --> 00:16:03,935 screaming. 311 00:16:04,295 --> 00:16:09,395 Emily: Yes. And add some music. It's so easy. Just go with 312 00:16:09,395 --> 00:16:13,835 relaxing instrumentals, not fun pop songs, even if kids would 313 00:16:13,835 --> 00:16:17,555 prefer the pop songs. Plus music fills the silence, so it seems 314 00:16:17,555 --> 00:16:19,535 like there's less need for talking. 315 00:16:19,895 --> 00:16:22,835 Heidi: And we actually have a Spotify playlist specifically 316 00:16:22,835 --> 00:16:27,380 for this. It's called Teacher Approved Calming Piano, and we 317 00:16:27,380 --> 00:16:29,540 will put a link to it in the show notes so it is there 318 00:16:29,540 --> 00:16:30,560 whenever you need it. 319 00:16:31,520 --> 00:16:33,920 Emily: All right. Good news everyone, your students have 320 00:16:33,920 --> 00:16:37,940 successfully moved quickly and quietly. Now comes the third 321 00:16:37,940 --> 00:16:38,540 part. 322 00:16:39,320 --> 00:16:42,200 Heidi: I bet you thought your transition was done, but you've 323 00:16:42,200 --> 00:16:45,320 still got one of the most important moments. After the 324 00:16:45,320 --> 00:16:49,220 transition ends and before the next activity begins. This is 325 00:16:49,220 --> 00:16:52,625 probably where most of the talking happens, and it's also 326 00:16:52,625 --> 00:16:53,585 the most preventable. 327 00:16:53,885 --> 00:16:56,645 Emily: So you had all that momentum of the students getting 328 00:16:56,645 --> 00:17:00,125 where they needed to go, and then nothing They're waiting for 329 00:17:00,125 --> 00:17:04,445 you to get started, or for the last few stragglers to arrive. 330 00:17:04,865 --> 00:17:07,925 And as we all know, a student with nothing to do will always, 331 00:17:08,045 --> 00:17:09,785 always find something to do. 332 00:17:10,625 --> 00:17:13,190 Heidi: And that something probably won't be the thing you 333 00:17:13,190 --> 00:17:17,570 want them to be doing. So every transition needs a landing pad. 334 00:17:17,990 --> 00:17:20,810 This is an independent activity that can start the moment the 335 00:17:20,810 --> 00:17:23,570 transition ends without needing any help from you. 336 00:17:23,570 --> 00:17:27,770 Emily: We actually have a whole section about landing pads in 337 00:17:27,770 --> 00:17:30,710 our upcoming book, Structure and Spark, which is available for 338 00:17:30,710 --> 00:17:31,730 pre order now. 339 00:17:31,730 --> 00:17:32,390 Heidi: Woo hoo. 340 00:17:32,450 --> 00:17:34,910 Emily: Because it's one of those things that seems unimportant 341 00:17:34,910 --> 00:17:38,675 but makes an enormous difference to how your whole day flows. The 342 00:17:38,675 --> 00:17:42,395 landing pad fills the gap between transition is over and 343 00:17:42,395 --> 00:17:43,535 instruction begins. 344 00:17:43,955 --> 00:17:47,315 Heidi: It's how you capture attention immediately, so you 345 00:17:47,315 --> 00:17:50,555 never have the hassle of trying to compete with 25 little 346 00:17:50,555 --> 00:17:53,735 different side adventures going on. You just get everyone 347 00:17:53,735 --> 00:17:56,795 involved in the same task so it's easy to switch gears when 348 00:17:56,795 --> 00:17:57,515 you're ready to go. 349 00:17:57,900 --> 00:18:00,960 Emily: And it doesn't have to be academic. After recess, a 350 00:18:00,960 --> 00:18:04,620 landing pad could absolutely be silent reading or free drawing. 351 00:18:04,920 --> 00:18:07,860 When students rotate to a new center, maybe the expectation is 352 00:18:07,860 --> 00:18:10,680 that they start a task card while the rest of the group gets 353 00:18:10,680 --> 00:18:13,440 settled. The goal is just that every student has a purpose the 354 00:18:13,440 --> 00:18:14,520 second they arrive. 355 00:18:15,120 --> 00:18:17,400 Heidi: Even if that purpose is just playing the quiet game. 356 00:18:17,760 --> 00:18:20,700 When you're choosing landing pads, consider what comes next. 357 00:18:21,060 --> 00:18:24,105 A landing pad that connects to the next activity is ideal, if 358 00:18:24,105 --> 00:18:26,865 you can manage that. So if you're heading into math, use a 359 00:18:26,865 --> 00:18:29,565 quick math warm up. Moving into writing, you can have your 360 00:18:29,565 --> 00:18:32,625 students open their notebooks and start drafting story ideas. 361 00:18:33,105 --> 00:18:35,145 Emily: And also take into account where the transition 362 00:18:35,145 --> 00:18:38,325 ends. If students are at desks, written work makes sense. If 363 00:18:38,325 --> 00:18:41,685 they'll be at the carpet, maybe it's a calm game or reading 364 00:18:41,685 --> 00:18:42,705 aloud from a joke book. 365 00:18:43,350 --> 00:18:45,930 Heidi: Because you as the teacher usually have your own 366 00:18:45,930 --> 00:18:49,050 tasks to do during a transition. You know, like setting up for 367 00:18:49,050 --> 00:18:52,890 the next lesson, the best landing pad is always one that 368 00:18:52,890 --> 00:18:56,550 students can run on their own. The last thing you need is to be 369 00:18:56,550 --> 00:18:59,310 managing the landing pad at the same time you're trying to do 370 00:18:59,310 --> 00:18:59,910 everything else. 371 00:18:59,910 --> 00:19:02,730 Emily: And now you just let them finish this round of the quiet 372 00:19:02,730 --> 00:19:05,070 game before stepping in and starting your read aloud. 373 00:19:05,070 --> 00:19:07,935 Everyone is paying attention and ready to go without any extra 374 00:19:07,935 --> 00:19:08,535 work from you. 375 00:19:09,315 --> 00:19:12,495 Heidi: And look at that. We did it. We got one activity cleaned 376 00:19:12,495 --> 00:19:15,855 up, moved everyone quickly and quietly to a new location, and 377 00:19:15,855 --> 00:19:17,115 now we're ready for the next thing. 378 00:19:17,415 --> 00:19:20,895 Emily: Phew. Efficient transitions require a ton of 379 00:19:20,895 --> 00:19:24,015 strategy, but we promise you have got this, and it gets so 380 00:19:24,075 --> 00:19:27,255 easy the more you do it, you just do it naturally after you 381 00:19:27,315 --> 00:19:29,055 have learned how to do this right. 382 00:19:29,400 --> 00:19:32,820 Heidi: Yes. So start by considering what happens before, 383 00:19:32,820 --> 00:19:36,420 during and after each transition. Reduce uncertainty 384 00:19:36,420 --> 00:19:40,200 by posting the steps, organizing materials, and using a centering 385 00:19:40,200 --> 00:19:43,740 pause. During the transition. plan your traffic flow, stagger 386 00:19:43,740 --> 00:19:47,940 movement, set a calm sensory environment, and reduce idle 387 00:19:47,940 --> 00:19:51,360 time after. Have a landing pad ready and waiting before the 388 00:19:51,360 --> 00:19:52,560 transition starts. 389 00:19:53,160 --> 00:19:55,725 Emily: The idea running through all these strategies is the 390 00:19:55,725 --> 00:19:59,565 same. We want to design our transitions so that talking 391 00:19:59,565 --> 00:20:01,605 doesn't even have a place to start. 392 00:20:02,325 --> 00:20:04,725 Heidi: And if you would like some extra help for taming the 393 00:20:04,725 --> 00:20:08,205 chattiness, we have a resource made exactly for this. It's 394 00:20:08,205 --> 00:20:10,725 called the Quiet Class Quest. Some of you have tried it out 395 00:20:10,725 --> 00:20:13,845 already, and it's a three day mini unit with everything you 396 00:20:13,845 --> 00:20:17,130 need to get students genuinely invested in protecting quiet 397 00:20:17,130 --> 00:20:20,850 focus time. And it's very cute, if I do say so myself. 398 00:20:20,000 --> 00:20:24,500 Emily: It is cute, and it's fun. And it's free when you sign up 399 00:20:24,500 --> 00:20:28,520 for a free trial of the Teacher Approved Club. And as a Club 400 00:20:28,520 --> 00:20:31,460 member, you also get access to bonus audio trainings and 401 00:20:31,460 --> 00:20:34,880 materials for other challenges that come up at this time in the 402 00:20:34,880 --> 00:20:37,760 year, and there are a lot of them at this time of the year. 403 00:20:37,760 --> 00:20:41,780 So you can sign up at the link in the show notes, or head to 404 00:20:41,840 --> 00:20:42,020 secondstorywindow.net/trial. 405 00:20:44,540 --> 00:20:47,405 Now for our Teacher Approved Tip of the Week, where we share an 406 00:20:47,405 --> 00:20:50,405 actionable tip to help you elevate what matters and 407 00:20:50,405 --> 00:20:53,765 simplify the rest. This week's teacher approved tip is to 408 00:20:53,945 --> 00:20:56,705 review your expectations. So tell us about this, Heidi. 409 00:20:56,945 --> 00:21:00,485 Heidi: Well, this is perfect for spring, because by now your 410 00:21:00,485 --> 00:21:03,485 expectations that felt crystal clear in September are getting a 411 00:21:03,485 --> 00:21:04,325 bit blurry. 412 00:21:04,540 --> 00:21:08,320 Emily: Yeah, or very, very blurry. It's like they've 413 00:21:08,320 --> 00:21:11,080 forgotten, like, how to be in school. They're just already 414 00:21:11,080 --> 00:21:12,340 checked out for summer. 415 00:21:12,880 --> 00:21:16,660 Heidi: Yes, there is definitely that. So let's counter it by 416 00:21:16,660 --> 00:21:20,140 keeping your expectations front of mind. One way to do this is 417 00:21:20,140 --> 00:21:23,680 with a class discussion. Ask students to rate themselves on a 418 00:21:23,680 --> 00:21:26,980 scale from one to five about how well they think the class is 419 00:21:27,025 --> 00:21:30,565 doing with a specific procedure. So it sounds like, how are we 420 00:21:30,565 --> 00:21:33,685 doing with morning arrival? Give me a number, and then you have a 421 00:21:33,685 --> 00:21:36,265 conversation. What's going well? What could we do better? 422 00:21:36,685 --> 00:21:39,505 Emily: Students usually know exactly where the gaps are, and 423 00:21:39,505 --> 00:21:42,145 when they name it themselves, they're much more motivated to 424 00:21:42,145 --> 00:21:43,105 do something about it. 425 00:21:43,465 --> 00:21:45,625 Heidi: The second way you can approach this problem is through 426 00:21:45,625 --> 00:21:49,105 pre-corrections, which we've talked about recently. Before a 427 00:21:49,105 --> 00:21:53,170 routine or a transition post the expected behaviors and briefly 428 00:21:53,170 --> 00:21:56,230 run through them. Here's what we're doing, here's how we do 429 00:21:56,230 --> 00:21:59,830 it. That way, the expectations are fresh in everyone's mind 430 00:21:59,830 --> 00:22:01,150 when it matters the most. 431 00:22:01,600 --> 00:22:04,000 Emily: So we have two resources that make both of these really 432 00:22:04,000 --> 00:22:07,900 easy. The first is our procedure review slides. You add the name 433 00:22:07,900 --> 00:22:10,900 of a procedure to a slide, students rate the class, and you 434 00:22:10,900 --> 00:22:13,780 click to show the rating. If most students say dismissal is 435 00:22:13,780 --> 00:22:16,900 about a three, you click three times and three stars appear. 436 00:22:17,260 --> 00:22:19,960 After you've gone through your procedures, you've got a clear 437 00:22:19,960 --> 00:22:22,780 shared picture of what's working and what needs work. 438 00:22:23,320 --> 00:22:26,065 Heidi: And the second is this month's club resource. It's our 439 00:22:26,065 --> 00:22:29,845 pre-correction slides to help you keep expectations alive all 440 00:22:29,845 --> 00:22:33,205 the way to that final bell. We are calling it Ditching the 441 00:22:33,205 --> 00:22:36,685 Glitch. So a glitch is when things don't happen the way 442 00:22:36,685 --> 00:22:39,865 they're supposed to. And so the slides give you a quick visual 443 00:22:39,865 --> 00:22:43,045 way to remind everyone of what's expected, so there's no room for 444 00:22:43,045 --> 00:22:43,645 forgetting. 445 00:22:44,260 --> 00:22:46,900 Emily: And both of these are in the Teacher Approved Club. So if 446 00:22:46,900 --> 00:22:50,080 you're already a member, you can find the pre-correction Ditch 447 00:22:50,080 --> 00:22:54,220 the Glitch resource in the member library, and you can get 448 00:22:54,220 --> 00:22:58,480 the procedure rating slides with your monthly credits. So if you 449 00:22:58,480 --> 00:23:01,120 are not yet a member, now is a great time, especially with that 450 00:23:01,120 --> 00:23:03,400 Quiet Class Quest waiting for you. 451 00:23:04,240 --> 00:23:06,019 Heidi: Okay, to wrap up the show, we're sharing what we're 452 00:23:06,019 --> 00:23:09,025 giving extra credit to this week. Emily, what gets your 453 00:23:09,025 --> 00:23:09,745 extra credit? 454 00:23:09,925 --> 00:23:13,645 Emily: Okay, this is so dumb, but it's making me so happy. So 455 00:23:13,645 --> 00:23:17,365 I am giving extra credit to my acrylic straw holder. 456 00:23:17,365 --> 00:23:22,165 Heidi: So wait, is the holder acrylic, or is the, are the 457 00:23:22,165 --> 00:23:24,025 straws acrylic? Or are they both acrylic? 458 00:23:24,265 --> 00:23:27,745 Emily: They're probably both acrylic, but the straw holder 459 00:23:27,745 --> 00:23:28,885 itself is acrylic. 460 00:23:28,885 --> 00:23:29,665 Heidi: Okay. 461 00:23:29,780 --> 00:23:32,480 Emily: So the reason I wanted this is the way, I had my 462 00:23:32,480 --> 00:23:34,880 kitchen organized by professional organizers a few 463 00:23:34,880 --> 00:23:38,240 years ago, and they made in my silverware drawer this, like 464 00:23:38,480 --> 00:23:42,440 whole section where straws could go. But that means, like, every 465 00:23:42,440 --> 00:23:46,220 kind of straw of every different size was in this spot, so every 466 00:23:46,220 --> 00:23:48,800 time you needed a straw, you're digging through it to see which 467 00:23:48,800 --> 00:23:52,400 one fits the specific water bottle that you want to use. And 468 00:23:52,460 --> 00:23:55,985 the kids in the house, there's a lot of different straws going on 469 00:23:55,985 --> 00:23:58,205 in there, like a lot of different sizes. So of course, 470 00:23:58,205 --> 00:24:01,505 there's all my tall ones for all of my Stanley tumblers. But then 471 00:24:01,625 --> 00:24:04,445 there's shorter ones that attach to the straw in my hydro jugs, 472 00:24:04,445 --> 00:24:07,265 and then there's the ones that fit my kids' Owalas. And you 473 00:24:07,265 --> 00:24:09,845 know what I mean, they're just all different. And so finding 474 00:24:09,845 --> 00:24:13,445 the one you need was annoying. And so I saw these straw 475 00:24:13,445 --> 00:24:18,050 holders. So all it is is like a long rectangle with divided 476 00:24:18,170 --> 00:24:20,090 spots, so like five little dividers. 477 00:24:20,330 --> 00:24:21,470 Heidi: Like a silverware caddy? 478 00:24:21,470 --> 00:24:24,890 Emily: No, no. It's like, this is one of those times that being 479 00:24:24,890 --> 00:24:27,770 a podcast is hard to describe this. But let me tell you where 480 00:24:27,770 --> 00:24:29,930 it goes, and then maybe you can picture the size better. 481 00:24:29,930 --> 00:24:30,350 Heidi: Okay. 482 00:24:30,410 --> 00:24:34,310 Emily: It goes on the inside of a cabinet door, so it's not very 483 00:24:34,310 --> 00:24:38,630 deep, and it's like, probably eight inches wide, but probably 484 00:24:38,630 --> 00:24:41,975 only, like an inch, an inch and a half deep. And then it has 485 00:24:41,975 --> 00:24:44,735 little dividers in it, and it's also only about, like, two 486 00:24:44,735 --> 00:24:48,095 inches tall. And then there's another one, just like that, 487 00:24:48,095 --> 00:24:51,635 that's completely open, that goes a little higher to keep 488 00:24:51,635 --> 00:24:54,815 them all straight in each one. So instead of one, what am I 489 00:24:54,815 --> 00:24:58,055 trying to say, like one, really tall, acrylic one, it's just two 490 00:24:58,055 --> 00:25:00,575 small ones that are spaced out from each other. You can space 491 00:25:00,575 --> 00:25:01,880 them however you want them. 492 00:25:02,120 --> 00:25:02,780 Heidi: Oh, okay. 493 00:25:02,780 --> 00:25:06,740 Emily: Based on like, where, if your shelf inside the cupboard 494 00:25:06,740 --> 00:25:10,520 might hit is where you might want to space those, or the the 495 00:25:10,520 --> 00:25:14,840 height of your straws. And so it was so easy to install, I 496 00:25:14,960 --> 00:25:17,960 organized all the straws in there by size, and I have been 497 00:25:17,960 --> 00:25:21,500 absolutely delighted every time I go to get a straw, and it's 498 00:25:21,500 --> 00:25:24,860 just like, whoop, found the one I needed immediately, did not 499 00:25:24,860 --> 00:25:28,505 have to dig through my drawer. It's so dumb, but it's cheap, 500 00:25:28,505 --> 00:25:33,365 and it really solved a pain point in my day. So I will link 501 00:25:33,365 --> 00:25:36,665 to it in the show notes, if you are a household of many length 502 00:25:36,665 --> 00:25:37,385 straws. 503 00:25:38,585 --> 00:25:40,445 Heidi: That definitely deserve extra credit. 504 00:25:41,285 --> 00:25:43,325 Emily: What are you giving extra credit to, Heidi? 505 00:25:43,000 --> 00:25:47,080 Heidi: Well, I'm giving extra credit to my new dehumidifier, 506 00:25:47,680 --> 00:25:51,220 which is hilarious, because I just got a big, fancy humidifier 507 00:25:51,280 --> 00:25:56,740 for the room next to this. But so I have learned the hard way 508 00:25:56,980 --> 00:25:59,860 that having raised ceilings in a bathroom is not ideal, because 509 00:25:59,860 --> 00:26:02,800 all of the moisture gets trapped up there, and I am tired of 510 00:26:02,800 --> 00:26:04,900 having to scrub moldy spots off my ceiling. 511 00:26:04,900 --> 00:26:06,340 Emily: With a mop. 512 00:26:06,340 --> 00:26:11,185 Heidi: Yes, I did use a mop. Yeah, I hate it. So I went on 513 00:26:11,185 --> 00:26:14,425 the hunt for a little dehumidifier, and so far, this 514 00:26:14,425 --> 00:26:17,305 has been working great, and was only $30. I wasn't sure, so I 515 00:26:17,305 --> 00:26:20,725 got the cheapest one, and it's been great. I have experimented 516 00:26:20,725 --> 00:26:24,505 running it with the ceiling fan on and one day and then off the 517 00:26:24,505 --> 00:26:28,465 next. And both times it managed to pull four teaspoons of water 518 00:26:28,465 --> 00:26:29,845 out of the air. I was quite shocked. 519 00:26:29,890 --> 00:26:32,770 Emily: I'm really impressed that you made this a scientific 520 00:26:32,770 --> 00:26:35,410 experiment and you measure the moisture. 521 00:26:35,410 --> 00:26:36,670 Heidi: Such a teacher. 522 00:26:36,670 --> 00:26:40,270 Emily: Well, you know, it's not helpful when people tell you 523 00:26:40,270 --> 00:26:42,730 that something works if they can't compare it for you, so 524 00:26:42,730 --> 00:26:45,430 you're just doing that real science work out here. 525 00:26:45,730 --> 00:26:47,830 Heidi: I was like, is my fan doing anything? Clearly, it's 526 00:26:47,830 --> 00:26:48,010 not. 527 00:26:48,010 --> 00:26:50,290 Emily: No, I don't think mine is either. 528 00:26:50,660 --> 00:26:54,260 Heidi: Yeah, and mine is cleaned recently, so, you'd think. But 529 00:26:54,260 --> 00:26:57,320 anyway, this is a tiny, little workhorse. I don't think it 530 00:26:57,320 --> 00:27:00,020 would work well in a big room, but if you also have a small 531 00:27:00,020 --> 00:27:02,900 room, like the bathroom or a closet that gets humid, I would 532 00:27:02,900 --> 00:27:05,420 definitely recommend this. I will put a link to it in the 533 00:27:05,000 --> 00:27:07,880 Emily: Well, I'm definitely checking this out since I have 534 00:27:05,420 --> 00:27:05,840 show notes. 535 00:27:07,880 --> 00:27:10,220 the same problem, although I haven't had to go as far as 536 00:27:10,220 --> 00:27:13,160 mopping my ceiling, because my ceilings are not as high as 537 00:27:13,160 --> 00:27:16,700 yours. But I do have a problem with the fan not working because 538 00:27:16,700 --> 00:27:19,580 it's inside the little toilet room instead of near the shower. 539 00:27:19,820 --> 00:27:22,460 And so I do have a problem with moisture in my bathroom, so I'm 540 00:27:22,460 --> 00:27:23,300 gonna check that out. 541 00:27:23,600 --> 00:27:25,580 Heidi: Well, there's a link in the show notes to do that for 542 00:27:25,580 --> 00:27:25,700 you. 543 00:27:25,700 --> 00:27:26,540 Emily: Thank you. 544 00:27:26,540 --> 00:27:30,125 Heidi: That is it for today's episode. Design your transitions 545 00:27:30,125 --> 00:27:31,985 to tame the talking before it starts. 546 00:27:31,985 --> 00:27:34,685 Emily: And if this episode was useful, share it with a teacher 547 00:27:34,685 --> 00:27:38,345 friend who is feeling the stress right now, because we know there 548 00:27:38,345 --> 00:27:39,545 are a lot of you out there. 549 00:27:41,465 --> 00:27:44,645 Heidi: We hope you enjoyed this episode of Teacher Approved. I'm 550 00:27:44,645 --> 00:27:45,185 Heidi. 551 00:27:45,305 --> 00:27:48,545 Emily: And I'm Emily. Thank you for listening. Be sure to follow 552 00:27:48,545 --> 00:27:51,125 or subscribe in your podcast app so that you never miss an 553 00:27:51,125 --> 00:27:51,545 episode. 554 00:27:51,965 --> 00:27:54,290 Heidi: You can connect with us and other teachers in the 555 00:27:54,290 --> 00:27:57,530 Teacher Approved Facebook group. We'll see you here next week. 556 00:27:57,650 --> 00:27:58,370 Bye for now. 557 00:27:58,370 --> 00:27:59,330 Emily: Bye.