What if we told you that the simple act of establishing routines could revolutionize learning in your classroom? This is indeed our focus this week, where we continue our enlightening conversation with Dr. Natalie Fallert. Dr. Fallert, who is back for a second week, will be digging deep into the crucial role of routines in crafting an effective learning environment.
We kick things off by dissecting the importance of having solid classroom routines. You won't want to miss Dr. Fallert's insights into their impact on both the emotional well-being of the student and their learning output. The workshop model, an instructional structure that maximizes the learning experience, will also be under the spotlight. We break down the science of attention spans and their fruitful intersection with the workshop model.
The journey doesn't end there. We'll look at how you can structure your classroom and design a weekly routine to provide stability and encourage learning. We'll also touch on the invaluable role of community in the classroom and how routines can be leveraged to build it. Finally, we'll wrap up by discussing the significance of setting ambitious goals and providing professional development opportunities for educators. Buckle up to learn, be inspired, and transform your classroom into a hub of engaged and happy learners!
What if we told you that the simple act of establishing routines could revolutionize learning in your classroom? This is indeed our focus this week, where we continue our enlightening conversation with Dr. Natalie Fallert. Dr. Fallert, who is back for a second week, will be digging deep into the crucial role of routines in crafting an effective learning environment.
We kick things off by dissecting the importance of having solid classroom routines. You won't want to miss Dr. Fallert's insights into their impact on both the emotional well-being of the student and their learning output. The workshop model, an instructional structure that maximizes the learning experience, will also be under the spotlight. We break down the science of attention spans and their fruitful intersection with the workshop model.
The journey doesn't end there. We'll look at how you can structure your classroom and design a weekly routine to provide stability and encourage learning. We'll also touch on the invaluable role of community in the classroom and how routines can be leveraged to build it. Finally, we'll wrap up by discussing the significance of setting ambitious goals and providing professional development opportunities for educators. Buckle up to learn, be inspired, and transform your classroom into a hub of engaged and happy learners!
All right, dr Kerry Hepburn here from Compass PD, we are going to have week two in a row of Dr Natalie Fallert. Let's start that all again. This is just not going so well right now. I'm so sorry.
Speaker 2:I have to edit.
Speaker 1:Every time I screw up it's another editing. At least this is going to be a long editing piece. I'm back. Dr Kerry Hepburn here from Compass PD. I'm excited to have Dr Natalie Fallert with us today. She's here for week two to talk with the teachers. I'm so excited to be back, I know, two weeks in a row. Last week you were here and you were talking about planning with teachers and helping teach put things on teachers radars that they need to consider when it comes to like curriculum mapping and planning for their instruction for semester or a quarter at minimum, and that was really helpful. We knew the importance of talking about hitting routines but putting all of that in one podcast just to make sure that we're doing a good job, and that's what we did.
Speaker 2:We did a lot of work on that podcast Just seemed like it was going to be too much. So when we were chatting it was like let's do two. I agree it can be overwhelming.
Speaker 1:And there are lots of spider webs that can come off of both of these topics. That's true. You can go down many different avenues, and we found ourselves doing that. As we were talking about planning, we felt really important and focused on a single topic. The beginning of the year is really about setting the foundation for success, and it's really important that you think about routines, because it's really hard, if you don't get these things set early in the year, to go back and try to change them once. Once, whatever you have becomes a habit for kids, and that's what we're doing. I think this is really important for us to talk about, because you need to think about this ahead of time so that you can start designing your instruction so it aligns with these kinds of things. As we think about. Here we are August 1st. Teachers are getting ready, really literally getting ready right now for the school year, preparing their classrooms, getting ready for the students, the changes, the new school year, and that means what are some things, natalie, that should be on their radar?
Speaker 2:I do want to touch on something that you just said, and that was that breaking those bad habits and that it's so much easier to start routines at the beginning of the year, and it is 100% percent. However, we know how podcasts work and you could not come across this podcast until December and it is never too late to start a new routine.
Speaker 2:If something isn't working or it's not working the way you want it to, then it's okay to make that change and to move in that direction. However, anyone who's ever been in teaching can tell you that it is easier to start at the beginning of the year. So if you are listening to this and you're at the beginning of the year, just start on day one with the routines that you want in place and then practicing those and giving kids opportunity to practice and teaching what those routines look like is extremely important, and anything that I'm about ready to say like yes, it makes it easier if you start it on day one. However, that's the only thing that changes, because if you start it on day 20 or day 80, it doesn't matter. You still have to go through all of the same steps in order to get those routines become more habits and daily work habits. So I know a lot of people like to know the why behind things. I'm sure there's like 10 books out there on why each have routines.
Speaker 2:When I think about routines, I like to go back to a few things. I love Hattie's research and looking at his effect size Some of the things that have really high effect size is self-reporting and expectations. Students having their own expectations has a 1.4 effect size. Think about classroom discussions and how those have a 0.82 effect size. Teacher clarity has a 0.75 and teacher-student relationships have a 0.72.
Speaker 2:All of these are on the upper end and everything when you talk about routines kind of ties into that. So if you ask yourself, like why do I need to set up routines, this is kind of some of the science that will feed into it, or the research I guess more that will fit into it. But there's also this instinctual player that I like to think about. I have it in my notes here. I'm going to kind of looking at this the idea of if you're a first-year teacher, you've been doing this for a ton of years and you like to do things a certain way. I want you to think about how change is hard. There are a ton of books out there.
Speaker 2:I remember specifically who Moved my Cheese. It's all about changing and adapting to changing. How hard it is to do that. We're not saying that change is bad, but it's hard. So when you think about your day-to-day activities in your classroom, a lot of times teachers will say I want to spice things up, I need to move things around because I can't keep their attention, and blah, blah, blah. Sometimes that's too much change in the course of 45 minutes or an hour or even a week, and that creates chaos in some respects and I think about growing up as a kid and I loved going to my grandma's Sheets House because there were predictable things.
Speaker 2:I don't ever remember not eating pancakes for breakfast. I don't ever remember not having either hamburgers or fried chicken for dinner. I always slept on the couch with these sheets. There were predictable things that always happened and I always felt safe, secure, comfortable. I don't know if I have a negative memory of ever being at her house. And so when we think about routines, that's the other layer that we have to provide for our kids is that stability and that safety that they know what's coming next every day, every minute of the day, and that will then allow their brains to open up and learn.
Speaker 2:Because I was kind of looking at this oh sorry, I was looking at this book. It's Best Practices in Tier 1 Instruction and it's geared for the secondary level, but it really talks about the brain and it talks about the stressors on the brain and the environment and one of the things they talk about is perceived danger or stressful situations and kids automatically not just kids your brain either go into flight or flee, like that's what happens, and that can come from like fear of failure, fear of confusion, something being too hard. So all of these things are already going on in the classroom, and so we have to step back and say what environmental stressors can I control within my classroom, or these four walls, so that I can create the best learning environment for my kids? And so, looking at class norms, procedures, schedules and routines, and then my fourth one that I would add would be like how do you build a community?
Speaker 1:I was thinking about the predictable things and the stability that you were talking about in that text and that aligns really nicely with the classroom instruction that works. And then the second edition. It talks about creating that safe space for learning. Everything that you do in the beginning of the work for your classroom is getting those structures, those routines, those predictable things in place so that students can get into the deep work of learning and feel safe doing that.
Speaker 1:Something that I think about that in elementary, as I think about this, is creating that again and again as teachers go through different contents. So you were chatting for just a little bit about doing this, you know, for an hour or a 42 minute period, depending, but in elementary you can do that same predictable routine and reading, writing, math, science, social studies, that same, creating that same structure. So even though the contents changed, the routine is the same and I think what would be beautiful would be to see that in an entire school. When we look at second area, especially from course to course to course, I think that could be really interesting work too.
Speaker 2:And I love that you mentioned that because at that elementary level, depending on how your school is set up, most schools are set up where an elementary teacher teaches all of the subject areas and they can set up those routines. But sometimes I think that just human nature is like oh, I'm going to change things for math, or I'm going to change things and it's like no math has changed. It changed for math, the reading, so keep the structure the same, so that they have something to hold on to. And something that a lot of times in secondary I think teachers forget about is that I do have control over what's happening in my classroom. But if I'm having kids use one LMS system in my classroom but then they go to another classroom and use a different LMS system, think about just the technology and the rules that are changing and those kids, like we work in a district that has nine periods a day, that is nine adult expectations that are probably not aligned across the things.
Speaker 2:So I'm not in this classroom. I have to turn it in In Google full classrooms, this one, I have to turn it in paper or whatever. So the more routines that we can have that when they walk in our class they go to every day it runs like clockwork, and so that is going to help them feel safe and not automatically create a fight or flight. I can't tell you how many teachers that I worked alongside that would be like how do you think kids just sit here in their desk and do their work and I'm like, because that's the expectation and I taught them to do it and those same kids will leave my classroom, go to somebody else's and be hanging from the rafters, and so it's not like. Sometimes it's not the kid, it's that fight or flight, as in fact, there's chaos that I don't know what to do, and so this is how I'm going to manifest that Prosperity.
Speaker 2:When I think about all of this and kind of the structure and setup of things, I would consider the fact that you have to ask yourself what is it that you want out of your kids? This also ties into that planning piece that we talked about before. Number one you have to build a community with your kids. If you're looking at your curriculum, is there a way that you can fold that curriculum into that building of the community? That's one thing to consider If you want them, think about your semester and what is it that you're wanting them to do every day? As an English teacher, I would want my kids reading and writing every day and discussing. These would be three things that I want from them every single day. How do I do that? That doesn't mean they have to write a full paragraph essay or a full essay or whatever, but how do I incorporate these pieces every single day, starting on day one?
Speaker 1:If.
Speaker 2:I want them to be mathematicians. If I want them to be scientists, how do I create structures and routines in my classroom so that they're still writing in math, they're still discussing in math, they're doing math problems every day in math, what is it that I want of my kids, what I want them to do and be, and how do I put that in there Then? What does that look like in the timeframe that I have with them? I also think about when I'm setting up those routines. I am a huge advocate of the workshop model, whether you are reading or writing a math or science class. If you don't understand the workshop model, think about if you have kids for 45 minutes, then think of it as a pie and you're going to teach for anywhere between 10 and 15 minutes and then you're just going to let them independently work for X amount of time.
Speaker 2:In the last five minutes you're going to review, share, recap, whatever. So out of that 45 minutes, you get 20 minutes and your kids get 25 minutes to work independently. Whatever that looks like, I would highly suggest that you try to work on this model, because your kids are doing the work. When I think about what that looks like, even in a math classroom, so being the model of 14-year-old boys who will bring home math and they're doing all this properties work, I don't know how to help you.
Speaker 2:As a high school English teacher, I can't tell you how many times kids come back or I hear other people say who did this work? Who wrote this essay? Well, if they're writing the essay in class in front of you, then they're writing it. You get to see them do it. If they're doing the math problems in front of you, you get to walk around and see the patterns and the mistakes that they're making and either then step back and reteach whole group because everybody's making the same mistake, or pull in small groups because these three kids are making the same mistake.
Speaker 2:But if they're doing the work at home, you can't do this. You can't see this. All you see is what they bring in. We get a lot of teachers who say they don't turn their work in. They don't do it. Maybe we don't know why they're not doing it at home, but if they're sitting in my class and I've got this 25 minutes set up to do this, how do I get them there? To me, that is a routine that you want to set up in your classroom. You then might ask the question of how do I get them to work for that 25 minutes?
Speaker 1:I think I was thinking about the new classroom instruction that works books, works, book and it talking about the latest research on the attention span A of adults and then of students, and their attention span is 10 minutes if we're lucky, mostly around the eight. When you talk about the workshop model, it's aligning with the science that's coming out that's telling us the amount of information that we can take in is a short period of time. Then application needs to happen right after that. This is aligning beautifully with the science that's coming out regarding the brain and how it learns. We are big fans of the workshop model because we see the impact that it makes and that it works.
Speaker 2:Maybe that's a whole other podcast of how do I do this? What does this look like? That's a whole other thing, but I'm getting back into that. Routines. This is what I would consider a predictable problem. In a sense, I know you're going to ask me this question, kari, so I'm just going to start with it. Then it's like if I wanted kids to do something, whatever that is, let's say that they're working for those 25 minutes.
Speaker 1:I would get them to do it because they might say they won't do it or they won't spend the time doing it, or they just stare and do nothing, whatever.
Speaker 2:Well, here are the predictable problems. Number one anything, anything you want any child to do, or adult, you have to teach them. You cannot assume that just because they've been in the classroom, or even in the classroom that does work, dot model, or even in the classroom that does the same stuff you've done, you cannot assume that they will know how to do it or do it the way you want them to.
Speaker 2:So you have to teach them. I'll give you some examples. I was in a fifth grade classroom and I know that kids in fifth grade know how to get up and walk across the room. I know they don't have to do this, so it was the first time that it was kind of after COVID, and we're finally going to get them to come to the carpet, to the meeting area. And I know fifth grade boys because I have.
Speaker 2:At the time I think my boys were like 12 years old, so I'm like, and they're twins. I looked at them and I was like, okay, we are going to come to the carpet, you are going to go from where you are to right here and you're going to. I tell them what they're going to bring, like you need a pen, your pencil, pick them up, hold them in your hand. And then I said now you're going to walk here, but don't move yet. I go, you're going to come here and they need you to look around the room and figure out what's the best, fastest way I can get there without without probably under a desk jumping over a desk, knocking something over or hurting someone along the way.
Speaker 2:I was like now, think about it. And then I'm at the point in the direction that they were going to go and then I said, okay, I'm going to count to three and then you're going to move. So they, I counted three and they moved and they came to the and it was seamless almost. And I was like, oh my gosh, that took you guys like 37 seconds to get here. And the teacher was like it's going to take them four minutes to get here, and it took them like 37 seconds to get there. And I go, I bet you guys keep doing 25. Let's try it again, go back, let's practice again.
Speaker 2:So we literally, after this, walking through the car it did it in like 19 seconds second time and then, from that day forward, the teacher. I left the room and the teacher had doing it. She was like it's amazing, they can make it to the carpet every day. And I was like, but if you didn't teach them? The first time they'd be like running and knocking stuff over, and it's hard to break that habit after the fact Like, so just assume that they don't. They don't know how to walk to the back.
Speaker 1:They don't know anything.
Speaker 2:And so I also think about right, like I had 10th graders and the very fun day one, I always made them submit something to you in Google Classroom and I would make them like, if you're a middle school, high school teacher and you have lots of kids and they're submitting stuff, it's, it's the most annoying thing. They have sent you an untitled document. So I had a system and it was like you always put a two, because that second hour, a space. Yes, I gave them a particular assignment name and then their last name so that when I it's sorted in my box, it's sorted to that, and then their last name and all that group of kids were to go. So I told them this is why I'm doing it this way, this is why it needs to look this way on my end, so I gave them the line.
Speaker 2:I would make them do it and every kid and I have it on the board so they can see when a kid submitted, they can see how it fell into my Google Drive. But I made them do this because I was like this is a routine that will help everybody.
Speaker 1:But I can't assume that you know how to do it.
Speaker 2:Even though you were a one to one school district and they had a promo since fifth grade, I was not going to assume that they knew how to do it, so I literally taught it and I had very few kids didn't turn in work or didn't turn it in the right way. Do not underestimate the fact that you have to teach them anything you want, like if you have a supply box and you're one kid's was going to make them practice going and getting it, bringing it back. It's crazy but it works.
Speaker 2:And it seems redundant, but it's not. You cannot assume that they know anything, and if you want them to do it a particular way, then teach them that way.
Speaker 1:That reminds me of some work that I had done last year in a freshman classroom, just teaching about turn and talk, and the teacher I remember was like oh, the kids know how to turn and talk and they they didn't. And where it was like February, I explicitly taught the students you stop. You look at each other, your partner in the eye, you nod your head up and down, you're not looking at your phone is put away. It's rude, you know, like we had talked through every single thing. You wait until they finished speaking and then you're able to acknowledge or ask further questions, just like teaching them how to have a conversation. That went back and forth. And I think, just I want to throw one little tip in there if you're teaching something like that, that you want to use an academic start with something that's kind of fun, that's not requiring academic work around it.
Speaker 2:Exactly and I love that you know. The turn and talk is another example, because if that's a routine that you want set up in your classroom, teach your kids. I think about like that very first week. How can you start folding in these routines that you're wanting kids to do like I want you to read, I want you to write, I want you to discuss. How do you fold those in?
Speaker 2:You can't teach them all in one day because they can't hold that many hearts at once. So it's like, right on Monday I'm going to give them the opportunity to read something, write a one sentence response on it and discuss. But just maybe that they just were practicing that to see, gauging where are my students. So then on day two say, hey, let me show you what reading looks like in this class, and then they can still practice the other two, but you give them some direct instruction on how you want that reading to look. So now you're giving them and when we think about what are they doing that 25 minutes. Well, you're showing them what reading looks like and then giving them time to practice, and then you're going to go and show them what writing was and you can't expect them to write five paragraphs in the first day. Just start out simple and say you only get my one sentence like you didn't make it.
Speaker 2:You can only write one sentence. That's all you can do, or you'll get yourself for 30 seconds and you know just starting those routines. But that's also going to build that community within your classroom so that they become reliant on each other and not just on you and it's not them. You know, if you want them to do self feedback and peer feedback, you're going to build that community through those routines as well. I do know that the you know that idea like giving them time to practice things daily is is super important. But also the teaching of the workshop model. Like, if you're going to do workshop model, explain to them, say this is what's going to happen. In the first 10 minutes, I'm going to teach a lesson. This is what I'm doing, this is what you're doing. Then, in these 25 minutes, it's going to be a work time. This is what you're doing, this is what I'm doing. And in these last five minutes, this is what I'm doing, this is what you're doing, and you have to decide what that looks like. Again, that could be a whole another workshop or a whole another podcast, but even just teaching, the structure of your classroom is going to be important. I were to give you any advice for starting out like before tool starts. Thinking about what does a class period look like for me, what do I want it to look like, and kind of mapping that out like by 45 minutes. Where do I want to spend my time? My professional and parenting advice to you is I would have all that that time your kids need to be doing most of the work. So that's just my little tidbit.
Speaker 2:Then looking back and saying what does a full week look like? Because I know a lot of the times will like I've been in classrooms that I highly recommend this, that everybody looks exactly the same. That's awesome for kids. That stability is awesome. There are some that are like this doesn't really work. I don't like this. So they decided that the first four days money through Thursday look this way and Friday is always a explore date, something that's fine as long as there is a stable like. We know that every Monday, tuesday, wednesday looks like this, thursday, friday looks like this, that. But be cautious of too much change because they're little brains. They just can't handle it. Like we can't handle it when our schedules change drastically.
Speaker 2:Then thinking about like how will I teach routines over the first one to two weeks. So these routines that I'm wanting to see run smoothly every day, how am I going to fold them in over the first one to two weeks? Is it going to be some fun activities or fun prompts, or is it going to am I going to try to align it Curricularily with my content? Then how can I integrate my like curriculum into these teachings? Like, how can I fold it in somewhere along line, because we don't want to miss, especially the higher up you get. You don't want to miss two full weeks of content. So how can I fold it in in there?
Speaker 2:Yeah, and how will I also scaffold or use like a gradual release to where, if you want them to be writing every day in your class, you might start with one sentence, a you know, or even just bulleted list day one, turn those bulleted, listen to the sentence they do. How will you get them to read more, write more, talk more? Because you cannot expect them to talk for 15 minutes and sustain a conversation with each other. So what does that scaffold?
Speaker 2:So many things to kind of just be that and down before school and then in the first few days use the routines to help build the communities that you get to know your kids and your students and they also get to know each other.
Speaker 1:Excellent Using routines for community building.
Speaker 2:I'd love to throw out just some ideas on that. You could just do totally off-topic things. What did you do this summer? Be cautious of your audience that if you're asking about vacations you might have kids that didn't travel outside of the state and kids who grew up. That's going to stifle the conversation very quickly. Really, think about that equity piece, especially when you're building that beginning of the year culture at the very beginning. But thinking about some.
Speaker 2:If you wanted to tie it curricularily, you might be a math teacher and choose strands and say on Monday I'm going to give you guys a couple different problems to work through on in this strand from review from years before and letting them work through those. Then each day, maybe by Friday, they've worked through three or four different concepts. You could say which ones were hardest for you, which ones did you like, which weren't easiest. Now you get to know them as math students and see where their struggles were in some of those many foundational pieces.
Speaker 2:I didn't even think about a science classroom. You might set up three different types of working stations one where they're doing math, adding whatever, solving a problem. One where they might be reading and digging into something. One where they might be looking at graphs and one where they're physically doing something and having them rotate through those and practicing some of those routines so that you get to know them as scientists. Be like, which ones did you like better, or why you can still have them write about it. They're reading, they're discussing, they're adding all these routines that you want, but you can do it just to get to know them as scientists. So there are lots of different that you can put this into your content area, but also keep it light.
Speaker 1:Mm-hmm, something as you've been chatting, I was thinking I want to throw in an elementary lens regarding those routines that we're teaching and something that is a little bit different and unique and elementary is that we have a lot of different supplies that are required for different content areas, and so students need to be able to gather those supplies. They need to know how to get the supplies and how to return the supplies so that you can keep your classroom in good working order. And so thinking about mapping out what your classroom is like ahead of time, like drawing just a little map where's your classroom library going to go? Where are you going to have your writing center that has all of the things for editing and revision work? Where are you going to have the supplies for math, because you need base 10 blocks, you need freeze strips, you need all of these different things for hands-on activities during math, and the same for science, and then I'm sure you're going to have some people still have textbooks, they have things like that. So you will have to explicitly teach those routines how to gather their supplies and then how to return their supplies, and that takes a lot of time. So know that you need to have that built in in some of your instruction as well, and know that all of these things that Natalie's talking about and that I'm talking about.
Speaker 1:There's like a time during the year where everyone just kind of loses their mind and they forget all the things that they have been doing for like a couple of months. Like it'll happen around the holidays or it'll happen after a break or right before a break, and you're like what is going on and you have to go back and reteach. Just a brief reminder it goes a lot faster. It doesn't mean that you failed or that they are failing, but know that it's going to happen. Just be ready for it. It's not about perfection. In the beginning, I have to be reminded to eat healthy and go get my workout in when I'm tired or stressed, and the same thing will happen with your students.
Speaker 2:And even when you mentioned that, in an elementary classroom, organizing your and mapping out your class, I think about science and art classrooms they are. They have so many procedures and so many supplies that this would be beneficial for them as well. I think, the higher up you get in English, math and social studies. It's a little bit different, but you know we still like our colored pencils and they get thrown across the room if you don't teach them how to put them in the library.
Speaker 2:So I and I also wanted to just kind of throw out some resources that I find helpful if you're wanting kids to like write in your classroom.
Speaker 2:But you're like I'm not a English, I don't teach English, I'm teach math. I love this book, the Writing Revolution. You don't have to read a cover to cover, but they do have like content, specific suggestions on how you can get kids writing about math or writing about, and they're very simple and it's something you can go through here and say I'm going to choose two math routines and that's it and that's where I'm going to teach all year long and that's how I'm going to get my kids to write about math, or they they haven't for science, they haven't for social studies, different ways that you can word questions or get kids like thought prompts or whatever for them to to write about a particular topic. So I highly recommend this. And then I really like these two books and it is academic conversations and it's the same book, the ones for elementary, ones for middle school, high school the darker ones for middle school, high school, this all-adventure
Speaker 2:one. I would use it in the middle school, high school, especially. If you've never done academic conversations, start here. Because, again, don't assume that they know how to do it. But one of the things in here that Carrie touched on earlier was they talk about turn and talk and theirs they do. And we did this with a group.
Speaker 2:I did this with a group of teachers and we modeled for them bad conversations. So I had a teacher volunteer to come up and sit and talk to me and our prompt was to like talk about this book. And we both just like got off topic and then and I didn't tell him to do this Like I I kind of let the conversation to go off topic and like we were leaning back in our chair and then we started gossiping and then we had the whole group say what did you notice about this conversation? And they were like, well, you were doing this, you were off topic, like they're telling us all these terrible things we're doing as as conversational. Then we switched and we said let's do this again.
Speaker 2:And we both went and got our books, because we're supposed to talk about our books. We both went and got our books and our materials and we started the conversation and we started talking about these books and we stayed on task and then we said, now what was the difference between these two? So we modeled what a good academic conversation was and then they took that back into their classrooms and modeled it with their students and they were like that was a game changer, because our kids, we were able to go back to that and say, remember that demonstration where you watched?
Speaker 1:and we talked about what was good, what are you doing good?
Speaker 2:And then they could become self-reflective, they could set goals because they were part of them. So it literally starts that basic and simple, but then it gets into much higher level academic conversations.
Speaker 2:So those are two texts that I think help with. How do I start integrating some of this? I'll throw one more out there, and it's the developing readers in the academic disciplines. You can turn to your section just science or just social studies, and it's more on that reading side, Like how do I teach kids how to read science books or how do I teach kids how to read social studies books? So that's something that you're a routine, that you're wanting them to be doing on a daily basis is reading, writing or discussing.
Speaker 2:Those are three great resources that you can pull one strategy and try it all year long. I just want you we didn't touch on how it connects but if you're building a community with your kids and they're comfortable with each other and talking, then they're gonna get to a point where they're able to give good, valid feedback and it's not gonna be harsh or it's gonna be welcoming, and so again, thinking about how do I build opportunities for my kids to be learners and growers together and give good feedback and accept that feedback as well. That's another routine that you could kind of hold on there, Perfect. And I also want to say I think our next plan to talk is like study goals and expectations, but you can test into all of this.
Speaker 1:It does, but so nicely. It's gonna be such a great scaffolding plan throughout the school year, so we're really excited about this learning. Thanks again, and everyone have a great day. We would love your help. We have set an ambitious goal of impacting the learning of one million students in the 2023-2024 school year. Share this podcast with a fellow educator and reach out to us so that we can talk with you about how we can best support you and your school district and meeting those ambitious goals and providing professional development that meets those learning needs. Have a great day.