Create Your Ideal Classroom Management Plan & Minimize Classroom Disruptions with Linda Kardamis from Teach 4 The Heart [episode 64]

Kelsey

You are listening to episode number 64 of wife, teacher, mommy the podcast, create your ideal classroom management plan and minimize classroom disruptions with Linda Cardenas from Teach for the heart. Are you feeling overwhelmed by classroom disruptions and not sure what to do about it? Today we’re taking questions from real teachers in our wife, teacher, mommy United Facebook group. Plus, we’re sharing how putting together a classroom management plan just might be the trick to putting an end to disruptive behaviors in the classroom once and for all. So keep listening

Kelsey

I’m so glad you’re here listening to wife teacher mommy, the podcast today. I’m your host Kelsey Sorenson, a former elementary teacher turned home school mom. Whether you are a teacher or a homeschool parent, my goal at wife teacher mommy is to provide you with both teaching ideas and mindset tools. To help you live your absolute best teacher. Be sure to hit subscribe on your favorite podcast app, so you don’t miss an episode. Now let’s go.

Kelsey

Hey, what’s up? I’m so excited to be here with you today. And I’m really excited because in today’s episodes, we took questions from our wife, teacher, mommy, unite Facebook groups, we’re taking questions from you out there. And we answered as many as we could about classroom management. So if you’re not in that group yet, be sure to join because while it’s too late for this episode, we love getting both where we collect tips from you in the Facebook group. So if you’re like, Oh, I’m so knowledgeable too. I want to share something on the podcast. There are opportunities for that. And then there are also opportunities to ask your questions, and get them answered. So I’m really excited for today’s episode. So today I am joined by Linda Cardenas who is a classroom management expert. She’s like written books, she’s helped teachers forever with classroom management. And today we’re talking like in depth about how to create a classroom management plan. Why a management plan is important. And we even had a question in the group like when we were collecting feedback, like how is that she’s an expert and what makes somebody classroom management expert. And you know, I really believe that making becoming an expert is when you do something over and over and over again. And you really just hone in those skills like it’s like when you put in the time. That is when you become an expert. So a lot of you out there are probably also classroom management experts. But Linda definitely is She’s a veteran teacher. And she has also helped over 100,000 teachers with classroom management to so she not only has her own personal experience, but she’s been able to observe and help and watch over 100,000 teachers with this. So how cool is that? Before we dive in, though, I also want to mention a few things we talked about on this episode really talk about mindset work to which if you’ve been listening to the podcast, you know that this is something I love. It’s a lot of what we talked about here on wife, teacher, mommy, the podcast and what we do inside wife, teacher mommy club with our mindset coaching. In fact, if you missed last week’s episode, which was all about how to motivate the quote, lazy or quote, bad kids, we’ve kind of talked about those labels and our mindset and what we think about that before we really delve into actual practical strategies, which we’ll be doing even more of today. But I definitely recommend you go back and listen to that one, either before or after finishing this episode, as I feel like those two episodes really go hand in hand. And one thing I’ve noticed in common when I bring guests onto the show to mindset is really part of everything like an interview Jamie Sears today, that episode will be airing on April 4, and we we talked about it them too. So it really does impact every single part of your teaching. One thing we talked about too on the podcast is having that confidence in your abilities really helps with your classroom management, understanding the behaviors of students stemming from the beliefs inside of them. So all this mindset stuff really ties into what we do at wife, teacher, mommy club, and we’ve had a lot of updates recently to our coaching. So I want to keep you all updated here on the podcast in case you’re listening and wondering how you can get even some more support from us. So my one on one life coaching packages, I just recently opened them up. And it’s the first time I’ve been able to offer these outside of when I was doing the calls with members in the group. I’m really excited because I hope to work with a few of you very closely over a period of time and see help you have that transformation that I had when I worked with a one on one life coach, you’ll get to like not only have one on one calls with me, but you’ll have access to me on Voxer which is a walkie talkie app where we can talk back and forth and talk through things. Really excited about these one on one packages. And I’m also starting to do group workshops inside the club and Chrissy are or coach who’s been in the club since we added coaching, she’s not going anywhere. So now you just have two coaches for group coaching if you are a member, so it’s really exciting. You can learn more about both our one on one and group coaching options at wife, teacher mommy.com/coaching+we will also be doing live coaching at our summer event, educating rejuvenate to, and our reveal party where I reveal the full speaker lineup. And we do lots of giveaways and we get together face to face on a zoom. And this is a free party, we’re gonna give away so much stuff, you guys, I feel like so excited, I hope you’ll join me. Because it’s going to be a lot of fun. It’s happening on March 22, I really hope that you’ll come and join us at the reveal party, go to educate rejuvenate.com to sign up for the waitlist. Again, it’s free to sign up. And we will be offering early bird pricing for tickets should you decide to join us at the event. But again, it’s not required, we’re going to just have a lot of fun. We’re going to reveal the speaker lineup give away tons of prizes, we would love to see you there. We had over 3000 Teachers join us and we actually somebody somehow found a ticket to the event. I’m not going to share who it is. But she found a ticket to the event she had attended last year and somehow on our website she located where she could sign up and buy a ticket. And this was with no information on dates, or who the speakers were or anything. We got an email like Hey, I just bought a ticket to the 2023 event. And when is it? So I mean, this goes to show how much teachers love the event last year and are ready to come back. So if you attended last year, you’re like, Oh, I for sure want to come back like a lot of you said or if you’re new we have around last year, but you’re like, oh, this sounds amazing. Please join me at the reveal party. It’s going to be so fun to educate in rejuvenate.com you can sign up and join me on Zoom. It’s going to be a lot of fun and a sneak peek. For those of you who are listening. Linda, who I’m interviewing today is also a speaker at the event. So a little sneak peek there we’re not revealing the full lineup until that reveal party but now you know Linda is one of our speakers and she’s incredible. So super exciting. And depending on when you’re listening you can find the waitlist or tickets at educate emerging neat.com Okay, so let’s dive into today’s episode enough talking about all of that. But first I want to read Linda’s bio for you. So Linda taught middle school math in a Christian school in Ohio before starting teach for the heart which currently supports over 78,000 Christian teachers via email and over 100,000 teachers a month via the website. She is the author of create your dream classroom and the creator of the all new classroom management 101 beyond classroom management, reclaim your time one on one and teach uplifted. And if you want help from Lynda on all things classroom management, once you’re done listening, be sure to sign up for her free masterclass, you can get that at wife teacher mommy.com/cm webinar, if you use this link, it just gives us a small credit if you decide to upgrade at no extra cost to you. But the masterclass is completely free. And if you love what you listen to today, you’re going to get so much more out of that class. So I would definitely recommend signing up for that too. So sign up for that. And educate rejuvenate weightless. Both of those are free. And now let’s dive into the interview. Hey, Linda, welcome to the show. I’m so excited to have you.

Linda

I’m so excited to be here.

Kelsey

We’re so lucky to have you have been letting our Facebook group know that you’ve been coming on. And they’re really excited to hear what you have to share with all of us.

Linda

Awesome. I’m so excited to talk about this. This is a topic I am I struggle with a lot when I was a teacher. So I’ve spent a lot of time learning and trying to figure out what works and what doesn’t. And so I know it’s it’s something that’s really tricky for a lot of teachers, and excited to be able to offer some tips and pointers.

Kelsey

Yeah, that’ll be awesome. So before we really dive in, can you like introduce yourself a little bit like how you specialize in classroom management. You’re teaching what you do teach for the heart, etc.

Linda

Sure. So my name is Linda Cardenas, and I taught middle school math at a school in Ohio. Before I started, I took some time away to start just raising my young kids while they were in preschool, preschool age and babies. And as a result of that it turned into I started blogging and writing. And then I had a friend that never taught before and was about to teach. And she said, Linda, can you help me know what to do with costume management. So I taught her. And then I said, Oh, my goodness, this is a this is a course teachers need to know this. There’s so many people, I wish I would have known this. I wish I had someone teach me when I was getting started. And so we started our first course called Classroom Management, one on one back in 2014, actually, and then then kind of teaching classroom management ever since then, and just learning, taking the lessons I learned is where it started. And then since then, just learning from others and what works and what doesn’t and the students that we work with and just kind of continuing to grow and improve. So classroom management, one on one has gone through quite a few iterations since then we actually just released a completely reworked version of it that we’re really excited about. But yeah, it’s a blessing. So if you’re not familiar, we’re over at Teach for the heart.com it’s the number four teach the number for the heart.com. We have blog, podcast trainings and all kinds of resources.

Kelsey

So amazing. So you’ve been helping teachers with classroom management since 2014. got, like nine years now? See a lot of teacher like, often through COVID, with the management and all of that. Yeah, that’s yes. So good. So why do you think why is it important to have a classroom management plan?

Linda

Great question. And this is something that really we’ve almost put our finger on, even in the last few years is the power of having a plan. Because a lot of times in classroom management are now there’s so many different types of personalities. But if you’re anything like me, if you don’t have a plan ahead of time of like, how you’re gonna handle different situations, what I did was I kind of just, I didn’t know what to do with it. And so I just let it go. And that does, that’s not good to just let everything go. Other teachers, it’s more of like, you become very reactive. So maybe one time you completely let it go. Another time you like, come down super hard. And you’re like, super inconsistent. And students. Line. Yes, right. It’s like, okay, where’s the line today, it’s this tomorrow, it’s that they have no idea where the line is. And also, it’s very hard for students, they’re either not getting any line, because you’re just letting them push you or they don’t know where the line is. And then the other thing is, for us, as teachers, it’s very stressful to not know what to do. Because when something happens, we kind of freak out inside and go, I don’t know what to do, and we just react or we just, we panic, or we just are so stressful, because and then all our insecurities come up, I don’t know, what should I do this should do that what’s right with what’s not good. And we’re dealing with that all in that instantaneous moment between when it happens, and when when we respond. And it’s really stressful, and it’s really difficult. And it also another thing that happens, we don’t have a plan is we really start to find some times to like are, we judge how good we are at classroom management on the students behavior. Like if the student’s not doing what they should, it’s, you know, that’s my fault. And I think when you have a plan, so many things start to fall in place. And what I mean by have a plan is, it’s really powerful. If it’s written down, like typed out, how am I going to respond to all of these common situations, because when you have that, then when something happens, you don’t have to stress about how to respond, you already thought about it, you’ve already written a plan, your plan doesn’t even have to be perfect. It’s just, it’s just the plan, and you know what to do. And so when it happens, the stress of figuring out what to do isn’t there, you just do it. And, and that’s it’s not always easy to still do it. I know, for myself, I still sometimes it’s just like myself and do it. But the only decision is, am I going to do it or not, I’m not trying to decide what to do. And I can just commit and say, Yes, I’m gonna do it. So it takes away the stress there. And then as you that helps you be so much more consistent, because you’ve already decided what to do. So you just have following your plan then. And so then, as you become more consistent, that’s when the students start to see, okay, this is the line, this is the boundary. And this what happens when I cross it, and it doesn’t necessarily turn around overnight, but students start to get that and your confidence starts to build too. And I think the teachers confidence in their ability to manage their classroom is actually one of the biggest keys to classroom management. Because if you have that confident, that’s what you see, it’s like that X factor that you see in veterans, you’re like, they’re not doing anything special. Why are their kids listening to them? It’s because they, they have that confidence. And the students can sense that and they know, okay, I mean, they’ve also been consistent in all those other things. But they’re, that confidence is so important. If it’s not there. It’s like this huge blinking light saying, you can get away with stuff, just try me, you know, it’s not good. But how do you build that confidence when you’re not confident? Well, by having a plan, and then starting to stick with it, and you’d start to build up and you start to realize, okay, I can do this. And then the last thing, and then, and then I’ll, I’ll stop for questions. But the last thing about that is that, that part about worrying about how the students behave, when you have a plan, you can also that also helps you to stop finding your validity in the students behavior, because you realize students have their own, like students make their own choices. So our responsibility as a teacher is to set up an environment that sets them up for success. And that helps them make better choices, where if they make good choices, it’s it things go well, it’s rewarded. I’m not just talking about like carrot and stick but but basically we’re we’re encouraging them. It’s it’s it sets them up where they want to make right choices. And when they make bad choices. They experience natural consequences for that and they see what happens from that. And so we’re setting up this environment where it’s a it’s a good classroom environment for our students, but students are still going to misbehave and we want to take that personally. We can just respond it take our personnel, we can take the the front out of it and just say I know kids are going to push the limits. I know that’s part of it. I have my plan. I’m simply following my plan. And I’m not I don’t have to feel bad when my students misbehave, I’m just going to respond. I’m in I’m basically I’m in control of my response. I’m not in control of what my students do, but I can can control my response. And in so doing, I can create an environment over time, that’s going to be so much more conducive. I hope that makes sense. I know I just kind of, I get really excited and start going

Kelsey

Linda, I agree with everything you had to say. And and I don’t know if I told you that like I certified as a mindset coach recently. Did I tell you that?

Linda

No, that’s so exciting. So I mean, and a lot of what you were just saying is really kind of what I’ve talked about with some of my clients, as I’ve coached them, when they bring in classroom management stuff is we can’t control at the end of the day, every decision our students make, but it’s like, you know, we can control like, how we think about it, or how we set up that plan, and have those natural consequences and everything. So I just love everything you had to say about that. And that we our confidence in ourselves shouldn’t depend on what their behavior is, like, it’s not saying that you’re a bad teacher, or even that they don’t care about you, you know, they’re just children. So, and then we show them and like you said, a lot of times, like, Oh, why are they doing this, but we show them where the line is with our actions. So if we’re like, they’re going to just let them keep doing it. Of course, they’re gonna keep doing it. So yeah, so good,

Linda

right? Yes, exactly.

Kelsey

Okay, so like I mentioned, we have a lot of questions from our Facebook group. So I’m excited to kind of dive into them. And I kind of sorted them into a few categories. So we had questions about and I’ll kind of let everybody know what those are. First, they kind of know what we’re gonna get into. So we have students being disruptive and interruptions. That’s category one. Category Two is other problem behaviors. Three is getting students motivated. Number four is administration. Number five is differentiation with special needs and gifted. And then we just had like rapid fire random ones that didn’t fit into any of those categories. So,

Linda

alright, let’s tackle as many as we can.

Kelsey

So we thought, okay, so the first one. So Bruni says, when you have tried everything, asking politely reminding of rules, rewarding others for following said rules, etc. How do you get students not to call out? Usually the same kids? And I’ve talked to both the parent and student very annoying and disruptive.

Linda

Yes. Okay. So we’re talking specifically in this situation about students calling out like I imagined in the middle of class or when other students are trying to talk. It sounds like you’ve already tried a lot and are already doing a lot of things right. Sometimes, and I know, there’s such a hesitancy for this, in just our current climate and culture. But sometimes there has to be a consequence. And a consequence doesn’t have to be like a horrible punishment. It doesn’t even have to be a punishment, just something that helps them realize this is causing a problem. And I think that’s actually a lot of the role. I think when consequences are done, right? The role the role of them isn’t to punish, it’s to make a student like take their actions seriously like to show that their actions have weight, and seriousness to it. And so, obviously, calling out is not a huge thing. So it doesn’t merit a huge consequence. But it could have a small consequence. And when an even a consequence, if you’re like, oh, you know, I don’t want to do anything big it can a consequence can also be not getting a reward. So if there’s a reward that other students get, and you don’t get, you know, that is also like something logical if you want to keep it more positive. But in either case, I think if you haven’t tried that, that’s something I would consider. And another thing that I found, and we teach this in classroom management, one on one as one of the options, not the only option. But so many teachers have found this helpful is having some type of warning system. And what that looks like, it can look however you want. But the way it works is that you have some type of system whereby you can give a student a warning, and this works really well for like talking and blurting things that you don’t want to just give a student a consequence, the first time they talk in your class, right? This is happening all the time. And so but at the same time, if you’re just continually saying stop talking, stop learning, it gets, you know, at some point, they just start tuning it out. So if you have a warning system, the way it works, is that you give a warning in some way that is tangible. So you’re not even necessarily saying it up like the old school method would be writing names on the board. But that’s pretty old school. And so I’ve seen it done so many ways in elementary, younger Elementary, I’ve seen it with people, one teacher laminated bubbles, and they would take a dry erase markers or an x out of bubble. I’ve seen teachers use in upper grades use yellow cards and hand a student like a laminated a yellow card, like soccer, like you’d get a yellow card. So there’s so many ways you can use Class Dojo. Anyhow, I’ve seen it done so many different ways. And there’s just not one right way of doing it. But you have a tangible way of giving a warning where the student knows what that means. And what it means is not you’re in trouble. It just means oops, I blurred it out or I was talking when I shouldn’t be I need to self correct and the goal of the warning system is just to get them to self correct. And the way I did it in my class I taught I taught middle school more. So we only saw kids for like 40 minutes at a time, they had to get three warnings in one class period to get a consequence. So that rarely happened. I mean, with 100, some students that happened maybe 10 times a year. So the goal of it wasn’t to give a punishment was for them to self correct. And that’s what I loved about it. Because I hate I hated giving even like little consequences. I don’t know, I just, I hate it so much. So I didn’t want to be worried about it. So I just I did that, for my sake for their sake. And it just worked so well, because it gave them personal responsibility. So if you’re an elementary, you can reset it, you know, at lunch, or, you know, it doesn’t have to let the because the goal is, like I said, the goal isn’t to be standing up to the consequences. It’s just for them to realize, oops, I got a warning. Okay, I have to have self control in this area. I don’t know if that makes sense.

Kelsey

I love that. I love that. And that the idea behind it is to self correct not like, oh, we just want to handle punishments, because we want to do that. We want to help them just know to self correct. So I love that. Okay, so next Jessie says how to manage 13 kids across five grades at one time. So she’s to kinder to first three, second, eighth, third to fifth, it’s a sped class. And this is one of her math time. So not originally that many kids but with the influx of kids, the group jumped and can’t change schedule, because of multiple gen ed teachers schedules.

Linda

Oh, wow. That’s a lot. And I guess this is hard without talking to the teacher and knowing exactly what they’re dealing with. I’m wondering, do you get the impression that she’s dealing with? Like, she’s not teaching them all? It’s like these need to be working while I’m working with this other group?

Linda

It sounds like it could be Yeah, yeah. So I mean, I will say, whenever you’ve got like multiple groups of students, and you’re trying to work with some while others are working on something else, I think you have to be extra vigilant and take the time to teach the students all of them how to work independently, when you’re not working with them. And you’re going to feel like, I don’t have time to teach them that I have so much to do. But the only way you could ever, you know, work with students on different levels, where you’re working with this with the student that with that student is if other students can work independently, while you work with them. Now, the special ed definitely like adds a whole nother layer of complexity to that. But I would still, whether it’s gen ed or special ed anytime you’re working with, like you need the ability to work with smaller groups and other kids working, you have to start from the understanding that I have to be able to do this. So I have to teach the other students how to work quietly and independently on their own, and how to respect the fact that they need to work quietly, well, I work with you, there’s other groups, there might be something involved in their procedures of how to get help, you know, if you need help, and I’m not available, is there are there? Are you allowed to ask other kids for help? What does that look like? So that takes a lot of practice. And that takes a lot of teaching. So I would say before you ever, if you’re even if you’re in the middle of the year, like you know, right now, the end of the year, even, I would still say if what you’re doing isn’t working, it is worth it to stop back up and say, Okay, I’m going to take a couple class periods, and I’m not going to pull small groups, I’m just going to, like, practice with them how to work independently, you know, I’m going to practice with them, what does this look like, because it’s gonna take like, the first few times you do it, you’re not gonna be able to work with the group, because you’re gonna have to skip stopping and correcting and teaching them how to work by themselves. But taking that time to teach those skills, by by by practicing it by correcting when it’s not right by having them redo as necessary. That work that you put into that will pay dividends because then you’ll be able to work in it. But you have to view it that way. You have to view it as an investment of time into teaching these skills. So that then you can work with with, you know, particular students or particular groups without the rest of the class just running wild.

Kelsey

Yeah, I feel like that’s so important. Because it’s kind of part of that classroom management plan you mentioned, like having that plan for how you’re going to handle those small groups. And if they don’t know what to do yet, you need to practice that before you’re going to be able to successfully do both at the same time. So that was and I think we answered that. So the next one, I think we answered with the first two. So Laura, I believe we answered your question too, about interrupting in small groups. I think we just talked about both of those. How to Handle impulsivity, some of their impulsive.

Linda

Great question. Um, I mean, once again, this is these are interesting trying to answer these without a lot of context. But I think this is actually part of our when we teach students how to create a costume. When I say students, I mean, teachers, when we teach teachers how to make a classroom management plan, part of what we talked about at the beginning, is our expectations. Getting clear on what is what do we want our classroom to look like? Because there’s not one right standard, right? So when you talk about impulsivity, some type of impulsivity might be good. You might want your students to have some some level of interaction or whatever it is, but then there’s other kinds that it’s like no, this is not good. This is disruptive. This is causing causing things that are not good. So the first piece of advice I would say as get clear in your mind on like, what? Where you feel like that you want to hold that line? And there’s not one right answer to that. But where do you feel like what kind of impulsive behaviors are causing problems? Which ones do you want to allow and kind of get clear on that, I would say, and then you can take some of the strategies that we already talked about that, apply that I feel like I’m not, I don’t know, Kelsey, if you have any insights on what you think impulsivity means, but I’m assuming that’s meaning like, you know, just kind of just impulsive disruptions is kind of how I’m interpreting that. So those could also very easily go into a warning system where you’re not gonna like, like I said, the whole point is just to teach them to self correct and self control. So they’re just getting a warning, not in trouble, no big deal. But if you keep doing it, then something there, you know, then then you’re gonna get some type of small consequence to help you realize, okay, okay, I got it. I got it. I gotta get this under control.

Kelsey

Yes, I love who you tied it back into that warning system, too. Okay, I’m gonna go to the next section, because they think a lot of these questions, that’s why I kind of put them together is because a lot of teachers have similar problems. Right? Right, fair. Okay. So Deborah says, I’ve heard this, like similar things from some other teachers, too. She says, How do you deal with a student who pushes desks over and tries to harm other students?

Linda

Oh, my Yes, and this is becoming more and more common? Well, the first thing, I’m going to start with an ideal scenario, and then we’ll back out to a less ideal scenario. So in the ideal scenario, your admin should be in on that, anytime. At least, that’s what I believe, anytime that a student is causing harm, and there’s danger there, that something that warrants an admin getting involved in some way, providing backup, or extra support or, or bigger consequences or whatever is needed for that student. So I would say, if you haven’t exhausted that possibility, yet, at least loop the admin in to what’s going on. So definitely, I would say start there, if you haven’t yet, I feel like it. Yeah, anything with like danger and harm. Hopefully, they could come in and offer you some assistance or some pointers and how they want you to deal with it, but that the least they should be aware of that that’s happening. Now, of course, a lot of you are in situations, we talked about teachers all the time, where their admin either just is unable or unwilling to support in that way, and you’re left on your own to figure it out. And that’s really hard. And I think that student safety has to be really important. So I mean, one thing that immediately, right, immediately pops in my mind is just, you know, physically, like moving that student’s Desk location, like if they’re pushing over desks, and thus, that’s making others you know, running into the other kids are getting hurt by that, then maybe they they’ve lost the privilege to sit with the class, and they have to sit off, you know, in a place where if they push over their desk, no one’s gonna get hurt, at least for a time, you know. So that’s like a logical thing that you can do to protect student safety. And also, just to kind of, I mean, that’s also a lot like a logical consequence, you’re, you’re hurting people, you’re gonna, you’re gonna sit over here, I also do. Right, I also will say just a little tip, as far as like, when you’re using location in your room, if you ever student that’s in this isn’t necessarily this scenario, anytime you have a student being disruptive, sometimes it’s a sensation to bring them up by you don’t do that. Put them back, like remove the audience. So get them where they are, the class can’t see them, even if that’s further away from you. And then I mean, if you’re teaching, hopefully, you’re comfortable teaching like not just from the front, hopefully, you walk around as you teach, you can end up standing back by them if you need to, but that just use just a little strategy. They’re removing the audience when you have a student that likes to be the class clown, and is kind of just, you know, causing disruptions in that way. Sorry, just thought of that. That one’s free.

Kelsey

Okay, another problem scenario. So Xandra says, How do you handle a student who thinks he’s always right? About everything, even after you politely corrected him? And what do you do when hardly any students participate during whole group? Okay, this is actually two different questions. So let’s go with that first.

Linda

Okay, so a student who thinks he’s always right about everything, even after you politely corrected him. Yeah. And I mean, this one, really, this depends on the age. I think a little bit. I mean, if you’ve got a kindergartener, you’re gonna handle that differently than a sixth grader? Just thinking here. It it. It also depends on how necessary it is. I’ll just I’ll just though it depends on the scenario, but a few a few things. One thing that really helped me to learn was, I don’t have to like, I don’t have to prove myself to my students. I don’t have to convince them that I’m right. And trying to do so often just it like it has the opposite effect. So I when I was my first year teaching, I did not start out well, I did not like have any plan on how to handle my classroom and so I didn’t and it just it digressed very quickly. And then when I was trying to rein things back in I had a couple of sixth graders Who would like every day kind of want to argue with me? Like, why did they get a warning? And I didn’t. And then they’d want to, like, I would let them. I don’t know what I was thinking. I was 22. So I would let them stay after class. And like, and like, I would try to explain to them why I did what I did. And they would like I would kind of let them not like, argue with me. But like, like, pushback, I don’t know what I was thinking, I was thinking I needed to, like, show them why I was writing, like, it did not help at all. And I finally at some point, realize I don’t need to do this, like they don’t have to agree. Like and so it really does it takes to to argue. So just I know I love and logic has so many great little like one one liners that they use, but just picking up like a one liner. Something like, you know, I know, I know, you don’t agree with me, but that’s what we’re doing. Or, you know, I care about you too much to argue you pick, you can pick a one liner like that, and you start using it consistently. And the key is in the consistency, where when they when they push back to you, you just say that line, and then you just move on, like you either turn around and walk away. Or you talk to the next student, or like you end the conversation, like just by saying no, that’s not what we’re doing. We run and just, you know, whatever, that really the power of just saying something and then ending the conversation like it’s just done. It’s really powerful. And it kind of diffuses the situation. And if they’re if there’s that they can grumble by themselves for a few minutes, but you’ve moved on and then it’s fine.

Kelsey

I’m interrupting this episode for just a moment because I want to let you know about some new options we have available for coaching. If you want to thrive as a teacher with support completely personalized to your teacher life’s struggles, goals, and means I take a limited number of one on one clients, and I would love for you to be one of them. We’ll work closely together via zoom calls scheduled conveniently, according to your schedule, plus boxer, which is a walkie talkie app where you can get personal coaching from me right from your pocket. Plus, you will also get all the benefits of group coaching and our resources because wife, teacher mommy club credit is included with every one on one package. And that credit can even be applied to a current membership. If you are already a Club member, go to wife, teacher mommy.com/coaching to learn more and fill out a no obligation application Talk soon. And what do you do and hardly any students participate during the whole group, but then they complain when they don’t get chosen? And to answer your question. So I think it’s the same few raising their hands. And then they get hurt when you don’t call on them when hardly any students

Kelsey

participate during whole group. But then they complain when they don’t get chosen to answer a question.

Linda

Or maybe it’s not raising their hand, but then they’re upset. Yeah, I’m getting the impression on this one where the students are like they’re not doing their work when they should, but then then they want to like answer it later. It’s like they want to pick and choose what parts they participate in. That’s how I’m interpreting your question. I’m not sure. Um, so I mean, it depending on the age of your students, I would definitely like call them out on that. Or like have a just have like a really gentle like, or frank conversation. And it’s the you know, Hey, I see you guys are wanting to participate. But then you’re not winning. Like basically like you have to do the work of you want to be able to participate in this part. Like I think it depending on the age of your students, they can understand that a one liner here might be helpful, too. I call on students who have who worked hard during the lesson, or I call on students who’ve been paying it who’ve been paying attention, like if, if they’re wanting to answer questions, but you can’t call on them. Because a one liner like that is really helpful. You just repeat it. And like the first time you do it, it’s not going to do much. But the power of those things is in the repetition of them. And they start to realize, okay, if I want this, I need to do this. So did you interpret that question a different way, though? Because then we can answer that question too.

Linda

interpreted it that, like there’s the same like three who are raising their hands or whatever. And then they’re like, upset if you’re not calling on them every single time on a patient. That’s my son. He’s like, my teacher never calls me I’m like, I’m sure she calls you a ton. But you just want to answer every question. So I do think that one can be helpful to talk with the students that are always raising their hand and just encourage them and say, I love that you raise your hand. I love that you always wanted to participate, keep doing that. But it’s my job as the teacher, this is a private conversation, you know, but it’s my job as the teacher to pull in everybody. So there’s gonna be times where I see you. I’m so glad you know the answer. I might wink at you or whatever. But I’m going to call on someone else because I gotta I want to pull in some other people. So I think I think encouraging the students in that way. So they know that you appreciate their enthusiasm, but they know why you’re not always calling on them.

Kelsey

I love the idea of like pulling them aside private conversation even like, you know, kind of acknowledging them in another way that’s not calling on them. So another student can have a turn. Okay, I like Sandy’s question, because it’s like different so we’ll do hers. And then I think we’re going to combine all the motivating students all together because those are pretty similar. So we can be asked How should you handle a first grade child who’s having behavioral struggles? And when you speak with him, whether private or in the moment he smirks and says mean things to hurt your feelings and tries to make the class laugh at him. Okay? I’m okay. And that sounds like a few other kids are then feeding into it and start as well. They’ve ignored, dressed up privately with the child and their parent asked for admin support. Now what? Okay,

Linda

um, a few things. And once again, this is just gonna, you’re gonna have to troubleshoot this a little bit yourself. But like, because it’s just so situate, these are such situation dependent questions, but some tips. First of all, if you knowing that this child is trying to get a rise out of you, and rise out of the class, then you’re going to want to correct the student as much as possible in private. So if that even if it’s a little, you know, hey, step back to my desk, step out in the hall, you know, whatever, you’re gonna want to try to do as much of the correcting of that child in private as you possibly can just to remove that audience. As far as the mean things to hurt your feelings. This one is a little bit of a judgment call, I would say you need to do two things at the same time. You need to first of all, like, do as much talk to yourself as you need to realize I cannot be offended at what a first grader says to me, no matter how mean it is like, I know what game he’s playing. I know a game he’s playing and I’m not gonna get sucked in. Okay, I’m, I can be confident in myself and not need this first graders approval. So if you’re struggling with what he’s saying, like some talking to yourself, and just getting yourself in the right headspace, you want to get to the point where like, you are undefendable by a first grader, if that makes sense, you know, so you’re not getting defensive. But at the same time, so that’s half of it. But the other half is you like we are also part of it. We do want to teach students how to talk respectively, to two adults into a teacher’s so yes, so this is where I said it’s a little bit of a judgment call, because there’s times when you just need to let it go. Like there are times when it’s just like, there’s bigger fish here. Like, I’m just gonna let that comment pass. But there’s a lot of other times where it’s like, no, like you, this is not right. Like, you can’t talk this way. And so that I’m just looking at sort of just says, You said I’ve addressed it privately with child and parent and ask for support from the admin. Yeah. So if you’re not getting support, like backup from admin in that, then I do feel like, Man, I don’t know what’s appropriate at your school, or what that age, but I mean, when they’re being disrespectful to an adult. And this has been happening multiple times. This is where once again, I know it’s not popular, but what I’m gonna say I’m gonna say consequences again, because once again, the point of a consequence, when done, I believe, when done right, is to show a student, this is serious, this matters, this is not the way that we should act. And money doesn’t even have to be a huge thing. It can be something small, it can be a privilege that’s missed, you know, but something, something to help them realize, I can’t act like this. Okay, so if you’re a really like worried like, oh, consequences, like, free your mind from the standard, you know, missing recess, like, it doesn’t have to be that it doesn’t have to be the things that you always heard about, like you said, it can be, it can be missing out on a reward that other students get, you can invent a reward for the student that they do and don’t earn, you can’t, I mean, and that’s a positive spin to like, instead of a cotton, you can also take a positive incentive and say, every time that you are respectful, then then you get this. So you can do that too. And, and then, also, remember logical consequences, like logical consequences or something like, you know, like asking, like, what is logical in this situation? You know, like we said, with the one with the desk, like they had to move away. So you can ask yourself, is there something that’s just kind of logical, you know, you’ve lost the privilege? Is there something they like doing with you, as a teacher, they lose that privilege for a day, you know, you lose the privilege to sit with sit with the teacher during this time, there’s some you know, another time where they like to interact with you. And maybe they’ve lost that privilege because of how they were disrespectful. So just just a few ideas to kind of kind of get you thinking a little bit. Love those

Kelsey

ideas and suggestions. And like you said, is like so situational. But it’s nice to just hear a little like some outside perspective, sometimes I’ve even heard that from some teachers that like, you know, they’re talking to like, people who were there, and they’re in the thick of it. So sometimes getting the outside perspective is like such a big help in that.

Linda

Yes. Can I park on that for one second? I would just Yes. I think it’s funny, because in our in class, you mentioned one on one we been offering support. And so teachers can come on coaching calls and ask questions. And so many times sometimes it’s like, yeah, I really needed advice, but other times, it really is just I needed someone to listen, or I needed someone to say that I’m not wrong. Or I said sometimes you just need like you said an outside perspective. So that’s why we love offering it in our programs. But if but even just a fellow teacher, like just ask somebody if you don’t know what to do, ask somebody else bounce your thoughts of somebody else. That can be so helpful. So often, we just think I just got to solve this myself and we don’t so so yeah, reaching out to someone and asking is always a good idea what you’re not sure.

Kelsey

So true. And yeah, I love that you offer that in your program to your teachers. And because yeah, just the outside perspective or management or anything like having a teacher friend, basically, you know, they can talk to you. Okay, let’s dive into that next category. And I’m going to kind of combine these with Heather, Holly, Katie, Elizabeth, Kendra, Teresa and Christina, we have them asking like how do you get students to care non workers to work? We’ve had them try intrinsic and extrinsic abortions and positive reinforcement and a lot of different things. It looks like they’ve tried, and they just want to know, how do we motivate these students?

Linda

Yes, yes. And I really do believe classroom management and student motivation go hand in hand, it can like if you have, and they really, they can either help each other or hurt each other. If you have bad classroom management, it demotivates students, and if you’re demotivating students, it causes classroom problems. And then it causes you like it can be this downward death, but it can also be an upward when you have a more positive classroom environment where students can focus that helps them be more motivated. When students are motivated, they cause less problems like so it’s kind of a, you could ask this, could it be a little bit of a chicken and egg situation, but either one that you work on helps the other. That’s what that’s that’s how we’ll say it. That’s the encouraging. That’s the encouraging truth, you work on classroom management, it helps motivation, you work on motivation, it helps classroom management, they really do feed into each other. We’ve actually really like these are so important that we’ve actually like, combined a couple programs, like when we do the new classroom management one on one, we combined it with like a bunch of stuff on student motivation, because they do tie in so much together. But I’m also going to, I’m going to give a huge shout out and a recommendation to hop over to your website to check out if you guys aren’t familiar with Dave Stewart Jr. and I believe his website is Dave Stewart jr.com. He has amazing stuff on student motivation. And his that I’ve really adopted, like, adopted a lot of it and it just really does make sense. But a lot of what he talks about is how student motivation, like the you know, the positive and the negative, like that’s that that can be helpful. But that is like out there. Pseudo motivation really comes from inside, like, what do students care about inside, and that actually comes from what they believe. And there’s like, and there’s these beliefs inside of them that tied to whether they’re, they’re motivated. And the first one he talks about is whether or not a student believes that you are credible teacher. So if you if they believe that you are a credible teacher, that helps your motivation so much. And if they don’t really think that you’re good at your job, that is very demotivating. And when you think about that, and you think back to when you were a student, it’s like yeah, I like wanted to try in the classes that my student, I felt like I had a good teacher, right? If I get a bad teacher, I was like, whatever.

Linda

I didn’t think of it that way it really that’s one of those another x factor that you’re like, why, why is this so easy for some teachers, but it’s just that’s part of it. And students pick up on these things that we don’t even realize they’re picking up on. And so you might say, well, whatever, I’m not a good teacher. Well, once I’m gonna go back to that classroom management plan, like classroom management, if you have like having, that’s once again, why having a classroom management plan, if you’re struggling with classroom management is so helpful. Because as you build your confidence in your skills in dealing with problems, not only does that help student behavior, but as they see that and they start to build their confidence in you as a competent teacher, it helps them be more motivated. So that actually really ties in together. So any work you do on classroom management, also helps the student motivation. And then some of the other beliefs that Dave talks about, and we kind of we work on some of these in our programs to is effort and efficacy. So that means two students believe that hard work pays off. Do they believe that they can do better if they try? So and that’s something that’s like, do they believe that it’s learned belief, and but it can be relearned? So that’s something to really focus on on your classes. Are you showing students? are you pointing out to them when they work hard? And that pays off? Are you really leaning into that? You showing them that? And I also think another big part of student motivation that sometimes is missed is, are we structuring in our, our classes in a way that helps students succeed? I mean, I’ve seen teachers where it’s like, okay, this is what we’re supposed to do. And there are no steps to get from here to here, like you’re like, that’s, like they’re not prepared. Or there’s a math lesson that like, you didn’t teach it very well. Everyone’s confused, like, when you’re confused, and don’t feel like you can do the work that is super demotivating. It’s like, I don’t think I can do this. And of course, I mean, I’m not saying every time students don’t think they can do something, that’s your fault, because you didn’t explain it. No, I mean, students have all their own, you know, internal internal battles that they’re fighting to, but we can help them fight those battles, and we can help them see Yes, hard work does pay off or I can learn it if I try by helping them see those successes by helping them by stair stepping or teaching so that they are like yep, I can do this. Yep, I can do this. Yep, I can do this. Not going From zero to big too quickly, and then also by encouraging them and motivating them, and pointing out to them, Hey, you were targeted at paid off, look how, look how well, you improved and all those things. I mean, this is a whole. I mean, there’s like whole courses on this, you know, but there’s a few things, biggest things that popped in my mind.

Kelsey

A whole episode on motivation, actually, last week was on motivation. So be sure to check that out if you want more about that. But let’s dive into the next category. Because I know we don’t want to like go all night, and we’re recording a show for your amazing podcast to which everybody go subscribe to teach for the heart. But let’s talk about administration. So Molly, Holly, Amy and Elizabeth, were wondering what you can do when administrators aren’t supportive, like if they sometimes they think behavior is their fault, the administrators are blaming the teacher for it. Or not helping them solve the problem.

Linda

Yeah, and this can look so many different ways, there’s so many different ways that this can play out. But a few things come to mind. One, I’m gonna go back to I told you, I’m gonna keep going back to this, a classroom management plan can once again really help with this not only for all the reasons that we already described, but also because a classroom management plan is a written plan that you can then share with your admin. And, and that does two things. One, it shows them, I thought about this, I have a plan like I that I’m sticking to like, I’m not just not dealing with stuff, you know, I really shows them how much work and effort you are putting into managing your classroom. But to because it’s written, the admin can see what you’re doing. And that might feel a little scary to be like, I’m showing my my plan. But if there’s some type of disagreement like it really, it can remove at least the miscommunication or the misunderstanding, like this is what I’m doing. Here it is. And you can ask them, maybe it depending on like, your trust level, when the situation you might ask them, hey, is there anything in here that you don’t think that you disagree with, or anything that you know, like, basically, you know, like, at least that starts a conversation, you know, and can let you try to see if you can get on the same page. And then that also provides the opportunity to say, I’m doing all of this, and I’m still having this behavior. I think this might be a place where I need you to step in. And I mean, they might refuse, but there’s a lot, if they’re seeing at least like okay, okay, maybe it will help them see, oh, okay, this, this is a bigger thing than then maybe the classroom teacher should deal with God, I think you had a thought,

Kelsey

Well, yeah. And it’s like, you’re able to ask for help in a way that’s like, Hey, here’s everything I’m doing. And do you have any like feedback, like, have a conversation around where they can, like, see what you’re doing? Because even if they come in and do an observation, they’re not able to see everything in your classroom management plan on the observation. So it’s just you’re able to have a conversation from a more informed place of what’s going on?

Linda

Absolutely, yeah. And they might have great pointers, they might say, Oh, this is a great idea. But what about this, like they might have, they might have some really great ideas for you to tweak your plan to. Yeah,

Linda

and that might be, because if you feel something’s not working, so you’re going to admin, maybe that feedback could be invaluable? And it could help build that relationship with your admin.

Kelsey

Yes, yes. So I would really say like, as easy as it is to just be like, my admins not supportive, like, maybe they’re not, but maybe they are, and they don’t know how to help you, you know, like, maybe, maybe they just don’t know where you’re at, they, like you said, they come into your classroom one time, or, you know, once once every quarter and like, observe for 30 minutes, and like, they’re not seeing what you know, and the kids are good, because they’re in there or whatever, you know, like, they’re not seeing the whole situation. And so at least giving that a try, even if, even if you’re like, I don’t think they’re gonna help Well, you don’t know what maybe they would. But then beyond that, if they really are just, there’s just no help from there. Then, once again, classroom management plan really helps because you can say, Okay, this is not available to me what is available to me, I got it, I gotta, I gotta, what can I do in my classroom. And you can also sometimes pull in other teachers the strategy from I think it’s from love and logic about like, short term recovery, where you have a buddy teacher where you can send, you can sense that people to them, and they can send people to you, and you don’t have to do anything with them. They literally just sit in the back of the room. And then they go back in like 15 minutes, you know? So you can if you know, okay, I really can’t rely on admin, you can start to say, Okay, well, what can I do within what I can and then just realize though, if you don’t have if you truly don’t have any admin support, there is only so much you can do as a teacher, but that can also be freeing to say, I will do everything I can. And then I have to let go, because I’m doing everything I can. Like, there is so much that is in your control, take that, do that. And then and then that’s all you can do.

Linda

So true. So good. Okay, so then we have our differentiation, special needs and gifted. So we have Vanessa green A another Vanessa, Irene and Mary, who had questions about this, we’re gonna just kind of sum it up and say like, what are the best ways? So Vanessa said to engage higher students during universal instructions, so they’re not talking and distracting learning, and then also kind of the vice versa with those who need that additional support, like managing all that.

Linda

Yeah. And this once again, this is like a multifaceted hobo podcast episodes just on this. But just a real quick first question tip on how your learner’s bonuses. I love doing really hard bonus questions. So like something, you know, for math, I taught math. So you know, the normal question has like two steps, the bonus question has like 10 steps, and I just throw it out there to the class or like, to the kids that are bored, and like, let them have at it, it’s just a bonus, it’s just like, I’d put it stuff like that on homework, or quizzes or tests and like, or just, you know, at the end of class or whatever, like, so that that’s something that’s really easy to just throw it up there, you know, either bonus, or doesn’t count, just for fun. And then, as far as, like I said, there’s just so many different questions here. As far as classroom management, I will say this, with any type of special needs, I would recommend starting from an assumption that they can do, they can do, like I can, like, I’m gonna have the same, I’m not gonna have high expectations of them. Unless you have an IEP that says differently, that, you know, like, start from the assumption that I’m going to, I’m going to see what they can do, I’m going to call them up to these expectations, I would say and, you know, academically and behaviorally. And then obviously, if you have an IEP, you’re gonna, you’re not saying ignore modifications or anything like that, like you need to, you need to take that into into consideration. And as you work with the student, you might realize, okay, this is, this is what they need, they need this, they need this to be different. So differentiate and give students what they need as you come across that, but I think there is a danger of just assuming, oh, like, label a label, okay, this label, okay, this is this is what I’m gonna expect this from them and this and, and just don’t do that to them, like, like, call them up to that. And then even if they fall short of that, it might end up way higher than than you would have thought they would have thought, you know, so obviously, we’re not creating unreasonable expectations, but just just believe in them, and see where they land and then work with them, you know, work with them, when they when they’re when they don’t, you know, when they fall short or like, figure out what is realistic as you go? Yeah, I don’t know if that’s helpful. I don’t have any specific follow up questions. It’s such a broad question.

Kelsey

I think that’s so good. And yeah, that’s just, you know, all that differentiation and the labels. I agree with that, too. It’s like, you know, because often when we give him a label that’s in our head, like we’re judging them against that label, whether we intend to or not, so, yeah, that was a really good point. Okay. There have been so many good questions from our wife, teacher, Mommy is Unite Facebook group, and we’re not going to have time to get through all of them. Because there’s so many good questions. It’s been so fun tonight, though. But for all of you who’ve asked if we didn’t get to your question, be sure to join Linda’s webinar. It’s going to be a great time, and it will probably answer any of your additional questions. We’ll talk about that in a minute. I’ll pick one more from this extra rapid fire questions. And I’m going to pick one that I think every teacher can relate to. So Carrie asked, How do you handle the constant I need to go to the bathroom?

Linda

Oh, great question. I think this is also very age dependent, obviously kindergartener, you’re gonna you’re gonna lean more towards go, you know, but I do think it’s really important to have a policy and just whatever age, whatever situation you’re in, to think through, what is the policy and I’ll just, I’ll just tell a quick story. When I first started, I don’t know the college I went to said, you should always just let kids go to the bathroom. And so that’s what I did. I just always said yes. And very soon, my principal was like, let’s go to the bathroom whenever they want. I’m like, Yeah, right. That’s what we’re gonna do. And it was he’s like, Oh, you might need to rein that in. And I did take a look at like my pass. And I’m like, oh, yeah, this thing like way abuse, like they’re just going constantly. So we’re, I personally, like I said, this is not like a catch all answer, like, you have to figure out what’s good for you. But where I landed, was, I let my students go, I was in middle school. So we had, um, you know, period breaks, but I so I let them go at the beginning or the end, I would let them if they came right away and said, Can I go? I would let them go right at the beginning. And I’d let them go like a minute or two early at the end if we had to. So that could apply to you just say basically saying Do you have spots where they can go? So that’s important. But then if they asked in the middle, I just got to the point where my default answer was No, I said not right now. Or I would say not right now. And that was just the default answer. If they really had to go they’d ask me again in like three minutes or five minutes instead of really need to go then it would say okay, go and that worked really well. That basically took care of the problem by just making the default and and you know, I’d say go I’ll let you or I’ll accept let you go the underclass, you know, or whatever, like by having a time to say, if you don’t want to say no, see, I’ll let you go. I’ll let you go when we’re done with this. For something like delaying it, that just helps them realize, okay, she’s not just going to let me go just all the time because I want to. I mean, I’ve seen other teachers have like, like a system where they kept track of how often kids went. I mean, I don’t know if you feel like, but different kids. I don’t know, that was just too much for me. I didn’t want to deal with that some teachers find that works for them. But that that worked well for me.

Kelsey

Yeah, I like that idea. And I think it’s, like you said, just figuring out what works for you and your students. So that was a good one. And then, okay, this one last one actually made me laugh. So Mandy said, What? What is her hourly rate about you? And is she free to work in my room on a permanent basis?

Linda

So fun!

Kelsey

Yeah, hire Linda, unfortunately, what they can do is come to your classroom management work, like free workshop. So can you tell us about that?

Linda

Yes, I’d love to have all of you guys join, we’re coming up with a free training. It’s called How To Reduce disruptions without yelling, begging, or bribing. And I love that this this episode, we talked about all kinds of stuff. So I think a lot of materials in that it’s going to be very different than what we talked about here. But we’re going to talk a little bit I mentioned a lot on here about a plan. So we’re gonna talk on there. We’re gonna give some specific tips for classroom management. But we’re also going to walk through like, how do you create a plan? Like what does that look like to actually create a plan? And if you’re like, Okay, that sounds like helpful, but I really fuzzy on what that looks like. We’ll that’s a lot of what we’ll talk about in the webinar, as well as then also giving you like I said, specific tips for how do you reduce disruptions without yelling, begging for Bing.

Kelsey

Love that. And I’m going to add the link to that in the show notes. Or you can go to wife, teacher mommy.com/cm webinar, and you’ll get the link to join going to be so fun. I am excited. And where else can our listeners find you to connect online? Like if they’re like, Oh, I love Lynda, I want to listen to her podcast or subscribe or email or whatever.

Linda

Yeah, absolutely. If you go to teach for the heart.com, teach the number four, the heart.com is a place you can sign up for email. We also have a couple other free trainings, we have one on time management, one for if you’re like discouraged and frustrated with teaching, so you can see all those there and sign up and get on our email list. And then also we have a podcast. So yeah, if you’re listening to this, you probably love podcasts. It’s called the Teach for the heart podcast. You can find it at our website or just search teach for the heart podcast. Wherever you listen to podcasts.

Kelsey

That’s awesome. Everybody should definitely subscribe to that if they’re listening by now. They’re definitely avid podcast listeners and like what we had going on. So there’s a lot more over there. And I’m also decided that you’ll be speaking at our conference this summer. So excited. Yes. Everybody, we haven’t even announced the speaker list yet. But Linda is going to be one of them. So we’re excited. Okay, well, thank you for coming on the show and hope to see everybody well, I hope that Linda actually see me because you probably won’t be able to see my face but I hope everybody will enjoy that training is going to be a great time. Thank you. If you’re enjoying this podcast, be sure to hit subscribe so you don’t miss an episode. And if you’re ready to take the next step with me, then you are going to love wife teacher mommy club. Our top selling resources for pre K through sixth grades have been used and loved by 10s of 1000s of teachers. The club gives you one click access to all of them to meet the needs of every child to teach while saving tons of time. Plus, you’ll have our certified life coach in your back pocket. With several monthly workshops and an Ask a coach portal you can use 24/7 The combo of resources and coaching is our secret sauce to your best teacher life. Think of my team and I is your personal team, doing the lesson planning for you and on the sidelines coaching you and cheering you on as you focus on what you do best impacting the children you teach. Plus, if you’re loving this podcast, you’ll also have access to our private podcast just for members, where I continue the conversation with all of our guests with members only bonus episodes. And don’t forget the club with VIP access to educate and rejuvenate our Summer Conference and our private Facebook community full of like minded educators support each other. You do so much for everyone else so it’s time to invest in yourself. Your t shirt friends jobs will drop when they see just how quickly you finish your planning. Not to mention the glow of the happier, more fulfilled you head on over to wife teacher mommy club.com to learn more.