1 00:00:01,020 --> 00:00:03,540 Heidi: This is episode 228 of Teacher Approved. 2 00:00:05,700 --> 00:00:08,760 You're listening to Teacher Approved, the podcast helping 3 00:00:08,760 --> 00:00:12,480 educators elevate what matters and simplify the rest. I'm 4 00:00:12,480 --> 00:00:13,020 Heidi. 5 00:00:13,260 --> 00:00:16,380 Emily: And I'm Emily. We're the creators behind Second Story 6 00:00:16,380 --> 00:00:19,380 Window, where we give research based and teacher approved 7 00:00:19,380 --> 00:00:21,960 strategies that make teaching less stressful and more 8 00:00:21,960 --> 00:00:25,425 effective. You can check out the show notes and resources from 9 00:00:25,425 --> 00:00:27,825 each episode at secondstorywindow.net. 10 00:00:28,185 --> 00:00:31,005 Heidi: We're so glad you're tuning in today. Let's get to 11 00:00:31,005 --> 00:00:31,545 the show. 12 00:00:35,865 --> 00:00:38,625 Emily: Hey there. Thanks for joining us today. In today's 13 00:00:38,625 --> 00:00:41,805 episode, we are sharing six strategies for getting your 14 00:00:41,805 --> 00:00:45,345 classroom back on track after you've had a substitute teacher. 15 00:00:45,705 --> 00:00:48,390 Plus, we have a teacher approved tip for setting your students up 16 00:00:48,390 --> 00:00:50,250 for success on future sub days. 17 00:00:50,250 --> 00:00:53,310 Heidi: But let's start with a try it tomorrow, where we share 18 00:00:53,310 --> 00:00:55,530 a quick win that you can try in your classroom right away. 19 00:00:55,590 --> 00:00:57,330 Emily, what's our suggestion this week? 20 00:00:57,330 --> 00:01:00,750 Emily: This week, try referring to substitute teachers as guest 21 00:01:00,750 --> 00:01:03,690 teachers when you talk with your students. This simple language 22 00:01:03,690 --> 00:01:06,090 shift helps drive home the point that this person should be 23 00:01:06,090 --> 00:01:09,330 respected the same way you are respected. Instead of saying, 24 00:01:09,330 --> 00:01:11,715 we'll have a sub tomorrow, try we'll have a guest teacher 25 00:01:11,715 --> 00:01:13,095 visiting our classroom tomorrow. 26 00:01:13,575 --> 00:01:17,295 Heidi: I love this. It sets a completely different tone. When 27 00:01:17,295 --> 00:01:19,875 we call someone a guest teacher, it implies that they are someone 28 00:01:19,875 --> 00:01:22,875 special that we are welcoming into our space, not just a 29 00:01:22,875 --> 00:01:25,035 placeholder until the real teacher gets back. 30 00:01:25,035 --> 00:01:27,795 Emily: If you like this idea or anything else we share her on 31 00:01:27,795 --> 00:01:30,555 the podcast, we would love it if you would take a moment and give 32 00:01:30,555 --> 00:01:33,615 us a five star rating and review on your podcast app. 33 00:01:33,660 --> 00:01:37,740 So here we are in early October, and if you haven't been out sick 34 00:01:37,740 --> 00:01:40,200 yet this year, you probably will be soon. 35 00:01:40,200 --> 00:01:42,900 Heidi: And even if you haven't had to call in the substitute 36 00:01:42,900 --> 00:01:46,440 for a training or a meeting so far, there's likely one on your 37 00:01:46,440 --> 00:01:47,820 calendar in the near future. 38 00:01:48,660 --> 00:01:51,360 Emily: Being away from school, it's a huge stress from start to 39 00:01:51,360 --> 00:01:54,240 finish, because first there's the scramble to get sub plans 40 00:01:54,240 --> 00:01:57,105 ready when you're already feeling awful or rushing to 41 00:01:57,105 --> 00:01:59,565 prepare for a last minute meeting. Then there's the worry 42 00:01:59,565 --> 00:02:01,845 about how things are going while you're away, and finally, 43 00:02:01,845 --> 00:02:04,365 there's walking back into your classroom wondering what you're 44 00:02:04,365 --> 00:02:05,085 going to find. 45 00:02:05,780 --> 00:02:08,960 Heidi: Whether you have been out for half a day or for two weeks, 46 00:02:09,260 --> 00:02:12,920 coming back is always a heavy moment. Standing outside your 47 00:02:12,920 --> 00:02:16,820 door, it's like Schrodinger's classroom. In that moment, 48 00:02:16,880 --> 00:02:20,360 there's still a chance that everything went great. The sub 49 00:02:20,360 --> 00:02:23,840 taught all your material, the children were golden angels, and 50 00:02:23,840 --> 00:02:26,900 inside you will find everything neat and tidy and waiting for 51 00:02:26,900 --> 00:02:27,500 your return. 52 00:02:28,220 --> 00:02:31,205 Emily: But there's also the chance that it did not go great. 53 00:02:31,205 --> 00:02:33,665 The sub taught nothing. The children were out of control, 54 00:02:33,665 --> 00:02:36,785 and your classroom now qualifies for FEMA emergency response 55 00:02:36,785 --> 00:02:41,285 funds. But until you unlock that door, you don't know how it all 56 00:02:41,285 --> 00:02:41,825 played out. 57 00:02:42,845 --> 00:02:45,725 Heidi: No, I can't look. We should just hang out in the 58 00:02:45,725 --> 00:02:46,565 hallway for a while. 59 00:02:47,825 --> 00:02:50,165 Emily: Sorry, we're gonna have to go in there and see what 60 00:02:50,165 --> 00:02:50,585 happened. 61 00:02:52,505 --> 00:02:56,090 Heidi: Oh, this is such a cruel way to start the day. I remember 62 00:02:56,090 --> 00:02:59,450 coming back from a training once to find a three page handwritten 63 00:02:59,450 --> 00:03:03,770 note, chronicling everything that had gone wrong. This was 64 00:03:03,770 --> 00:03:06,950 from a retired teacher who had subbed over 100 days that year, 65 00:03:06,950 --> 00:03:09,830 and she said my class was the hardest she had ever 66 00:03:09,830 --> 00:03:10,790 encountered. 67 00:03:11,030 --> 00:03:14,810 Emily: Wow, that is just not the award you're looking to win as a 68 00:03:14,810 --> 00:03:15,410 teacher. 69 00:03:15,515 --> 00:03:18,815 Heidi: No, no, definitely not. And I saved that note for 70 00:03:18,815 --> 00:03:22,595 posterity. I mean, on the one hand, it was validating, because 71 00:03:22,595 --> 00:03:26,495 those kids were tough, and I did warn her up front that they were 72 00:03:26,495 --> 00:03:29,735 kind of like a pack of puppies, so she had a little heads up. 73 00:03:29,915 --> 00:03:32,915 But on the other hand, what do you do with that? How do you 74 00:03:32,915 --> 00:03:34,535 even begin to get back on track? 75 00:03:34,715 --> 00:03:37,955 Emily: Oh, so rough. One time, I came back to find that the sub 76 00:03:38,000 --> 00:03:40,820 hadn't used any of the plans I'd prepared, but had gone through 77 00:03:40,820 --> 00:03:43,220 all of my cupboards and gotten out random supplies for the 78 00:03:43,220 --> 00:03:46,820 kids. They played with math games that I was saving for 79 00:03:46,820 --> 00:03:51,440 later in the year. He,, no surprise, it was a he dug out my 80 00:03:51,440 --> 00:03:55,100 treasure box and gave everyone a prize. He helped himself to the 81 00:03:55,100 --> 00:03:58,280 candy that was in that week's estimation jar. And my room was 82 00:03:58,280 --> 00:04:00,080 a complete disaster. 83 00:04:00,580 --> 00:04:03,120 Heidi: Oh, that's so frustrating, because there's 84 00:04:03,120 --> 00:04:06,240 nothing you can do after you have put all of that time and 85 00:04:06,240 --> 00:04:09,660 energy into writing well thought out plans and preparing all 86 00:04:09,660 --> 00:04:12,420 those materials, only to have it just all be ignored. 87 00:04:13,379 --> 00:04:16,499 Emily: And of course, we have also had amazing subs over the 88 00:04:16,499 --> 00:04:19,079 years, the ones that the kids can't wait to tell you about, 89 00:04:19,079 --> 00:04:21,199 and who left everything better than they found it. 90 00:04:21,440 --> 00:04:24,800 Heidi: Yes, that's so true. Some subs are just magic. It's like 91 00:04:24,860 --> 00:04:28,700 having Mary Poppins fill in for the day. But whether you return 92 00:04:28,700 --> 00:04:31,700 to find that everything is practically perfect or a perfect 93 00:04:31,700 --> 00:04:34,580 nightmare, there is still that moment when you walk back in and 94 00:04:34,580 --> 00:04:38,660 think, Okay, how do I get my classroom feeling like my 95 00:04:38,660 --> 00:04:39,680 classroom again? 96 00:04:40,160 --> 00:04:42,400 Emily: And that's exactly what we're talking about today, how 97 00:04:42,400 --> 00:04:45,220 to smoothly get everyone back on track, whether you're dealing 98 00:04:45,220 --> 00:04:48,160 with the aftermath of chaos or just the general disruption that 99 00:04:48,160 --> 00:04:50,440 comes with having someone else in your space. 100 00:04:51,140 --> 00:04:53,660 Heidi: If you remember our favorite analogy of student 101 00:04:53,660 --> 00:04:57,140 engagement, our goal is to keep the forces of structure and 102 00:04:57,140 --> 00:05:00,320 novelty in balance. If you have too much structure, the kids are 103 00:05:00,320 --> 00:05:03,440 bored and causing problems. If have too much novelty, the kids 104 00:05:03,440 --> 00:05:06,560 are overwhelmed and causing problems. Having a sub is a 105 00:05:06,620 --> 00:05:10,880 guarantee of increased novelty. Even now that you're back, they 106 00:05:10,880 --> 00:05:12,980 are still coming down from that high energy. 107 00:05:12,000 --> 00:05:16,020 Emily: That's why they need you to step in to help them 108 00:05:16,020 --> 00:05:19,080 regulate. And we do that by leaning into structure. It gives 109 00:05:19,080 --> 00:05:22,680 your students space to shift their energy from unregulated 110 00:05:22,680 --> 00:05:25,620 excitement to focused engagement. So today we've got 111 00:05:25,620 --> 00:05:27,420 six strategies to help you do just that. 112 00:05:27,420 --> 00:05:30,480 Heidi: And the good news is that most of these strategies really 113 00:05:30,480 --> 00:05:33,360 don't require a lot of extra work. It's more about a 114 00:05:33,360 --> 00:05:36,225 framework for how to be intentional with the time and 115 00:05:36,225 --> 00:05:38,205 the energy that you would already be spending. 116 00:05:38,625 --> 00:05:41,205 Emily: Right. Because there's a very real chance you might still 117 00:05:41,205 --> 00:05:43,965 be recovering from whatever kept you out in the first place. The 118 00:05:43,965 --> 00:05:46,545 last thing you need is a complicated plan that requires 119 00:05:46,545 --> 00:05:49,785 you to overhaul your whole system while you're recovering 120 00:05:49,785 --> 00:05:53,505 from a stomach bug. So let's dive into our six simple 121 00:05:53,505 --> 00:05:56,205 strategies for resetting your classroom after you've been out. 122 00:05:57,105 --> 00:06:00,090 Heidi: The first thing, and this is vital, because it makes 123 00:06:00,150 --> 00:06:03,750 everything else easier, it's to get to school early if you 124 00:06:03,750 --> 00:06:07,650 possibly can. And I know, I hate the mornings, and I know that 125 00:06:07,650 --> 00:06:09,870 this is the last thing you want to do, especially if you're 126 00:06:09,870 --> 00:06:13,650 still not feeling great. But even just 15 or 20 minutes can 127 00:06:13,650 --> 00:06:16,050 make such a difference in how the day unfolds. 128 00:06:16,410 --> 00:06:19,110 Emily: And it is so unfair that you have to jump right back into 129 00:06:19,110 --> 00:06:21,750 the thick of things the second you walk in the door. But that 130 00:06:21,750 --> 00:06:24,735 is teacher life, unfortunately. So let's do what we can to make 131 00:06:24,735 --> 00:06:27,255 this a smooth transition, and you can start that by taking a 132 00:06:27,255 --> 00:06:28,935 second to pause. 133 00:06:29,535 --> 00:06:32,835 Heidi: That pause is important. As you walk into your classroom 134 00:06:32,835 --> 00:06:36,195 the first morning back, take a moment to look around before you 135 00:06:36,195 --> 00:06:39,315 do anything else. Sometimes the state of your classroom tells 136 00:06:39,315 --> 00:06:43,215 you more than any note ever could. Are the desks where you 137 00:06:43,215 --> 00:06:46,620 left them? Is your board still organized the way you like? Are 138 00:06:46,620 --> 00:06:49,620 there mysterious art projects hanging out that you definitely 139 00:06:49,620 --> 00:06:50,580 did not assign? 140 00:06:51,060 --> 00:06:53,640 Emily: Like when I found the treasure box I had left in the 141 00:06:53,640 --> 00:06:57,000 back of the closet lying open on the counter, the visual scan 142 00:06:57,000 --> 00:06:59,340 told me way more than any note could have. 143 00:07:00,480 --> 00:07:02,400 Heidi: He probably didn't leave much of a note anyway, it 144 00:07:02,400 --> 00:07:03,720 doesn't seem like that type of sub. 145 00:07:03,720 --> 00:07:04,020 Emily: Yeah, no. 146 00:07:06,000 --> 00:07:08,985 Heidi: Arriving early also gives you a few minutes to check in 147 00:07:08,985 --> 00:07:12,285 with the teacher next door. They probably heard everything, and 148 00:07:12,285 --> 00:07:14,745 they are just waiting to fill you in on what really happened. 149 00:07:15,405 --> 00:07:17,925 Emily: Oh, gosh, you know they've got tons to tell you. 150 00:07:18,345 --> 00:07:21,705 And once you get that debrief, you can go over the sub note, if 151 00:07:21,705 --> 00:07:25,005 they haven't emailed you already, tidy any mess, and get 152 00:07:25,005 --> 00:07:26,385 your materials ready for the day. 153 00:07:27,020 --> 00:07:29,240 Heidi: The goal is to get all of the prep work out of the way 154 00:07:29,240 --> 00:07:32,120 before the kids arrive. That way, you're free to be present 155 00:07:32,120 --> 00:07:34,760 with them, instead of scrambling around trying to figure out 156 00:07:34,760 --> 00:07:35,540 where everything is. 157 00:07:35,000 --> 00:07:38,000 Emily: Once you've done the prep work for the day, take a couple 158 00:07:38,000 --> 00:07:40,820 minutes to create an atmosphere that says we're back to normal. 159 00:07:41,180 --> 00:07:44,420 And that is our second strategy for recovering your class after 160 00:07:44,420 --> 00:07:46,760 a sub, and that is to set a welcome tone. 161 00:07:46,760 --> 00:07:50,360 Heidi: I always tried to have something that felt like home, 162 00:07:50,420 --> 00:07:53,480 maybe familiar music playing, or a welcome back message on the 163 00:07:53,480 --> 00:07:57,020 board, just a signal that your classroom is your classroom 164 00:07:57,020 --> 00:07:57,320 again. 165 00:07:58,100 --> 00:08:01,265 Emily: Plus a calm atmosphere helps you feel ready too. Kids 166 00:08:01,265 --> 00:08:03,665 pick up on your energy immediately, and if you're 167 00:08:03,665 --> 00:08:06,605 frazzled and still figuring things out, they will notice, 168 00:08:06,605 --> 00:08:09,245 and they will be frazzled too. But if you have time to say, 169 00:08:09,245 --> 00:08:12,725 Hey, I'm glad to see you, I missed you, it sets a completely 170 00:08:12,725 --> 00:08:13,325 different tone. 171 00:08:14,165 --> 00:08:16,565 Heidi: It's that presence that makes all the difference, and 172 00:08:16,625 --> 00:08:19,565 this is why it's so important to get there early, so that you're 173 00:08:19,565 --> 00:08:22,550 not stuck making copies as the kids arrive. When you can 174 00:08:22,670 --> 00:08:25,430 actually be there, physically and emotionally, it helps the 175 00:08:25,430 --> 00:08:26,630 kids get back on track. 176 00:08:27,110 --> 00:08:29,810 Emily: Think of it like bumpers on a bowling lane. Your calm, 177 00:08:29,810 --> 00:08:32,990 grounding presence on that first morning back is a gentle nudge 178 00:08:32,990 --> 00:08:35,930 to keep the energy of the day rolling in the right direction. 179 00:08:36,230 --> 00:08:38,750 Without it, you might end up with a gutter ball. 180 00:08:39,230 --> 00:08:42,650 Heidi: Which in a classroom means you'll have hyper kids. If 181 00:08:42,650 --> 00:08:45,050 you are not in the room as they arrive, they're going to be 182 00:08:45,050 --> 00:08:47,375 amped up wondering if you're going to be there, and if not, 183 00:08:47,375 --> 00:08:51,215 who is. That means you will have to spend a bunch of energy to 184 00:08:51,215 --> 00:08:53,195 keep that bowling ball rolling down the lane. 185 00:08:53,855 --> 00:08:56,315 Emily: I wonder how far we can stretch this bowling metaphor. 186 00:08:57,635 --> 00:08:59,375 Heidi: What, you don't think that was a strike? 187 00:08:59,375 --> 00:09:02,615 Emily: It's really more of a homerun, but let's not mix 188 00:09:02,615 --> 00:09:03,335 metaphors. 189 00:09:05,555 --> 00:09:09,380 Heidi: Well anyway, that sets us up for our third strategy for 190 00:09:09,380 --> 00:09:12,860 recovering after a sub. Once you've taken a breath and the 191 00:09:12,860 --> 00:09:15,920 classroom is ready for a fresh start, the next priority is 192 00:09:15,920 --> 00:09:16,880 reconnection. 193 00:09:17,360 --> 00:09:19,400 Emily: This step is so important. Don't just launch 194 00:09:19,460 --> 00:09:22,280 into math like nothing happened. When kids have had a day, or 195 00:09:22,280 --> 00:09:25,100 even just half a day with a substitute, it's like the 196 00:09:25,100 --> 00:09:27,800 emotional tether between you and the class has stretched a 197 00:09:27,800 --> 00:09:30,062 little. Before you dive into math facts or reading groups, 198 00:09:30,062 --> 00:09:32,645 just take a few minutes to relax some of that tension. 199 00:09:32,645 --> 00:09:35,285 Heidi: This really doesn't have to be a big production. If you 200 00:09:35,285 --> 00:09:37,745 do morning meeting, this is the perfect time to just add in a 201 00:09:37,745 --> 00:09:40,745 moment of connection. If you don't do morning meeting, just 202 00:09:40,745 --> 00:09:42,605 gather everyone together for a few minutes. 203 00:09:42,605 --> 00:09:45,725 Emily: A nice place to start is with gratitude. Thank everyone 204 00:09:45,725 --> 00:09:48,425 for welcoming the guest teacher and doing their best. It sets a 205 00:09:48,425 --> 00:09:49,865 positive tone right from the start. 206 00:09:49,300 --> 00:09:52,960 Heidi: And then you could do a quick temperature check. Have 207 00:09:52,960 --> 00:09:56,140 everyone share one word for how they're feeling today, or keep 208 00:09:56,140 --> 00:09:59,500 it even quicker with a signal. Ask everyone to show a thumbs up 209 00:09:59,500 --> 00:10:02,320 or a thumbs down or a thumbs sideways, just to see where 210 00:10:02,320 --> 00:10:03,640 everyone's at emotionally. 211 00:10:04,120 --> 00:10:06,280 Emily: You may even want to include a little we're back 212 00:10:06,280 --> 00:10:09,760 together moment. So maybe your class cheer or a favorite song 213 00:10:09,760 --> 00:10:11,980 that feels distinctly like your classroom. 214 00:10:12,565 --> 00:10:15,565 Heidi: This is also a great time for something playful, a silly 215 00:10:15,565 --> 00:10:18,685 movement song, a two minute dance break, or a read aloud of 216 00:10:18,685 --> 00:10:21,925 a funny picture book. This really can be quick, but the 217 00:10:21,925 --> 00:10:25,105 point is to send the message, I see you, we're back together, 218 00:10:25,105 --> 00:10:28,345 and we are a team again. Those few minutes do more for the 219 00:10:28,345 --> 00:10:31,225 day's learning than any frantic rush to get straight to the 220 00:10:31,225 --> 00:10:31,945 lesson plan could. 221 00:10:32,785 --> 00:10:35,125 Emily: And bonus, while you're reconnecting, you can casually 222 00:10:35,125 --> 00:10:38,110 take the emotional temperature of the class. You'll notice 223 00:10:38,110 --> 00:10:40,990 who's still a little keyed up from yesterday, who needs a 224 00:10:40,990 --> 00:10:44,050 private check in later and who's ready to roll. It's a small 225 00:10:44,050 --> 00:10:47,110 investment of time that pays off with a smoother, calmer reset 226 00:10:47,110 --> 00:10:47,830 for everyone. 227 00:10:48,610 --> 00:10:51,190 Heidi: You might want to close out this reconnection time with 228 00:10:51,190 --> 00:10:54,730 our fourth strategy, which is to ask students to share their 229 00:10:54,730 --> 00:10:56,950 perspective of how things went with the sub. 230 00:10:57,430 --> 00:11:00,055 Emily: Oh, yeah, they have insights you won't get anywhere 231 00:11:00,055 --> 00:11:00,535 else. 232 00:11:01,315 --> 00:11:03,535 Heidi: And we don't want this time to feel like a punishment 233 00:11:03,535 --> 00:11:07,495 or a lecture, so try framing it as a chance to notice what went 234 00:11:07,495 --> 00:11:09,835 well and what could be smoother next time. 235 00:11:09,835 --> 00:11:12,595 Emily: And you can totally keep this simple and short. Maybe 236 00:11:12,595 --> 00:11:15,055 during morning meeting, you ask a few open ended questions, 237 00:11:15,055 --> 00:11:17,935 like, what was something you enjoyed about yesterday? What 238 00:11:17,935 --> 00:11:20,755 helped the day go smoothly? What's one thing we could all do 239 00:11:20,755 --> 00:11:23,320 better when we have a guest teacher next time? 240 00:11:23,860 --> 00:11:26,560 Heidi: If you prefer a quieter start, try a quick written 241 00:11:26,560 --> 00:11:29,860 reflection. Give students a sticky note or a half sheet with 242 00:11:29,860 --> 00:11:32,740 prompts like two stars and a wish, which is two things that 243 00:11:32,740 --> 00:11:35,380 went well and one thing that could be better next time. Or, 244 00:11:35,860 --> 00:11:38,260 what would you want to tell our next guest teacher about our 245 00:11:38,260 --> 00:11:41,200 class? That gets them thinking about your classroom culture 246 00:11:41,200 --> 00:11:42,760 from an outsider perspective. 247 00:11:43,180 --> 00:11:45,325 Emily: Sometimes kids surprise you with what they notice. They 248 00:11:45,325 --> 00:11:47,425 might point out things that worked really well that you 249 00:11:47,425 --> 00:11:48,265 hadn't thought of. 250 00:11:48,685 --> 00:11:51,505 Heidi: Plus, it gives them a voice in the process, instead of 251 00:11:51,505 --> 00:11:53,365 just having things done to them. 252 00:11:54,265 --> 00:11:56,545 Emily: Okay, so you've arrived early, you set a peaceful, 253 00:11:56,545 --> 00:11:59,965 welcoming tone, you set aside time for reconnection, and 254 00:11:59,965 --> 00:12:03,625 invited students to reflect on how things went. Now it's time 255 00:12:03,625 --> 00:12:06,445 for our fifth strategy, and this is the moment you've been 256 00:12:06,445 --> 00:12:08,605 waiting for, getting back to your regularly scheduled 257 00:12:08,605 --> 00:12:09,385 programming. 258 00:12:09,790 --> 00:12:13,690 Heidi: Yes, remember how we want to lean into structure to reset 259 00:12:13,690 --> 00:12:17,770 the class? After reconnecting, the fastest way to help everyone 260 00:12:17,770 --> 00:12:20,950 feel secure again is to just get back to your normal routine. 261 00:12:21,430 --> 00:12:23,470 Emily: Kids thrive on predictability, and having a 262 00:12:23,470 --> 00:12:26,350 guest teacher no matter how wonderful they are, disrupts 263 00:12:26,350 --> 00:12:29,110 that, so the sooner you can return to your regular schedule, 264 00:12:29,110 --> 00:12:31,915 the better. Obviously, we want to schedule time to reconnect 265 00:12:31,915 --> 00:12:35,215 and reflect. But besides that necessary detour, do what you 266 00:12:35,215 --> 00:12:37,555 can to follow as normal a routine as possible. 267 00:12:38,080 --> 00:12:40,960 Heidi: If you find that things still feel a little shaky as you 268 00:12:40,960 --> 00:12:44,140 go through your regular routines, you can lightly touch 269 00:12:44,140 --> 00:12:47,260 on expectations. Hey, let's remember how we stand in line 270 00:12:47,260 --> 00:12:50,140 without talking, or, who can show me our hand signal for the 271 00:12:50,140 --> 00:12:50,560 bathroom. 272 00:12:51,100 --> 00:12:53,560 Emily: And we really do want this to feel light, because 273 00:12:53,620 --> 00:12:56,080 you're not re teaching everything or lecturing. You're 274 00:12:56,080 --> 00:13:00,205 just gently reinforcing how your classroom works, reminding them 275 00:13:00,205 --> 00:13:02,845 that you have boundaries and you're going to keep them. 276 00:13:03,925 --> 00:13:07,345 Heidi: Yeah, that's the real key. If there are bigger issues, 277 00:13:07,405 --> 00:13:10,285 like if the sub noted problems with noise or transitions, 278 00:13:10,645 --> 00:13:14,305 invite the class to help problem solve. I heard transitions were 279 00:13:14,305 --> 00:13:16,825 tricky yesterday. What ideas do you have for making those 280 00:13:16,825 --> 00:13:18,325 smoother when we have a guest teacher? 281 00:13:18,985 --> 00:13:21,565 Emily: Of course, if things went really, really poorly with the 282 00:13:21,565 --> 00:13:24,790 sub, you may want to spend some time today clearly re-teaching 283 00:13:24,790 --> 00:13:28,090 your expectations, but you can save that for any worst case 284 00:13:28,090 --> 00:13:30,550 scenario situations. You don't have to do it every time. 285 00:13:30,780 --> 00:13:33,540 Heidi: Yeah, hopefully you never need to use it. But you know 286 00:13:33,540 --> 00:13:36,780 that you've got that tool handy if you need it. Those Tell Try 287 00:13:36,780 --> 00:13:39,240 Tally Talk slides you set up for the start of the school year 288 00:13:39,480 --> 00:13:42,600 work just as well in October as they did in September. So get 289 00:13:42,600 --> 00:13:46,260 those out if they're needed, and you can go back to Episode 75 if 290 00:13:46,260 --> 00:13:49,080 you need a refresher on the tell, try, tally, talk method. 291 00:13:49,800 --> 00:13:52,080 Emily: Addressing things that didn't go well while you're out 292 00:13:52,080 --> 00:13:54,525 can be tricky, but it's important, and that's our sixth 293 00:13:54,525 --> 00:13:57,285 strategy for resetting your class. Thoughtfully handle 294 00:13:57,285 --> 00:13:58,305 behavior issues. 295 00:13:58,845 --> 00:14:01,845 Heidi: Yeah, this can feel so tricky, but remember, you don't 296 00:14:01,845 --> 00:14:04,725 have to launch into detective mode the minute the bell rings. 297 00:14:05,025 --> 00:14:08,145 Start by calmly reviewing any notes the sub left or any 298 00:14:08,145 --> 00:14:11,265 feedback you received. If there were issues, give yourself a 299 00:14:11,265 --> 00:14:14,025 moment to separate the facts from any strong emotions. 300 00:14:14,625 --> 00:14:17,190 Emily: If you offered a reward for good behavior during your 301 00:14:17,190 --> 00:14:20,490 absence, follow through. If they earned it, celebrate. If not, 302 00:14:20,490 --> 00:14:23,010 talk about why and what they can do differently next time. 303 00:14:23,850 --> 00:14:25,890 Heidi: And during that discussion, it's important to 304 00:14:25,890 --> 00:14:29,850 keep the tone very matter of fact. Start with a reminder that 305 00:14:29,850 --> 00:14:32,910 expectations are the same no matter who is teaching. You 306 00:14:32,910 --> 00:14:35,670 aren't angry, you're just clarifying, 307 00:14:36,270 --> 00:14:38,370 Emily: Yeah, so you might say something like, I heard that 308 00:14:38,370 --> 00:14:40,275 yesterday, there were some challenges with following 309 00:14:40,275 --> 00:14:43,215 directions during science. Let's talk about how we can handle 310 00:14:43,215 --> 00:14:46,575 that better next time. Framing it as a shared problem to solve 311 00:14:46,575 --> 00:14:49,695 rather than a list of punishments, helps students stay 312 00:14:49,695 --> 00:14:51,315 engaged instead of defensive. 313 00:14:51,795 --> 00:14:54,495 Heidi: And depending on what happened, you could add this 314 00:14:54,495 --> 00:14:58,455 discussion to your reconnection time. Ask, what worked well when 315 00:14:58,455 --> 00:15:02,235 the guest teacher was here? Where did we slip? Let students 316 00:15:02,235 --> 00:15:05,400 suggest solutions or ways to make the next sub day smoother. 317 00:15:06,000 --> 00:15:09,240 Emily: The key is reframing it as a learning opportunity. Every 318 00:15:09,240 --> 00:15:11,820 time we have a sub, we get a little better at it. That 319 00:15:11,820 --> 00:15:15,060 mindset helps students own their role in creating a respectful, 320 00:15:15,060 --> 00:15:18,720 welcoming classroom for any sub, and it plants the seeds for an 321 00:15:18,720 --> 00:15:20,820 even smoother experience the next time you're out. 322 00:15:21,480 --> 00:15:24,300 Heidi: The goal here isn't to shame anyone, it's to rebuild 323 00:15:24,300 --> 00:15:28,125 trust and clarify expectations. End the conversation by 324 00:15:28,125 --> 00:15:31,665 restating the positive. I know we can handle it even better 325 00:15:31,665 --> 00:15:35,565 next time, and here is how we'll do it. Wrapping up with a 326 00:15:35,565 --> 00:15:38,805 forward looking focus lets everyone reset and move on 327 00:15:38,805 --> 00:15:40,005 without lingering tension. 328 00:15:40,545 --> 00:15:42,765 Emily: When kids help create the solutions, they're way more 329 00:15:42,765 --> 00:15:45,885 likely to follow through. Plus, it shifts from you were bad to 330 00:15:45,885 --> 00:15:47,565 how can we be successful. 331 00:15:48,225 --> 00:15:50,190 Heidi: Now there will probably be some occasions when there 332 00:15:50,190 --> 00:15:53,010 have been specific incidents that you need to address. So 333 00:15:53,070 --> 00:15:55,710 handle those privately, so that the conversation can stay 334 00:15:55,710 --> 00:15:59,010 respectful and constructive. Playing out the drama in front 335 00:15:59,010 --> 00:16:00,810 of the whole group just never ends well. 336 00:16:01,350 --> 00:16:03,630 Emily: Yeah, and if things were really rough when you were gone, 337 00:16:03,630 --> 00:16:06,270 remind students that you can always take the Fresh Start 338 00:16:06,270 --> 00:16:09,270 approach. Today we get to show what we're really about. 339 00:16:09,840 --> 00:16:13,380 Heidi: So to recap, when you're coming back after having a guest 340 00:16:13,380 --> 00:16:16,440 teacher, get to school early, if possible, so that you can feel 341 00:16:16,440 --> 00:16:18,360 prepared and ready for the day to start. 342 00:16:18,840 --> 00:16:21,600 Emily: Then set the tone for a welcoming reentry by tidying 343 00:16:21,600 --> 00:16:24,060 your space and being present to greet your students. 344 00:16:24,060 --> 00:16:27,600 Heidi: Take time to reconnect before jumping into academics, 345 00:16:27,600 --> 00:16:29,940 and get your students perspective on how things went 346 00:16:29,940 --> 00:16:30,720 with the guest teacher. 347 00:16:30,720 --> 00:16:34,005 Emily: Get back to your regular routine as quickly as possible, 348 00:16:34,005 --> 00:16:36,045 and address any behavior issues thoughtfully. 349 00:16:37,005 --> 00:16:39,405 Heidi: The nice thing is that these strategies aren't just 350 00:16:39,405 --> 00:16:42,285 about fixing problems, they're about strengthening your 351 00:16:42,285 --> 00:16:45,465 classroom community and helping students become more successful 352 00:16:45,465 --> 00:16:48,465 when you're not there, so that hopefully the next time you come 353 00:16:48,465 --> 00:16:51,525 back after an absence, you do find that everything was 354 00:16:51,525 --> 00:16:53,265 practically perfect while you were away. 355 00:16:54,105 --> 00:16:57,030 Emily: The teacher's dream. We would love to hear about your 356 00:16:57,030 --> 00:17:00,270 substitute teacher stories, The Good, the Bad and the You won't 357 00:17:00,270 --> 00:17:03,690 believe what I found when I got back stories. Come join the 358 00:17:03,690 --> 00:17:05,850 conversation in our Teacher Approved Facebook group. 359 00:17:06,990 --> 00:17:09,870 Now for our Teacher Approved Tip of the Week, where we share an 360 00:17:09,870 --> 00:17:12,270 actionable tip to help you elevate what matters and 361 00:17:12,270 --> 00:17:15,270 simplify the rest. This week's tip is to use your first 362 00:17:15,270 --> 00:17:18,390 substitute experience of the year as a foundation for 363 00:17:18,390 --> 00:17:21,795 preparing students for future guest teachers. So tell us more 364 00:17:21,795 --> 00:17:22,395 about it, Heidi. 365 00:17:22,935 --> 00:17:26,175 Heidi: Okay, this is a tip that will pay off every single time 366 00:17:26,175 --> 00:17:30,195 you need a sub again. Use your most recent experience of having 367 00:17:30,195 --> 00:17:34,035 a sub to start preparing your students for the next one. Once 368 00:17:34,035 --> 00:17:37,215 you have reconnected and reflected, take a few minutes to 369 00:17:37,215 --> 00:17:39,975 talk about what worked well and what could be even better the 370 00:17:39,975 --> 00:17:43,020 next time that you're out. Keep it positive and collaborative, 371 00:17:43,020 --> 00:17:46,140 something like, you did a great job getting your work done 372 00:17:46,140 --> 00:17:49,440 yesterday. What else should we definitely remember to do 373 00:17:49,440 --> 00:17:52,800 whenever we have a guest teacher? And what could we tweak 374 00:17:52,800 --> 00:17:55,800 so that the next guest teacher feels even more welcome? Make 375 00:17:55,800 --> 00:17:58,260 sure to capture those ideas. Maybe it's a chart that you 376 00:17:58,260 --> 00:18:02,160 could post, or a digital doc you project. You can even have 377 00:18:02,160 --> 00:18:04,620 students write their responses that you gather to share with 378 00:18:04,620 --> 00:18:05,040 the class. 379 00:18:05,040 --> 00:18:07,905 Emily: Some classes even create a when we have a guest teacher 380 00:18:07,965 --> 00:18:11,025 agreement that they all sign, things like we will follow all 381 00:18:11,025 --> 00:18:14,265 classroom rules and we will be helpful and kind. Having it 382 00:18:14,265 --> 00:18:16,425 written down and signed makes it feel more important. 383 00:18:16,725 --> 00:18:19,185 Heidi: And once you've written down your expectations, here's 384 00:18:19,185 --> 00:18:23,925 the magic. Refer back to your list or your chart, often not 385 00:18:23,925 --> 00:18:27,045 just when you're planning to be absent. If you walk by another 386 00:18:27,045 --> 00:18:31,050 class that has a sub, pause and say, Hey, remember our sub plan? 387 00:18:31,530 --> 00:18:34,050 How should you come to the carpet when I'm not here? Yep, 388 00:18:34,290 --> 00:18:36,630 quickly and quietly without touching anybody else. 389 00:18:37,230 --> 00:18:39,990 Emily: Those quick reminders keep expectations fresh and they 390 00:18:39,990 --> 00:18:42,570 normalize the idea that a smooth sub day is just part of your 391 00:18:42,570 --> 00:18:45,090 classroom culture, and you have confidence in their ability to 392 00:18:45,090 --> 00:18:46,530 represent your classroom well. 393 00:18:47,310 --> 00:18:49,890 Heidi: Even if you are lucky enough never to get sick, you're 394 00:18:49,890 --> 00:18:53,055 still going to have a sub day or two during the year. By 395 00:18:53,055 --> 00:18:55,695 preparing students now, it makes the whole experience less 396 00:18:55,695 --> 00:18:59,655 stressful for everyone, including you. That way the next 397 00:18:59,655 --> 00:19:02,235 time you have to be out, whether it's a planned PD day or an 398 00:19:02,235 --> 00:19:05,535 unexpected sick day, your students already know exactly 399 00:19:05,535 --> 00:19:06,135 what to do. 400 00:19:05,940 --> 00:19:08,982 Emily: And that means your guest teacher walks into a class 401 00:19:06,960 --> 00:19:10,380 Heidi: To wrap up the show, we're sharing what we're giving 402 00:19:09,040 --> 00:19:12,785 that's calm, welcoming and self managing, and you come back to a 403 00:19:12,120 --> 00:19:23,280 extra credit to this week. Emily, what gets your extra 404 00:19:12,843 --> 00:19:16,529 room that doesn't feel like it's been through a tornado. Future 405 00:19:16,588 --> 00:19:20,040 you will thank present you for laying that ground work now. 406 00:19:23,280 --> 00:19:23,640 credit? 407 00:19:24,120 --> 00:19:28,980 Emily: I'm giving extra credit to my old lady habit of my 408 00:19:29,025 --> 00:19:32,085 favorite show, which is CBS Sunday Morning. 409 00:19:32,565 --> 00:19:34,305 Heidi: I love CBS Sunday Morning. 410 00:19:34,305 --> 00:19:37,365 Emily: I picked this up for my parents because this was always 411 00:19:37,365 --> 00:19:40,905 on on Sundays at our house, and so I just started watching it 412 00:19:40,905 --> 00:19:46,065 myself, and it is just my favorite little button to the 413 00:19:46,065 --> 00:19:48,585 start of ,the end of the week, start of the week, whichever you 414 00:19:48,585 --> 00:19:52,485 want to call Sundays. I like it because it is technically a news 415 00:19:52,485 --> 00:19:54,825 show, so you will get a little bit of news. But it's not like 416 00:19:54,825 --> 00:19:56,925 Meet the Press or something, where you're just going to get 417 00:19:56,925 --> 00:20:00,930 like a fire hose to the face of all the news. We're already all 418 00:20:00,930 --> 00:20:04,830 getting that. This is more gonna just hit the big stuff, and 419 00:20:04,830 --> 00:20:08,970 might have, like a story that dives into an aspect of the big 420 00:20:08,970 --> 00:20:12,810 stories, but otherwise it really is just a collection of 421 00:20:12,810 --> 00:20:14,130 interesting stories. 422 00:20:14,000 --> 00:20:18,680 Like, I love learning about like these interesting places in the 423 00:20:18,680 --> 00:20:21,320 world where they like do an interesting deep dive about 424 00:20:21,320 --> 00:20:24,740 some, or an occupation I've never heard of, or they have a 425 00:20:24,740 --> 00:20:27,680 lot of like, human interest stories where there's some guy 426 00:20:27,740 --> 00:20:30,800 that always does this, I can't remember his name now, Steve, 427 00:20:30,800 --> 00:20:33,560 maybe Steve something, where he's just, like, highlighting 428 00:20:33,560 --> 00:20:36,980 the story of, like, the cute kid who, like, made a stand to offer 429 00:20:37,025 --> 00:20:41,765 free hugs to people. And he goes and interviews the kid and oh, 430 00:20:41,765 --> 00:20:46,625 gosh, it's so feel good. It just is calming. And I feel like it 431 00:20:46,745 --> 00:20:51,245 helps me stay informed, but also I just, I love that it teaches 432 00:20:51,245 --> 00:20:53,765 me random things that I didn't know I didn't know. Like, I 433 00:20:53,765 --> 00:20:56,945 always like, I feel like a lot of the weird things I know about 434 00:20:56,945 --> 00:20:59,645 the world I learned from CBS Sunday Morning. 435 00:21:00,170 --> 00:21:05,090 Heidi: Like Dutch canal jumping or random roadside attractions, 436 00:21:05,090 --> 00:21:07,850 or an artist that you've never heard of, or an artist you know 437 00:21:07,850 --> 00:21:11,030 a ton about, but here's that whole new look at their past 438 00:21:11,030 --> 00:21:13,550 history that you haven't thought about before. It's just always 439 00:21:13,550 --> 00:21:14,270 eye opening. 440 00:21:14,330 --> 00:21:17,630 Emily: Yeah, sometimes it'll be like a deep dive into like some 441 00:21:17,630 --> 00:21:20,270 historical person that you just never knew this whole thing 442 00:21:20,270 --> 00:21:22,910 about their background, or they'll often do like a 443 00:21:22,910 --> 00:21:27,755 celebrity interview as well. But it's not, it's not like the 444 00:21:27,755 --> 00:21:30,995 typical celebrity interview. It's usually a much more 445 00:21:31,235 --> 00:21:33,575 interesting personal conversation, which I 446 00:21:33,575 --> 00:21:37,895 appreciate, too. So anyways, if you want a new old lady habit, 447 00:21:37,895 --> 00:21:40,535 start watching CBS Sunday Morning. 448 00:21:40,655 --> 00:21:42,995 Heidi: They should sponsor us. We love them so much. 449 00:21:42,995 --> 00:21:45,695 Emily: Seriously, my kids all know the little trumpet sounds. 450 00:21:45,695 --> 00:21:48,215 Heidi: That little blurb, until our trumpet sounds again or 451 00:21:48,215 --> 00:21:48,575 something. 452 00:21:48,575 --> 00:21:50,855 Yep. What are you giving extra credit to, Heidi? 453 00:21:53,060 --> 00:21:57,680 I'm giving extra credit to Joshua Radin's new album one day 454 00:21:57,680 --> 00:22:02,960 home, which is just perfect fall chill vibes, if you're in the 455 00:22:02,960 --> 00:22:07,100 mood for that. It's like peak Joshua Radin, if, if you were a 456 00:22:07,100 --> 00:22:12,200 fan back in like 2006, this is all those right points. But it 457 00:22:12,200 --> 00:22:15,605 also, there's a second version of the album that, instead of 458 00:22:15,605 --> 00:22:19,325 guitar, is piano and vocal. And I think I almost like that 459 00:22:19,325 --> 00:22:22,685 better. It's kind of reminding me of like, vintage Billy Joel 460 00:22:22,685 --> 00:22:26,885 stuff. Like, very, it's the exact same songs, just different 461 00:22:26,885 --> 00:22:29,885 arrangements, and either way, both a win. 462 00:22:30,125 --> 00:22:32,405 Emily: I'm excited to check that out, because Joshua Radin is 463 00:22:32,405 --> 00:22:35,645 quintessentially acoustic guitar. So, hearing it with 464 00:22:35,645 --> 00:22:36,785 piano, that sounds exciting. 465 00:22:36,785 --> 00:22:37,550 Heidi: Very different. 466 00:22:37,610 --> 00:22:40,190 Emily: I heard a Joshua Radin song on like a random commercial 467 00:22:40,190 --> 00:22:42,950 the other day, and I was like, whoa, this is weird. It always 468 00:22:42,950 --> 00:22:46,850 reminds me of how I think I was 22 when we went and saw that 469 00:22:46,850 --> 00:22:49,850 concert that he did. And I remember at the time thinking, I 470 00:22:49,850 --> 00:22:52,430 am too old for concerts. And I was 22. 471 00:22:52,430 --> 00:22:54,950 Heidi: We had to stand the whole time. We're like, no. 472 00:22:54,950 --> 00:22:58,730 Emily: We are not cut out for this life. As much as we love 473 00:22:58,730 --> 00:23:03,155 music, we are not cut out for standing in bars for concerts. 474 00:23:04,295 --> 00:23:06,395 Heidi: I know, I think at the time, we were complaining, like, 475 00:23:06,635 --> 00:23:13,535 by the time, like you had to get there an hour early. No wonder 476 00:23:13,535 --> 00:23:14,975 we like a CBS Sunday mornings. 477 00:23:14,975 --> 00:23:17,195 Emily: I know, I think we've always been middle aged, it 478 00:23:17,195 --> 00:23:17,915 turns out. 479 00:23:18,335 --> 00:23:20,315 Heidi: Or we're just not dumb. 480 00:23:20,720 --> 00:23:22,220 Emily: No, we know what we like. 481 00:23:22,220 --> 00:23:25,220 Heidi: Nobody wants to be standing around for four hours 482 00:23:25,220 --> 00:23:28,580 on a concrete floor. No, it's not fun. Does not make the music 483 00:23:28,580 --> 00:23:29,180 any better. 484 00:23:29,600 --> 00:23:32,360 Emily: Amen. But I will check out his new album, so I'm 485 00:23:32,360 --> 00:23:32,960 excited. 486 00:23:33,500 --> 00:23:35,480 Heidi: Much more enjoyable than standing around. 487 00:23:35,840 --> 00:23:36,380 Emily: Amen. 488 00:23:36,380 --> 00:23:40,940 Heidi: That is it for today's episode. Whether you're dealing 489 00:23:40,940 --> 00:23:43,985 with your first sub day of the year, or you're a seasoned pro 490 00:23:43,985 --> 00:23:46,625 at this, remember that every experience is a chance to 491 00:23:46,625 --> 00:23:48,245 strengthen your classroom community. 492 00:23:50,465 --> 00:23:54,305 We hope you enjoyed this episode of Teacher Approved. I'm Heidi. 493 00:23:54,425 --> 00:23:57,665 Emily: And I'm Emily. Thank you for listening. Be sure to follow 494 00:23:57,665 --> 00:24:00,185 or subscribe in your podcast app so that you never miss an 495 00:24:00,185 --> 00:24:00,605 episode. 496 00:24:01,085 --> 00:24:03,425 Heidi: You can connect with us and other teachers in the 497 00:24:03,425 --> 00:24:06,605 Teacher Approved Facebook group. We'll see you here next week. 498 00:24:06,785 --> 00:24:07,625 Bye for now. 499 00:24:07,625 --> 00:24:08,405 Emily: Bye.