1 00:00:00,960 --> 00:00:03,900 Heidi: This is episode 247 of Teacher Approved. 2 00:00:05,520 --> 00:00:09,900 You're listening to Teacher Approved, the podcast helping 3 00:00:09,900 --> 00:00:13,620 educators elevate what matters and simplify the rest. I'm 4 00:00:13,620 --> 00:00:14,160 Heidi. 5 00:00:14,340 --> 00:00:17,520 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:17,520 --> 00:00:19,800 Window, where we give research-based and 7 00:00:19,800 --> 00:00:22,860 teacher-approved strategies that make teaching less stressful and 8 00:00:22,860 --> 00:00:26,325 more effective. You can check out the show notes and resources 9 00:00:26,325 --> 00:00:28,965 from each episode at secondstorywindow.net. 10 00:00:29,325 --> 00:00:32,085 Heidi: We're so glad you're tuning in today. Let's get to 11 00:00:32,085 --> 00:00:32,685 the show. 12 00:00:36,045 --> 00:00:39,345 Emily: Hey there. Thanks for joining us today. In today's 13 00:00:39,345 --> 00:00:42,825 episode, we are talking about why spring classroom management 14 00:00:43,065 --> 00:00:47,025 needs more structure, not more control, and sharing practical 15 00:00:47,025 --> 00:00:50,670 strategies you can use this week to make your days run smoother. 16 00:00:51,390 --> 00:00:54,090 Heidi: Let's start with a try it tomorrow, where we share a quick 17 00:00:54,090 --> 00:00:56,550 win that you can try in your classroom right away. Emily, 18 00:00:56,550 --> 00:00:58,230 what is our suggestion for this week? 19 00:00:58,590 --> 00:01:02,430 Emily: Okay, this week, try adding a 30-second silent reset 20 00:01:02,490 --> 00:01:05,670 between transitions. So before you dismiss students to their 21 00:01:05,670 --> 00:01:08,970 next activity, have everyone pause and take three deep 22 00:01:08,970 --> 00:01:12,075 breaths together and mentally picture where they're going 23 00:01:12,075 --> 00:01:15,855 next. Totally simple, but that tiny moment of regulation can 24 00:01:15,855 --> 00:01:19,695 prevent the chaos that builds when your kids rush from one 25 00:01:19,695 --> 00:01:21,975 thing to another without any processing time. 26 00:01:21,975 --> 00:01:26,115 Heidi: I love that. It is such a low lift way to give kids a 27 00:01:26,115 --> 00:01:30,075 chance to settle before they move. And if you like this idea 28 00:01:30,075 --> 00:01:32,955 or anything else we share here on the podcast, would you take a 29 00:01:32,955 --> 00:01:35,880 second and give us a five star rating? Ratings and reviews are 30 00:01:35,880 --> 00:01:38,640 one way that new listeners find us, so every one really is a 31 00:01:38,640 --> 00:01:39,720 huge help to us. 32 00:01:40,320 --> 00:01:43,500 Emily: Well, we have officially made it to March, and by this 33 00:01:43,500 --> 00:01:46,260 point in the year, your classroom probably feels a lot 34 00:01:46,260 --> 00:01:47,940 different than it did in September. 35 00:01:48,000 --> 00:01:52,020 Heidi: Yeah, in the spring, everything is a little louder 36 00:01:52,080 --> 00:01:56,220 and looser, or a lot louder and looser. Transitions take longer. 37 00:01:56,280 --> 00:01:59,805 You're probably finding yourself giving more reminders and more 38 00:01:59,805 --> 00:02:01,545 warnings than you did in the fall. 39 00:02:02,025 --> 00:02:04,665 Emily: Warnings, threats, whatever you want to call them. 40 00:02:04,845 --> 00:02:05,625 Heidi: We don't judge. 41 00:02:06,020 --> 00:02:08,480 Emily: And that totally makes sense, because if you have 42 00:02:08,480 --> 00:02:11,240 followed us for long, you know that one of our favorite topics 43 00:02:11,240 --> 00:02:14,540 is how the needs of your classroom shift over the course 44 00:02:14,540 --> 00:02:18,320 of the school year. In fact, we like talking about this seasonal 45 00:02:18,320 --> 00:02:21,920 shift so much that we literally wrote a book about it. Our book, 46 00:02:21,920 --> 00:02:26,660 Structure and Spark is available for pre order now on, I know, I 47 00:02:26,660 --> 00:02:29,360 know for sure it's on Amazon and Barnes and Noble. 48 00:02:29,705 --> 00:02:32,705 Heidi: That is so exciting, or you could find a link to it in 49 00:02:32,705 --> 00:02:36,845 the show notes. But since our book will not be out until July, 50 00:02:37,205 --> 00:02:40,445 you are on your own for surviving March. Sorry, friends. 51 00:02:40,745 --> 00:02:46,205 Emily: Just kidding, we would never do that to you! Okay, so 52 00:02:46,205 --> 00:02:49,985 let's take a look at what makes March so very March-like and how 53 00:02:49,985 --> 00:02:52,190 that impacts what unfolds during the school day. 54 00:02:52,730 --> 00:02:54,770 Heidi: To manage your March classroom, you need to 55 00:02:54,770 --> 00:02:57,950 understand what makes this a unique time of year. So let's 56 00:02:57,950 --> 00:03:02,450 look at two key characteristics. First, the stamina you had in 57 00:03:02,450 --> 00:03:07,310 October just is not there anymore. And second, the energy 58 00:03:07,310 --> 00:03:10,850 in the room has definitely gone up. The spring shift in daylight 59 00:03:10,850 --> 00:03:14,030 and the warmer weather just brings increased chattiness and 60 00:03:14,030 --> 00:03:15,455 all kinds of fun behaviors. 61 00:03:15,900 --> 00:03:18,840 Emily: So we have this perfect storm of higher stimulation 62 00:03:18,840 --> 00:03:22,880 paired with lower regulation. Think about a noisy transition 63 00:03:22,880 --> 00:03:26,360 in October. Maybe a few kids got sidetracked halfway to the rug, 64 00:03:26,360 --> 00:03:30,440 and they're having a little chat. So you stop and ask them 65 00:03:30,440 --> 00:03:34,160 to try it again. You could tolerate the extra two or three 66 00:03:34,160 --> 00:03:37,580 minutes that would take because you knew it was going to pay off 67 00:03:37,820 --> 00:03:39,860 the next day and for the rest of the school year. 68 00:03:39,000 --> 00:03:43,140 Heidi: And that's because back at the start of the year, oh, in 69 00:03:43,140 --> 00:03:46,260 the good old days when you were so young, there was enough 70 00:03:46,320 --> 00:03:50,280 energy in the system to think long term. But in March, when 71 00:03:50,280 --> 00:03:53,040 that same procedure gets a little wobbly, instead of 72 00:03:53,040 --> 00:03:56,400 resetting it, you move forward. You do just what you have to do 73 00:03:56,400 --> 00:03:57,540 to keep the lesson moving. 74 00:03:57,900 --> 00:04:01,980 Emily: And oh, have we all been there. Your gas tank is running 75 00:04:01,980 --> 00:04:05,985 on empty here, and when you're running on empty, your brain 76 00:04:05,985 --> 00:04:09,405 defaults to short term stabilization. You rely on 77 00:04:09,405 --> 00:04:12,645 reminders and warnings because they are faster and they feel 78 00:04:12,645 --> 00:04:15,585 easier, maybe, in the moment, than stopping to revisit an 79 00:04:15,585 --> 00:04:16,305 expectation. 80 00:04:16,725 --> 00:04:19,905 Heidi: And those reminders and warnings and maybe threats do 81 00:04:19,905 --> 00:04:24,225 work for a minute, but if the classroom only functions while 82 00:04:24,225 --> 00:04:27,450 you are actively holding it together, it's going to keep 83 00:04:27,450 --> 00:04:28,770 demanding more and more of you. 84 00:04:29,490 --> 00:04:32,010 Emily: If you are stuck in that 'I just need to make it through 85 00:04:32,010 --> 00:04:36,210 this tough moment' energy, it means you're relying on control 86 00:04:36,210 --> 00:04:40,230 to move through the day. Control is teacher-centered, though, 87 00:04:40,290 --> 00:04:44,010 it's you actively holding the classroom together. Now that 88 00:04:44,070 --> 00:04:47,910 does stabilize behavior, but only as long as you are actively 89 00:04:48,075 --> 00:04:51,255 monitoring it. If you don't give the reminder, the talking 90 00:04:51,255 --> 00:04:52,215 continues. 91 00:04:52,635 --> 00:04:56,355 Heidi: Control feels efficient because it is immediate, but it 92 00:04:56,355 --> 00:04:59,655 has to be repeated again tomorrow and the next day, and 93 00:04:59,655 --> 00:05:01,995 it only works as long as you are the one working it. 94 00:05:02,415 --> 00:05:05,235 Emily: But structure works differently than control. While 95 00:05:05,235 --> 00:05:07,935 control is based on your physical presence, structure is 96 00:05:07,935 --> 00:05:11,415 based in the environment. It's your consistent attention 97 00:05:11,415 --> 00:05:14,760 signal, your procedures and all of the expectations that don't 98 00:05:14,760 --> 00:05:16,860 change based on your energy level. 99 00:05:17,340 --> 00:05:20,880 Heidi: Now, while structure is more permanent, the trade off is 100 00:05:20,880 --> 00:05:24,480 that it demands a lot up front. It means stopping to practice, 101 00:05:24,540 --> 00:05:28,380 reteaching the expectation and making it clear what happens if 102 00:05:28,380 --> 00:05:30,720 the students don't follow through. Once it's solid, 103 00:05:30,720 --> 00:05:34,020 though, it gives energy back, meaning you do not have to carry 104 00:05:34,020 --> 00:05:35,625 every piece of the day all by yourself. 105 00:05:35,985 --> 00:05:38,505 Emily: Here at the beginning of March is actually the perfect 106 00:05:38,505 --> 00:05:41,265 time to take a good look at how well your structure is holding 107 00:05:41,265 --> 00:05:44,085 up. As we've talked about before, a lot of teaching 108 00:05:44,085 --> 00:05:47,385 headaches are predictable. Spring brings higher energy, 109 00:05:47,385 --> 00:05:51,765 more social drive, schedule disruptions from testing and 110 00:05:51,765 --> 00:05:55,245 assemblies and students who are just done with sitting still and 111 00:05:55,245 --> 00:05:56,265 being quiet. 112 00:05:56,680 --> 00:05:59,740 Heidi: And because we know that this spring fever is coming, if 113 00:05:59,740 --> 00:06:03,660 it's not already here, we can do something to mitigate it. Your 114 00:06:03,660 --> 00:06:06,840 instinct might be to crack down harder, but what students 115 00:06:06,960 --> 00:06:10,320 actually need is clear containers for all of that 116 00:06:10,320 --> 00:06:11,100 spring energy. 117 00:06:11,720 --> 00:06:14,300 Emily: All right, so let's talk about four common spring 118 00:06:14,300 --> 00:06:17,420 problems and the structural solutions that make them easier 119 00:06:17,420 --> 00:06:21,080 to manage without constant teacher intervention from you. 120 00:06:21,080 --> 00:06:23,360 And we're going to start with one of the biggest headaches, 121 00:06:23,360 --> 00:06:24,740 sloppy transitions. 122 00:06:25,040 --> 00:06:28,700 Heidi: Oh, the worst. You know how it goes. Students take 123 00:06:28,700 --> 00:06:30,800 forever to line up. They're chatting the whole way to the 124 00:06:30,800 --> 00:06:33,500 rug. Materials are getting dropped or forgotten, and you 125 00:06:33,500 --> 00:06:35,420 are repeating yourself constantly. 126 00:06:35,840 --> 00:06:37,925 Emily: And here's where that control versus structure 127 00:06:37,925 --> 00:06:41,045 distinction shows up. The control response is to keep 128 00:06:41,045 --> 00:06:43,925 reminding, "kids talking by the cubes are going to owe me some 129 00:06:43,925 --> 00:06:47,405 Bonus Bucks if they don't hurry," over and over every 130 00:06:47,405 --> 00:06:48,485 single transition. 131 00:06:48,785 --> 00:06:51,845 Heidi: And while a warning feels more efficient than stopping to 132 00:06:51,845 --> 00:06:55,205 reteach, especially when you're tired, you're going to give that 133 00:06:55,205 --> 00:06:57,845 warning tomorrow and the next day, and maybe every single day. 134 00:06:58,385 --> 00:07:01,310 In the long run, all you're doing is teaching your students 135 00:07:01,490 --> 00:07:03,950 to wait for your voice instead of following the routine. 136 00:07:03,950 --> 00:07:07,310 Emily: Yeah. When it comes to management, control asks, How do 137 00:07:07,310 --> 00:07:10,790 I get them to stop? But structure asks, How do I support 138 00:07:10,790 --> 00:07:13,790 what I want to see? So let's look at how to solve this 139 00:07:13,790 --> 00:07:16,790 problem using structure. And the first step is pausing to 140 00:07:16,790 --> 00:07:20,630 identify the reason transitions have gotten sloppy. Are the kids 141 00:07:20,630 --> 00:07:23,735 talking by the cubes because they're feeling chatty, or 142 00:07:23,735 --> 00:07:25,835 because they're confused about what's expected? 143 00:07:26,315 --> 00:07:29,375 Heidi: Also consider if every sloppy transition is suffering 144 00:07:29,375 --> 00:07:32,315 from the same breakdown. If you are seeing the same problem 145 00:07:32,315 --> 00:07:35,435 multiple times a day, maybe kids are talking every time you shift 146 00:07:35,435 --> 00:07:38,855 between activities, a standard solution could solve multiple 147 00:07:38,855 --> 00:07:39,755 problems at once. 148 00:07:40,235 --> 00:07:42,995 Emily: Yeah, a great strategy for decreasing talking is to 149 00:07:43,100 --> 00:07:46,340 decrease the opportunities to talk. Instead of calling the 150 00:07:46,340 --> 00:07:49,340 whole class to line up at once, try dismissing a table at a 151 00:07:49,340 --> 00:07:52,460 time. Or if kids are frequently confused about what they're 152 00:07:52,520 --> 00:07:55,520 supposed to be doing during a transition, try listing the 153 00:07:55,520 --> 00:07:56,420 steps on the board. 154 00:07:56,780 --> 00:07:59,960 Heidi: Providing a visual support is such a great way to 155 00:07:59,960 --> 00:08:03,020 let the environment of your room do some of your management for 156 00:08:03,020 --> 00:08:06,140 you. If a student seems confused, just direct them to 157 00:08:06,140 --> 00:08:09,005 the list. That way you don't have to stop, figure out what's 158 00:08:09,005 --> 00:08:11,645 confusing this particular child, and then coach them through the 159 00:08:11,645 --> 00:08:14,105 next steps. The list does all of that for you. 160 00:08:14,585 --> 00:08:16,985 Emily: Now, of course, if a kid is genuinely confused, you want 161 00:08:16,985 --> 00:08:20,945 to help them, but a list on the board probably answers 95% of 162 00:08:20,945 --> 00:08:23,465 the 'what are we supposed to do' questions. 163 00:08:23,465 --> 00:08:25,385 Heidi: I hate that question so much. 164 00:08:25,505 --> 00:08:28,445 Emily: Yep, it's always like the minute you just finished 165 00:08:28,445 --> 00:08:29,405 explaining what to do. 166 00:08:29,480 --> 00:08:31,940 Heidi: And then once you pinpoint which part of your 167 00:08:31,940 --> 00:08:35,120 transition needs to reset, reteach it like it's brand new, 168 00:08:35,120 --> 00:08:39,140 even if you did it in September. Model what careful listening 169 00:08:39,140 --> 00:08:41,920 looks like. Discuss how to move around the space quickly and 170 00:08:41,920 --> 00:08:43,600 quietly, and then practice. 171 00:08:44,080 --> 00:08:46,360 Emily: Now this could easily take 10 minutes, and that might 172 00:08:46,360 --> 00:08:49,720 feel like time you don't have right now, but what you're 173 00:08:49,720 --> 00:08:53,440 teaching is that the expectation isn't optional, and the next 174 00:08:53,440 --> 00:08:56,200 transition and the transitions tomorrow will be smoother 175 00:08:56,200 --> 00:08:58,360 because students know that you will follow through. 176 00:08:59,200 --> 00:09:01,680 Heidi: This is where accountability comes in. 177 00:09:02,040 --> 00:09:04,500 Accountability means consistently enforcing 178 00:09:04,500 --> 00:09:07,860 expectations, even when you're tired. I know it's so hard, but 179 00:09:07,860 --> 00:09:11,700 it's so important. If students aren't meeting the expectation, 180 00:09:11,880 --> 00:09:13,980 stop and have them practice doing it right. 181 00:09:14,560 --> 00:09:16,960 Emily: Nagging, on the other hand, is reminding students over 182 00:09:16,960 --> 00:09:19,720 and over, without following through. "Please line up 183 00:09:19,720 --> 00:09:25,000 quietly. I said quietly. I'm still waiting for quiet!" That 184 00:09:25,000 --> 00:09:27,460 teaches students, they can ignore what you say until you're 185 00:09:27,460 --> 00:09:28,840 really serious. 186 00:09:30,220 --> 00:09:32,440 Heidi: And if you find yourself thinking, I don't have time for 187 00:09:32,440 --> 00:09:37,180 this, stop and challenge that little voice in your mind. What 188 00:09:37,180 --> 00:09:40,825 you don't have time for is to give reminders all day long. Ten 189 00:09:40,825 --> 00:09:43,465 minutes now means less work every day after. 190 00:09:44,245 --> 00:09:46,405 Emily: Because so many things are happening at once during 191 00:09:46,405 --> 00:09:49,645 transitions, they can be a huge source of management stress. If 192 00:09:49,765 --> 00:09:52,285 you want to really dial in on how to troubleshoot your 193 00:09:52,285 --> 00:09:55,465 transition structure, we did three whole episodes on it. 194 00:09:56,005 --> 00:09:58,885 Heidi: Yeah, we did try to condense it to one episode, but 195 00:09:58,885 --> 00:10:02,650 we found quickly there was just too much to say. So go back to 196 00:10:02,650 --> 00:10:06,130 episodes 48, 49 and 50, and I know those numbers off the top 197 00:10:06,130 --> 00:10:08,950 of my head because we've referenced them so much. There 198 00:10:08,950 --> 00:10:11,950 you will find a complete deep dive on all things transitions. 199 00:10:12,730 --> 00:10:15,310 Emily: Okay, now you've got your transition structure sorted out. 200 00:10:15,310 --> 00:10:19,030 Let's look at another upcoming spring problem, messiness. 201 00:10:19,750 --> 00:10:22,570 Heidi: You know how it goes. You look at your room at the end of 202 00:10:22,570 --> 00:10:25,495 the day, the centers are a disaster the classroom library 203 00:10:25,495 --> 00:10:28,135 looks like a tornado hit it, supplies are everywhere, and you 204 00:10:28,135 --> 00:10:31,255 are spending half of your after school work time just cleaning 205 00:10:31,255 --> 00:10:31,795 things up. 206 00:10:33,055 --> 00:10:35,755 Emily: And now the control response here is constant 207 00:10:35,755 --> 00:10:38,275 monitoring and verbal corrections. Who left these 208 00:10:38,275 --> 00:10:41,035 books on the floor? If you keep leaving the caps off the markers 209 00:10:41,035 --> 00:10:44,875 we won't have any left in May! You can so easily turn into the 210 00:10:44,875 --> 00:10:45,595 mess police. 211 00:10:46,360 --> 00:10:49,900 Heidi: Oh, that felt way too familiar. But if you have been 212 00:10:49,900 --> 00:10:53,320 reminding students for weeks and nothing has changed, they need 213 00:10:53,320 --> 00:10:57,100 more than reminders. What they need is a reset, and sometimes 214 00:10:57,100 --> 00:10:59,560 that reset needs to be big enough to really get their 215 00:10:59,560 --> 00:11:02,940 attention. This is where a wake up call moment can work. 216 00:11:03,479 --> 00:11:06,419 Emily: A wake up call isn't about shaming students. It's 217 00:11:06,419 --> 00:11:09,119 about creating a strategic intervention that makes the 218 00:11:09,119 --> 00:11:13,079 problem visible and creates urgency to fix it. It keeps the 219 00:11:13,079 --> 00:11:15,839 focus on the unwelcome consequences instead of calling 220 00:11:15,839 --> 00:11:17,279 out individual students. 221 00:11:18,140 --> 00:11:20,600 Heidi: So here's an example. Let's say your math centers have 222 00:11:20,600 --> 00:11:23,360 been consistently left messy. The manipulatives are 223 00:11:23,360 --> 00:11:26,360 everywhere. There's loose number cards. The game boards are bent 224 00:11:26,360 --> 00:11:28,580 because they're just getting shoved in the drawer instead of, 225 00:11:28,580 --> 00:11:31,940 like, put in nicely. I don't have any rage over those 226 00:11:32,000 --> 00:11:35,840 memories, it's fine, it's fine. But after school one day, 227 00:11:35,840 --> 00:11:38,540 instead of cleaning up, you leave everything exactly as the 228 00:11:38,540 --> 00:11:41,585 students left it. Maybe you even tape off the area like a crime 229 00:11:41,585 --> 00:11:43,745 scene with some strips of yellow paper. 230 00:11:43,745 --> 00:11:46,145 Emily: Then when students arrive the next morning and start 231 00:11:46,145 --> 00:11:48,965 asking questions, you have the perfect opening. You call a 232 00:11:48,965 --> 00:11:50,945 class meeting, show them the mess and have an honest 233 00:11:51,005 --> 00:11:53,525 conversation. This is what our math centers looked like 234 00:11:53,525 --> 00:11:56,705 yesterday. Why is this a problem? What do we need to do 235 00:11:56,705 --> 00:11:57,245 differently? 236 00:11:57,245 --> 00:12:00,185 Heidi: And then you can get specific about expectations and 237 00:12:00,185 --> 00:12:03,125 consequences. Here's what I expect to see when centers are 238 00:12:03,125 --> 00:12:06,050 cleaned up, and here's what will happen if materials are not put 239 00:12:06,050 --> 00:12:08,870 away correctly, and then you got to follow through. 240 00:12:09,470 --> 00:12:12,710 Emily: The wake up call isn't a punishment, it is a reset. 241 00:12:12,710 --> 00:12:15,230 You're making the problem impossible to ignore, so 242 00:12:15,230 --> 00:12:17,690 students understand why change needs to happen. 243 00:12:18,110 --> 00:12:20,390 Heidi: Now this definitely takes more effort than just nagging 244 00:12:20,390 --> 00:12:24,710 them about the mess, but the nagging hasn't worked. The wake 245 00:12:24,710 --> 00:12:27,635 up call creates a moment where students decide they don't want 246 00:12:27,635 --> 00:12:30,695 to keep losing privileges or dealing with consequences, so 247 00:12:30,695 --> 00:12:33,275 they choose to act more helpfully going forward. 248 00:12:34,235 --> 00:12:37,175 Emily: Okay. The third problem in March, and something we have 249 00:12:37,175 --> 00:12:40,715 already touched on, is chattiness. Students are talking 250 00:12:40,715 --> 00:12:43,595 during work time, during transitions, during lessons, the 251 00:12:43,595 --> 00:12:46,595 noise level is up, the focus is down, and you feel like you're 252 00:12:46,595 --> 00:12:47,555 losing your mind. 253 00:12:48,215 --> 00:12:50,660 Heidi: We actually did a whole episode on managing a chatty 254 00:12:50,660 --> 00:12:55,400 class back in episode 119, so if this is your biggest struggle 255 00:12:55,400 --> 00:12:58,580 right now, go back and listen to that one. In that episode, we 256 00:12:58,580 --> 00:13:02,060 shared five targeted strategies for taming chattiness. 257 00:13:02,540 --> 00:13:05,600 Emily: But for today, we want to highlight one thing. When kids 258 00:13:05,600 --> 00:13:07,640 are chattier in spring, they don't need stricter 259 00:13:07,640 --> 00:13:11,840 consequences. They need clearer containers for sound. That means 260 00:13:11,840 --> 00:13:15,245 being explicit about when talking is okay and when it's 261 00:13:15,245 --> 00:13:15,785 not. 262 00:13:16,085 --> 00:13:18,845 Heidi: This is when visual cues like voice level lights or 263 00:13:18,845 --> 00:13:21,905 charts that show, you know, silent work time versus partner 264 00:13:21,905 --> 00:13:23,345 talk time can come in handy. 265 00:13:23,705 --> 00:13:26,285 Emily: And yes, you probably went over a lot of this at the 266 00:13:26,285 --> 00:13:29,705 start of the year. They know better, but spring energy and 267 00:13:29,705 --> 00:13:32,585 spring distractions make it harder for them to regulate 268 00:13:32,765 --> 00:13:36,050 without clear reminders built into the environment. 269 00:13:36,530 --> 00:13:38,810 Heidi: Which is why we are excited to share that this 270 00:13:38,810 --> 00:13:42,050 month, Teacher approved Club members are getting a brand new 271 00:13:42,050 --> 00:13:45,890 resource specifically designed for spring chattiness called the 272 00:13:45,890 --> 00:13:47,630 Quiet Class Quest. 273 00:13:47,060 --> 00:13:50,840 Emily: Oh, we're so excited about this. It's so cute. Okay, 274 00:13:50,840 --> 00:13:53,960 so this is a three day mini unit designed to reset your 275 00:13:53,960 --> 00:13:57,920 classroom's noise level through structure, not control. It 276 00:13:57,920 --> 00:14:01,040 includes three short lessons with ready to use materials, 277 00:14:01,340 --> 00:14:04,700 each focused on helping students understand expectations for 278 00:14:04,700 --> 00:14:07,580 different types of work time and practice meeting those 279 00:14:07,580 --> 00:14:11,945 expectations. And it has a cute castle theme since we're on a 280 00:14:11,945 --> 00:14:13,145 quest. 281 00:14:13,505 --> 00:14:17,585 Heidi: We love a theme here. And the best part is that in mid 282 00:14:17,585 --> 00:14:21,305 March, we are hosting a guided implementation challenge in the 283 00:14:21,305 --> 00:14:24,485 club. You'll get daily support and encouragement as you work 284 00:14:24,485 --> 00:14:26,825 through the quest with your students, so you aren't doing it 285 00:14:26,825 --> 00:14:27,185 alone. 286 00:14:27,725 --> 00:14:30,965 Emily: Plus club members get a bonus audio training with even 287 00:14:30,965 --> 00:14:34,625 more tips for managing that springtime chattiness. Our goal 288 00:14:34,625 --> 00:14:37,370 isn't to turn you into the noise police or make your kids 289 00:14:37,370 --> 00:14:41,150 miserable. Instead, we just want to give you the tools to channel 290 00:14:41,150 --> 00:14:44,090 their spring energy into a productive outlet that works for 291 00:14:44,090 --> 00:14:45,290 them and for you. 292 00:14:46,010 --> 00:14:48,410 Heidi: If you're not a Club member yet, and spring 293 00:14:48,410 --> 00:14:51,590 chattiness is draining your energy every single day, this is 294 00:14:51,590 --> 00:14:54,710 a great time to join. You can find more information at 295 00:14:55,070 --> 00:14:55,250 secondstorywindow.net/club. 296 00:14:55,250 --> 00:15:00,275 Emily: We'll come back to the Quiet Class Quest in a minute, 297 00:15:00,275 --> 00:15:03,935 but first, let's talk about the fourth spring problem, behavior 298 00:15:03,935 --> 00:15:05,255 outside the classroom. 299 00:15:05,675 --> 00:15:08,615 Heidi: So when students are loud in the hallway or disrespectful 300 00:15:08,615 --> 00:15:12,035 in the lunchroom, it can feel extra frustrating, because these 301 00:15:12,035 --> 00:15:15,095 moments are often when you have the least control. You are 302 00:15:15,095 --> 00:15:17,975 moving through shared spaces, other adults might be watching, 303 00:15:18,395 --> 00:15:21,140 and you're trying to keep things together while also getting 304 00:15:21,200 --> 00:15:23,480 everyone where they need to be when they need to get there. 305 00:15:23,960 --> 00:15:25,760 Emily: One way I've seen teachers deal with this is to 306 00:15:25,760 --> 00:15:28,640 ignore that it's happening. They just don't know how to fix the 307 00:15:28,640 --> 00:15:32,120 problem that's happening outside the room, so they let that 308 00:15:32,120 --> 00:15:34,220 complaint from the music teacher slide. 309 00:15:34,780 --> 00:15:37,240 Heidi: But I have also seen teachers handle it the complete 310 00:15:37,240 --> 00:15:41,020 opposite way, and crack down with threats and punishment. I 311 00:15:41,020 --> 00:15:43,840 mean, I guess at least they're addressing it. But taking away 312 00:15:43,840 --> 00:15:47,260 recess for the next three days isn't really solving the 313 00:15:47,260 --> 00:15:49,180 behavior problem in music class. 314 00:15:49,360 --> 00:15:52,180 Emily: So let's look at how we can address this problem using 315 00:15:52,180 --> 00:15:55,660 structure. One helpful solution is to revisit expectations 316 00:15:55,660 --> 00:15:56,980 before and after the event. 317 00:15:57,565 --> 00:16:00,505 Heidi: Now this goes beyond a quick, 'remember you need to be 318 00:16:00,505 --> 00:16:04,165 respectful in the lunchroom.' It means taking time to actually 319 00:16:04,165 --> 00:16:07,705 make expectations visible and holding students accountable for 320 00:16:07,705 --> 00:16:08,845 reflecting on how they did. 321 00:16:09,265 --> 00:16:12,025 Emily: For example, if hallway behavior has been rough, before 322 00:16:12,025 --> 00:16:14,785 you leave the classroom, pull up a quick visual of hallway 323 00:16:14,785 --> 00:16:18,205 expectations. You can post them on the board or project them on 324 00:16:18,205 --> 00:16:21,850 your screen. Go through each one. We walk quietly. We keep 325 00:16:21,850 --> 00:16:25,150 our hands to ourselves. We stay in line. If you've got a minute, 326 00:16:25,150 --> 00:16:28,150 you may even have a discussion about how these expectations 327 00:16:28,150 --> 00:16:30,190 protect other classes' learning time. 328 00:16:30,670 --> 00:16:33,490 Heidi: Now this is the part that a lot of people overlook. After 329 00:16:33,490 --> 00:16:37,030 you return to the classroom, take two minutes to reflect. How 330 00:16:37,030 --> 00:16:40,090 did we do? Did we meet our expectations? What do we need to 331 00:16:40,090 --> 00:16:43,390 remember for next time. If students didn't meet your 332 00:16:43,390 --> 00:16:46,135 expectations, be clear about what will happen if the behavior 333 00:16:46,135 --> 00:16:46,795 continues. 334 00:16:47,335 --> 00:16:49,855 Emily: This is also a great place to use our procedure 335 00:16:49,855 --> 00:16:53,095 review slides. These are slides designed specifically for 336 00:16:53,095 --> 00:16:56,155 revisiting classroom procedures with your students in a 337 00:16:56,155 --> 00:16:57,655 structured, visual way. 338 00:16:58,075 --> 00:17:01,795 Heidi: These are so handy, all you have to do is add the names 339 00:17:01,795 --> 00:17:04,495 of any procedures you want to discuss, like walking in the 340 00:17:04,495 --> 00:17:07,255 hallway, or lining up for lunch, to the slides. And then you 341 00:17:07,255 --> 00:17:10,480 gather your students and ask them to hold up one to five 342 00:17:10,480 --> 00:17:13,300 fingers to rate how well they think they are meeting your 343 00:17:13,300 --> 00:17:15,400 expectations for that procedure. 344 00:17:15,940 --> 00:17:18,340 Emily: So let's say students rate walking in the hallway as a 345 00:17:18,340 --> 00:17:21,580 three. You click the slide three times and three stars appear. 346 00:17:21,820 --> 00:17:24,400 Now you have a visual representation of where things 347 00:17:24,400 --> 00:17:24,760 stand. 348 00:17:24,760 --> 00:17:27,940 Heidi: And then you just lead a discussion. All right, we rated 349 00:17:27,940 --> 00:17:30,805 this a three. What are we doing well that we need to keep doing? 350 00:17:31,225 --> 00:17:34,705 What do we need to work on to get to a four or a five? If a 351 00:17:34,705 --> 00:17:37,705 procedure is going smoothly, maybe hopefully your morning 352 00:17:37,705 --> 00:17:40,705 routine is a solid five. Include that in the list too, so 353 00:17:40,705 --> 00:17:43,705 students recognize that they are doing some things well, it's not 354 00:17:43,765 --> 00:17:45,265 everything that needs to be overhauled. 355 00:17:45,445 --> 00:17:48,205 Emily: Right. And then after the discussion, you can revisit the 356 00:17:48,205 --> 00:17:50,485 rating. Now that we've talked about this, what's our plan 357 00:17:50,485 --> 00:17:53,305 going forward? What are we committing to? This keeps 358 00:17:53,305 --> 00:17:56,410 expectations front and center, instead of letting them fade 359 00:17:56,410 --> 00:17:57,550 into background noise. 360 00:17:58,030 --> 00:18:00,250 Heidi: The procedure review slides can be done in about five 361 00:18:00,250 --> 00:18:03,850 minutes, but that five minute investment means students are 362 00:18:03,970 --> 00:18:07,450 thinking about expectations instead of you having to remind 363 00:18:07,450 --> 00:18:11,530 them constantly. It's structure doing the work instead of you. 364 00:18:12,490 --> 00:18:14,950 Emily: All right, let's recap what we've covered today. Spring 365 00:18:14,950 --> 00:18:18,295 classroom management isn't about cracking down harder, it's about 366 00:18:18,535 --> 00:18:22,375 rebuilding structure so the day requires less of you tomorrow 367 00:18:22,375 --> 00:18:23,275 than it did today. 368 00:18:23,695 --> 00:18:26,035 Heidi: We discussed four common spring problems and their 369 00:18:26,035 --> 00:18:30,055 structural solutions. So problem one, sloppy transitions. Reteach 370 00:18:30,055 --> 00:18:33,115 your expectations and hold students accountable, not by 371 00:18:33,115 --> 00:18:35,875 nagging, but by stopping and practicing until they get it 372 00:18:35,875 --> 00:18:40,480 right. Problem two, messy spaces and materials. Use a wake up 373 00:18:40,480 --> 00:18:43,480 call reset to make the problem visible and create urgency for 374 00:18:43,480 --> 00:18:44,080 change. 375 00:18:44,480 --> 00:18:47,780 Emily: Problem three, spring chattiness. Give students clear 376 00:18:47,780 --> 00:18:50,540 containers for sound. And if this is your biggest struggle, 377 00:18:50,600 --> 00:18:53,720 check out the quiet class quest in the Teacher Approved Club. 378 00:18:54,320 --> 00:18:57,260 And problem four, behavior outside the classroom. Keep 379 00:18:57,260 --> 00:19:00,500 expectations alive by pre teaching before transitions and 380 00:19:00,500 --> 00:19:04,220 reflecting after. Use tools like our procedure review slides to 381 00:19:04,220 --> 00:19:05,600 make this quick and structured. 382 00:19:06,140 --> 00:19:08,825 Heidi: If you want more support for spring management, join us 383 00:19:08,825 --> 00:19:12,365 in the Teacher Approved Club. And mid March, we are hosting a 384 00:19:12,365 --> 00:19:15,425 guided challenge to help you implement it with your students. 385 00:19:15,545 --> 00:19:18,245 You'll get lesson plans, materials, daily encouragement 386 00:19:18,485 --> 00:19:20,645 and a community of teachers working through it with you. 387 00:19:20,000 --> 00:19:23,000 Emily: You can learn more and join at 388 00:19:23,180 --> 00:19:26,240 secondstorywindow.net/club, or you can find the link in the 389 00:19:26,240 --> 00:19:29,120 show notes, and make sure to grab the procedure review slides 390 00:19:29,120 --> 00:19:32,180 and our other spring management resources from the links in the 391 00:19:32,180 --> 00:19:36,800 show are working for you. Come join 392 00:19:36,800 --> 00:19:39,380 the conversation in the teacher approved Facebook group. 393 00:19:40,310 --> 00:19:43,305 Now for our teacher approved Tip of the Week, where we share an 394 00:19:43,352 --> 00:19:45,777 actionable tip to help you elevate what matters and 395 00:19:45,824 --> 00:19:48,392 simplify the rest. This week's teacher approved tip is 396 00:19:48,439 --> 00:19:51,007 front-load your hardest transition. Tell us more about 397 00:19:51,054 --> 00:19:51,530 it, Heidi. 398 00:19:51,460 --> 00:19:54,428 Heidi: Well, if there's one transition during your day that 399 00:19:54,485 --> 00:19:57,911 consistently goes off the rails, maybe it's coming back from 400 00:19:57,968 --> 00:20:01,507 recess or switching from whole group to centers, or packing up 401 00:20:01,564 --> 00:20:05,218 at the end of the day, try front loading it. Front loading means 402 00:20:05,275 --> 00:20:08,758 you spend 30 seconds before the transition to set students up 403 00:20:08,815 --> 00:20:11,955 for success. You're not just reminding them what to do, 404 00:20:12,012 --> 00:20:15,780 you're activating their mental picture of what success looks like. 405 00:20:15,840 --> 00:20:19,680 So for example, if cleanup time is always chaotic, before you 406 00:20:19,680 --> 00:20:22,380 dismiss students to clean up, have them close their eyes and 407 00:20:22,380 --> 00:20:25,440 picture exactly what they're going to do. You're going to put 408 00:20:25,440 --> 00:20:28,020 the markers in the bins with the lids on tight. You're going to 409 00:20:28,020 --> 00:20:30,300 stack the papers neatly. You're going to push in your chair. I 410 00:20:30,300 --> 00:20:33,180 want you to picture all of that in your mind. And then you can 411 00:20:33,180 --> 00:20:36,540 ask a quick check in question. Thumbs up if you know exactly 412 00:20:36,540 --> 00:20:39,585 what you're cleaning up first. This gets students mentally 413 00:20:39,585 --> 00:20:42,045 committed before they make any kind of movement. 414 00:20:42,465 --> 00:20:45,285 Emily: And that sounds so simple, but the tiny moment of 415 00:20:45,285 --> 00:20:49,065 mental rehearsal reduces the cognitive load during the 416 00:20:49,065 --> 00:20:51,765 transition. Students aren't figuring out what to do, they're 417 00:20:51,765 --> 00:20:53,565 executing a plan that they already made. 418 00:20:53,565 --> 00:20:56,145 Heidi: The beauty of front loading is that it takes about 419 00:20:56,145 --> 00:20:59,925 30 seconds, and if you pair it with a posted list of steps, you 420 00:20:59,925 --> 00:21:02,385 are really setting students up for a successful transition. 421 00:21:02,385 --> 00:21:05,790 Emily: So try it with your hardest transition this week and 422 00:21:05,790 --> 00:21:08,490 see if it makes a difference. Our guess is you will see 423 00:21:08,490 --> 00:21:11,250 smoother, faster transitions with way less teacher 424 00:21:11,250 --> 00:21:11,970 intervention. 425 00:21:12,990 --> 00:21:16,230 Heidi: Okay, to wrap up the show, we are sharing what we're 426 00:21:16,230 --> 00:21:21,270 giving extra credit to this week. Emily, what gets your 427 00:21:21,270 --> 00:21:22,110 extra credit? 428 00:21:22,350 --> 00:21:24,007 Emily: I'm giving extra credit to the Shark Stain Striker 429 00:21:24,007 --> 00:21:24,026 portable carpet cleaner. 430 00:21:24,026 --> 00:21:24,435 Heidi: I'm impressed. You could say it, that's like a tongue 431 00:21:24,435 --> 00:21:24,855 twister. 432 00:21:24,975 --> 00:21:28,755 Emily: I know, and it's such a mom thing to be like, I love my 433 00:21:28,755 --> 00:21:33,675 little carpet cleaner. So I used to have a Bizzle little green 434 00:21:33,675 --> 00:21:37,215 machine, I think is what they were called, and it did the job 435 00:21:37,215 --> 00:21:40,455 okay, of cleaning up like little carpet messes. But I always 436 00:21:40,455 --> 00:21:43,035 hated how hard it was to clean after. It just always seemed 437 00:21:43,035 --> 00:21:47,235 like you couldn't really get it clean. So I upgraded to this 438 00:21:47,235 --> 00:21:50,400 Shark Stain Striker several months ago when my kids had a 439 00:21:50,400 --> 00:21:55,440 tummy bug, if you know, you know. And, but it is so good, it 440 00:21:55,440 --> 00:21:59,820 has an onboard self cleaning tool that runs clean water and 441 00:21:59,820 --> 00:22:02,880 cleaning solution through the whole machine, including the 442 00:22:02,880 --> 00:22:06,480 hose and the attachment, so you can put it away knowing it's not 443 00:22:06,480 --> 00:22:08,520 gross in there, like it's all cleaned out. 444 00:22:08,520 --> 00:22:09,120 Heidi: That's amazing. 445 00:22:09,120 --> 00:22:11,865 Emily: It's amazing. But not every model of this strain 446 00:22:11,865 --> 00:22:15,345 striker, oh see the tongue twister got me there. Not every 447 00:22:15,345 --> 00:22:19,905 model of the Stain Striker has the onboard self cleaning. So 448 00:22:19,905 --> 00:22:22,425 double check the description of whichever one you're looking at, 449 00:22:22,425 --> 00:22:26,025 make sure it says that. But I got the hair pro version, which 450 00:22:26,025 --> 00:22:29,685 I think is designed, probably for pets, and that has it. So 451 00:22:29,685 --> 00:22:31,965 just make sure you definitely want that feature. 452 00:22:31,000 --> 00:22:34,300 Heidi: Yeah, that sounds like a handy dandy tool, especially if 453 00:22:34,300 --> 00:22:35,140 you've got kids around. 454 00:22:35,260 --> 00:22:38,200 Emily: Yeah, you don't want a cleaning tool that then needs to 455 00:22:38,200 --> 00:22:42,040 be cleaned. And you know, if you even can't get it clean, then 456 00:22:42,040 --> 00:22:44,500 that's just so frustrating. Like, well, I don't want to use 457 00:22:44,500 --> 00:22:47,140 this because I don't think it's clean inside, gross. So this is 458 00:22:47,140 --> 00:22:47,500 a win. 459 00:22:47,500 --> 00:22:49,600 Heidi: I feel like I picked up that habit when we were 460 00:22:49,600 --> 00:22:52,780 custodians in college, we'd have to clean our vacuum. 461 00:22:53,620 --> 00:22:54,160 Emily: Yeah. 462 00:22:54,160 --> 00:22:55,765 Heidi: I still clean my vacuum all the time. 463 00:22:56,005 --> 00:23:00,385 Emily: Yep, or I can't tell you how many hours I spent cleaning, 464 00:23:00,505 --> 00:23:04,285 like the detergent drawers in the washing machines, and just 465 00:23:04,285 --> 00:23:07,405 like, well, gotta get this nice and clean in here. Gotta clean 466 00:23:07,405 --> 00:23:11,905 the cleaner. Do I do that in my house now? No, I don't. I 467 00:23:11,905 --> 00:23:17,018 probably should. Okay, what are you giving extra credit to, 468 00:23:16,140 --> 00:23:19,251 Heidi: Well, my extra credit goes to Clay Moo craft kits. I 469 00:23:17,018 --> 00:23:17,024 Heidi? 470 00:23:19,311 --> 00:23:22,782 know I mentioned these a few months ago because I got them 471 00:23:21,980 --> 00:24:06,410 Heidi: make two little rose baskets. Oh, cute. And I loved 472 00:23:22,842 --> 00:23:26,074 for Emily's youngest for Christmas. But now I've tried 473 00:23:26,134 --> 00:23:29,664 them myself, so I can give it a two thumbs up. My order for 474 00:23:29,724 --> 00:23:33,554 Eloise qualified for a surprise bonus kit, and the kit that came 475 00:23:33,614 --> 00:23:37,145 was a basket of roses. And I just don't think a 10 year old 476 00:23:37,205 --> 00:23:40,436 would be into that. Having made it now I could see she 477 00:23:40,496 --> 00:23:43,848 definitely wouldn't be, so I kept it for myself. She got 478 00:23:43,907 --> 00:23:46,960 cute, like a unicorn, and there's lots of fun ones. 479 00:24:06,410 --> 00:24:09,350 having just a nice activity to do at the end of the day that 480 00:24:09,710 --> 00:24:12,290 wasn't doom scrolling on my phone. So I'm gonna have to 481 00:24:12,290 --> 00:24:15,170 check out some of their other kits now. And even with my poor 482 00:24:15,170 --> 00:24:18,230 arthritic hands, it wasn't too bad. So definitely worth a shot 483 00:24:18,230 --> 00:24:20,990 if you need something for your analog basket. 484 00:24:20,990 --> 00:24:23,690 Emily: Well, I mean, that's our new thing is analog hobbies. 485 00:24:23,690 --> 00:24:27,695 We're all in on it. So we'll add this to the list of things you 486 00:24:27,695 --> 00:24:29,255 can do without your phone. 487 00:24:29,315 --> 00:24:31,295 Heidi: Perfect. Yeah, I think last week I was talking about 488 00:24:31,295 --> 00:24:33,995 sticker by number. So I guess I'm a whole new woman this year. 489 00:24:34,115 --> 00:24:37,115 Emily: Yeah, yeah. We've got coloring, sticker by numbers, I 490 00:24:37,115 --> 00:24:39,935 was cross stitching the other day, which was something I used 491 00:24:39,935 --> 00:24:44,135 to do all the time, but not in many moons. So check us out. 492 00:24:44,135 --> 00:24:45,095 We're so analog. 493 00:24:46,775 --> 00:24:49,835 Heidi: That is it for today's episode. Remember, structure 494 00:24:49,835 --> 00:24:53,000 isn't about working harder. It's about making the day require 495 00:24:53,000 --> 00:24:55,160 less of you tomorrow than it did today. 496 00:24:55,700 --> 00:24:57,680 Emily: Try one of these strategies we shared today and 497 00:24:57,680 --> 00:25:00,020 let us know how it goes in the Teacher Approved Facebook group. 498 00:25:01,760 --> 00:25:04,940 Heidi: We hope you enjoyed this episode of teacher approved. I'm 499 00:25:04,940 --> 00:25:05,540 Heidi. 500 00:25:05,600 --> 00:25:08,900 Emily: And I'm Emily. Thank you for listening. Be sure to follow 501 00:25:08,900 --> 00:25:11,420 or subscribe in your podcast app so that you never miss an 502 00:25:11,420 --> 00:25:11,840 episode. 503 00:25:12,320 --> 00:25:14,585 Heidi: You can connect with us and other teachers in the 504 00:25:14,585 --> 00:25:17,825 Teacher Approved Facebook group. We'll see you here next week. 505 00:25:18,005 --> 00:25:18,785 Bye for now. 506 00:25:18,785 --> 00:25:19,625 Emily: Bye.