Latest / Teacher Approved: Elementary Teacher Tips & Strategies / 223. The Core 4 Routines Every Classroom Needs to Run Like Clockwork

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223. The Core 4 Routines Every Classroom Needs to Run Like Clockwork · Teacher Approved: Elementary Teacher Tips & Strategies

• 0:01
  Heidi: This is episode 223 of Teacher Approved.
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  You're listening to Teacher Approved, the podcast helping
• 0:08
  educators elevate what matters and simplify the rest. I'm
• 0:12
  Heidi.
• 0:13
  Heidi: We're so glad you're tuning in today. Let's get to
• 0:13
  Emily: And I'm Emily. We're the creators behind Second Story
• 0:15
  Window, where we give research based and teacher approved
• 0:18
  strategies that make teaching less stressful and more
• 0:21
  effective. You can check out the show notes and resources from
• 0:25
  each episode at secondstorywindow.net.
• 0:30
  the show.
• 0:34
  Emily: Hey there. Thanks for joining us today. In today's
• 0:39
  episode, we are talking about how to turn your individual
• 0:42
  procedures into routines that actually stick, and sharing a
• 0:46
  teacher approved tip for handling your own routines.
• 0:49
  Heidi: Let's start with a try it tomorrow, where we share a quick
• 0:52
  win to help you boost your classroom community. Emily, what
• 0:55
  is our suggestion for this week?
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  Emily: Well, if you haven't already, take a couple minutes
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  during your prep time today to set up a table to track positive
• 1:03
  communication for each student. A simple way to do this is to
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  list students' names down the side and then have a column for
• 1:09
  each month. Then it's easy to keep track of which families
• 1:12
  you've reached out to recently. Making communication with
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  families a positive experience and not just something that
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  happens when there's trouble, can go a long way to
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  strengthening the school home partnership. And I can vouch for
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  this from the parent side, that I hate feeling like every time I
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  see an email from a teacher that something must be wrong. So it
• 1:31
  would be great if sometimes it's positive communication as well.
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  Heidi: Well, if you like this idea or anything else that we
• 1:37
  share on the podcast, would you take a second and give us a five
• 1:40
  star rating? Ratings and reviews are one way that new listeners
• 1:43
  find us. So really, truly, every rating and review is a huge help
• 1:47
  to us.
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  Emily: So if you've been listening for a while, you know
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  that we are big believers, that almost seems like an
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  understatement, huge fans of strong classroom procedures. We
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  have talked a lot about how to design them, how to teach them,
• 2:02
  using our tell try tally talk method, and how to course
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  correct when they slide.
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  Heidi: But, this might be hard to believe, there is actually
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  one part of procedures that we have never tackled. How do you
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  take all of those individual procedures that you have been
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  working so hard to teach and link them into routines that
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  your students can actually follow? And today we're going to
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  tell you how to make those routines stick without having to
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  turn into the nagging police.
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  Emily: So think of a single procedure as one Lego brick. It
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  does what it needs to do, but if you want something that really
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  works for you, like a smooth morning start, you need to snap
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  those bricks together.
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  Heidi: I love that analogy, and that's perfect for your Lego
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  family.
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  Emily: Yes.
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  Heidi: A routine is a string of procedures in a set order that
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  is done so often that it runs on autopilot. The goal is that the
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  brain doesn't have to think. It just does.
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  Emily: Think back to how you taught your individual
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  procedures. If you used our tell try tally talk method—are we
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  going to start calling that the 4T method? Are we going to, I
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  don't know, but we'll stick with tell try tally talk. If you used
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  our method, you clearly explained the procedure and
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  modeled each step. You had your students try it out with your
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  guidance, you tallied how everything went and celebrated
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  progress, and then you talked over what worked, what was
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  tricky, what practice was needed.
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  Heidi: That method works beautifully for individual
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  procedures, but let's dive into how to connect those procedures
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  into a seamless routine. This time we will use a three step
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  process of anchoring, expanding and reinforcing.
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  Emily: Wait, but there's no alliteration in that one.
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  Heidi: I feel like we're really letting the side down. It all
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  has an "ing," does that count?
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  Emily: Okay. That is something, I guess. But you know we love a
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  process, so let's look at the first step in this new process,
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  which is anchoring. This is where you pick one solid
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  procedure that's already working well and use it as the
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  foundation for the whole routine. Think of this as the
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  core of your routine. It's the one thing that, when it's in
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  place makes everything else easier.
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  Heidi: For a morning routine, this might be students unpacking
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  their backpacks correctly. For transitions, it could be having
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  students respond quickly to your attention signal.
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  Emily: So the key here is to choose something that's already
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  pretty solid. Don't try to anchor a routine to a procedure
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  that is still wobbly. You want your strongest procedure as your
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  foundation.
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  Heidi: And here's where a lot of teachers get tripped up. They
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  try to teach the entire morning routine as one giant procedure.
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  And I have done this myself, but let me tell you friends, that's
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  like trying to swallow a watermelon whole.
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  Emily: Oh, that sounds miserable. That's gonna end
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  badly. If your morning routine includes coming into the
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  building, entering the classroom, unpacking backpacks,
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  making lunch choices, getting materials, starting morning
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  work, and knowing what to do while waiting for others, that
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  is not one procedure. That's like seven procedures that have
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  to happen in sequence.
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  Heidi: And when you look at it that way, it's no wonder that
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  your kids are having a hard time following through. They just
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  can't master that many steps in one go. A good rule of thumb is
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  that if a procedure has more than about five steps or so,
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  give or take, it's time to break it down. The smaller you can
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  make each task, the more deeply students can internalize it.
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  Emily: And when they're shorter, they're faster to teach too. So
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  that's just a little win. Okay, so identify the Keystone
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  procedure in each routine and go all in on making it run like
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  clockwork. That is the first step. Then you can start
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  expanding. This means adding the next logical step in the
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  sequence.
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  Heidi: If unpacking backpacks is your anchor to your morning
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  routine, the next step might be making your lunch choice without
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  having to be reminded. That used to kill me every day. How many
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  days are we in school? Anyway, you want that to be automatic,
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  and then you would teach that procedure separately, right?
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  Tell try tally talk, until it's solid.
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  Emily: Then you'd start connecting them in your
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  student's mind. The students already know how to do each
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  piece, but you're helping them see how it all flows together.
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  So first unpack your backpack using our five steps, then make
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  your lunch choice using our three steps.
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  Heidi: Keep expanding one procedure at a time until you
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  have built the full routine. You know, plan on this taking at
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  least two weeks. That is totally normal, and it's to be expected.
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  Emily: If things start to fall apart as you're connecting
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  procedures, pull back for a minute and try to pinpoint the
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  issue, instead of plowing ahead, because you want this all done
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  and out of your hair.
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  Heidi: Oh, yes, figuring out a problem now will save you from
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  having to deal with it for nine more months.
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  And that brings us to the final step, which is reinforcing. This
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  is where the magic happens, because this is when your
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  routine moves from something we do because the teacher told us
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  to, to something we just do.
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  Emily: This is the point where your routine will either take
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  off or fizzle out. The goal is to train your students brains to
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  run this sequence without you prompting them every step of the
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  way, and that only happens with intentional, repeated
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  reinforcement.
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  Heidi: Think of it like teaching kids to tie their shoes. If
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  you've ever lived through that, you don't just show them once
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  and then expect them to do it perfectly every time. You have
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  to practice a lot.
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  Emily: Yep, and it's going to take a lot of practice with your
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  routines too. But that doesn't mean it has to be drudgery. Have
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  some fun with it. You could set up a bingo board or a tic tac
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  toe board with all of the different procedures that make
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  up your dismissal routine. Every time they complete one part of
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  the routine without needing instructions from you, they get
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  to cross off a square. If they get a bingo or a tic tac toe,
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  they get a small reward, and when the whole board is full,
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  they get a larger reward.
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  Heidi: Yeah, we want to make sure that practice doesn't start
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  feeling like a punishment. Another thing that I like to do
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  with my students was to time them. I would say something
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  like, okay, yesterday, it took two minutes and 28 seconds for
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  everyone to get their notebooks put away and come to the rug. I
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  think we can do it faster. Can we do it in two minutes? Kids
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  love racing. And the nice thing about this is that it can
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  motivate them to kind of push each other to move more quickly,
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  so you're not the one having to, you know, nudge them along.
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  Let's let that positive peer pressure work in your favor.
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  Emily: If you are doing whole class rewards for practicing
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  routines or anything else, don't let a few kids ruin it for
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  everyone. If you've got one or two little ones with some
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  special behavior challenges, like maybe they'll go slow on
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  purpose, just because everyone else wants them to hurry, then
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  you can just kind of take them out of the equation.
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  Heidi: Right. If all but your two most challenging darlings
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  are at the carpet, count that as a win. Way to hustle, everyone,
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  you made it to the carpet in one minute and 58 seconds. And then
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  when someone raises their hand to point out that Dimitri still
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  isn't at the carpet, just make it a non issue. You know what,
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  you worry about you and I will worry about Dimitri.
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  Emily: Yeah, especially because getting attention for it is
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  probably exactly what Dimitri wants. And it's just a good
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  reminder that most of our management plans will work for
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  most of our kids most of the time. So put your focus there.
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  You can set up a personalized plan for Dimitri at a different
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  time, but it will only make things worse if we turn him into
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  the class scapegoat. That's not good for anyone.
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  Heidi: And besides making routine practice fun, you can
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  also reinforce your expectations by turning it over to the
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  students. Try assigning helpers for routine checks. Have a
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  materials monitor who reminds classmates about getting their
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  pencils, or a line leader who models proper hallway behavior.
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  Emily: That's nice, because then you're not having to oversee
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  everything that happens. And when routines start to slide,
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  because they will, especially after a long weekend or a
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  holiday, go back to practicing them just like a sports team
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  runs drills.
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  Heidi: Don't feel like you have failed if you need to reteach a
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  routine. This is something honestly that I struggled with.
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  I used to see this as a failure as a teacher, but it is just a
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  predictable part of dealing with kids. They need repetition, and
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  sometimes you need to refresh those neural pathways to get
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  everyone back on track.
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  Emily: Now you likely have dozens of routines needed to
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  make your classroom run, but it's important that you're
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  putting a lot of time and energy into streamlining what we call
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  the core four, and these are the routines that truly make or
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  break your school day.
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  Heidi: And if you have taught before, you can probably guess
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  what these are, but they are a calm morning start, orderly
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  hallway movement, controlled transitions, and efficient end
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  of day routines. If you can master these four, everything
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  else in your day becomes so much easier.
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  Emily: So let's walk through what it looks like to anchor,
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  expand and reinforce our core four routines. And we'll kick
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  things off with a calm morning start.
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  Heidi: For your morning routine, your anchor might be getting the
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  backpack procedure down. Once that's solid, you expand it with
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  lunch choice, then getting materials, then starting morning
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  work. Each step gets taught and practiced separately before you
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  try to link them.
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  Emily: When it comes to reinforcing your morning
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  routine, visual supports are your best friend. Post the steps
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  of each routine where students can reference them, or where you
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  can send students to check if they've forgotten something.
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  Heidi: Yeah, you definitely want to outsource the work of keeping
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  kids on track as much as possible. So let a display help
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  you out. You could make a chart or project slides each morning
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  with the steps that you want students to follow. I was very
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  analog. I used sentence strips and magnets to put them on my
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  board because I didn't want to have to write it out every day.
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  Emily: Yep, I did the same thing, and it definitely does
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  not need to be fancy. So just make sure you're posting them
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  where kids can see them every single day, even in the middle
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  of May, and that they're going to know exactly where to look
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  each time. It's always going to be in the same place.
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  Heidi: And if they ask you what they're supposed to be doing,
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  point them to the display, so they get in the habit of
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  checking that instead of turning to you for the answers.
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  Emily: Exactly.
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  Heidi: Morning routines have to run without much teacher input
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  because you're busy handling your own routine of getting the
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  day started. Those posted steps give kids a way to stay on track
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  without needing you to prompt every single thing.
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  Emily: If you want a deeper dive, maybe the deepest of
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  dives, on morning routines, check out our three part Morning
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  Routine series, which is in episodes 93, 94 and 95 where we
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  talk about how to set up your own morning routines, as well as
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  your students.
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  Heidi: For the next in our core four routines is hallway
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  movement, and you might anchor this one with the signal to line
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  up. Then you can expand to walking without talking, then
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  how to walk while you're carrying supplies, and then what
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  to do when you arrive at your destination.
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  Emily: Reinforcing your hallway routine can be a lot of fun. So
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  try announcing that you've chosen a mystery walker. If this
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  student remembers your procedures as you travel to your
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  destination, they'll get a prize, and it's easier to watch
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  this if you like our strategy for walking at the back of your
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  class instead of at the front.
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  Heidi: That does make it simpler, or you can get real
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  good at walking backwards.
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  Emily: Yes, you know, both are good skills to have.
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  Heidi: The prize for the mystery walker can be as simple as a
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  high five or a sticker. It's the mystery of it all, not the prize
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  that is going to be most influential on getting your
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  students to meet your expectations. And another fun
• 13:03
  idea is called line freeze. Ashley from Rainbow Skies for
• 13:06
  Teachers, shared this with us back in episode 120.
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  Emily: Oh, and you should definitely go back and listen to
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  that so you can hear it in her delightful Australian accent.
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  But basically it's a bit like red light, green light. You lead
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  your line down the hall normally at the front of the line, but
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  every once in a while, you flip around and look at the kids.
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  Their goal is to freeze in place as soon as you turn.
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  Heidi: That is a really fun game, and it's perfect for the
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  hallway because it can be done silently. Ashley says that she
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  has done it with kids from kindergarten to sixth grade, and
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  that they all enjoy it. So give that one a try if you want to
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  add a little whimsy to your hallway routine.
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  Emily: And go back to check out episode 89 if you want even more
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  hallway tips.
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  But for now, let's look at how to handle your transition
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  routines. A good place to start here is by anchoring your
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  attention signal. When that's solid, expand into listening for
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  all the directions before they start moving, cleaning up
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  workspaces, then getting materials for the next activity,
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  and then transitioning to the new location quickly.
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  Heidi: And we did another three part deep, deep dive in episodes
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  48, 49 and 50. This one happened to be on transitions this time
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  because, as you may have noticed, they are tricky, and
• 14:15
  they can eat up a lot of your learning time. So revisit those
• 14:18
  episodes, and also check out episode 160 if you want tips for
• 14:23
  our final core routine, dismissal.
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  Emily: This one is hard because you are so tired by this point
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  in the day. So do what you can to automate this routine as much
• 14:33
  as possible. You could anchor it with your procedure for tidying
• 14:36
  up desks, then expand to getting take home materials, then
• 14:40
  packing backpacks and then getting ready for dismissal.
• 14:43
  Heidi: The end of the day is a great time to add in some
• 14:45
  student ownership as reinforcement. Besides regular
• 14:48
  class jobs like sharpening pencils, you can assign students
• 14:51
  to hand out papers, pass out lunch boxes, check that everyone
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  cleaned under their desk, and really, anything else that the
• 14:57
  kids are capable of doing, make them do it.
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  Emily: For sure, don't take it on yourself to do all of the
• 15:02
  work. And the beauty of this approach is that once these
• 15:05
  routines are solid, your classroom really does start to
• 15:07
  run like clockwork.
• 15:09
  Heidi: Now this does take a lot of time and energy and
• 15:12
  intention. I want to be clear about that, because we know how
• 15:16
  much work this is, but we promise solid routines are worth
• 15:19
  it, even if they're not your favorite thing to teach.
• 15:23
  Emily: I know, no one goes into teaching because they love
• 15:25
  procedures. Although maybe we do. Do we? We talk about them a
• 15:29
  lot, maybe we do.
• 15:30
  Heidi: I didn't start out loving procedures, like, I got there
• 15:31
  once I saw what they could do for me.
• 15:31
  Emily: That's I was gonna say. I think we love procedures because
• 15:36
  we love what they give you as a teacher. And obviously, no
• 15:40
  student says their favorite part of school is your efficient
• 15:42
  dismissal routine.
• 15:44
  Heidi: But it would be nice if they pointed that out. But it's
• 15:48
  procedures and the routines that they create that are going to
• 15:51
  make the good parts of teaching, the stuff you like, possible.
• 15:55
  They enable you to be the kind of teacher you want to be.
• 15:58
  They're what create consistency so students feel safe and know
• 16:00
  what to expect. They prevent problems by minimizing
• 16:03
  opportunities for kids to test your limits, and they free you
• 16:07
  up to focus on your students instead of logistics.
• 16:10
  Emily: So let's wrap up with a quick recap of how to turn
• 16:13
  procedures into routines that stick. First, anchor your
• 16:17
  routine to one solid procedure that's already working well,
• 16:20
  then expand by adding one procedure at a time until you've
• 16:23
  built the full sequence. Finally, reinforce the routine
• 16:26
  as a whole, not just the individual steps.
• 16:30
  Heidi: Focus on your core four routines—morning start, hallway
• 16:33
  movement, classroom transitions, and end of day. These make or
• 16:38
  break your classroom flow. So look for opportunities to
• 16:41
  reinforce your expectations, so students will want to meet them.
• 16:45
  Emily: And remember that this will take time. Plan on at least
• 16:48
  two weeks for the basic structures to stick, but there
• 16:51
  will still be a period of watching and reinforcing before
• 16:54
  it becomes truly automatic.
• 16:56
  Heidi: And we would love to hear how you're building routines
• 16:59
  this year. Come join the conversation in our Teacher
• 17:02
  Approved Facebook group.
• 17:04
  Emily: Now for our Teacher Approved Tip of the Week, where
• 17:06
  we share an actionable tip to help you elevate what matters
• 17:09
  and simplify the rest. This week's teacher approved tip is
• 17:13
  to create your own routines. So tell us about this, Heidi.
• 17:16
  Heidi: Well, have you ever noticed how satisfying it is
• 17:19
  when your own personal routines just click? Like when you
• 17:22
  develop that evening routine where you prep everything for
• 17:25
  the next day, and then morning you feels like you have gained a
• 17:29
  superpower. Well, let's lean into that. This week, pick one
• 17:34
  routine in your personal life that's feeling a little chaotic
• 17:37
  and apply the same anchoring, expanding and reinforcing
• 17:40
  approach we talked about today.
• 17:42
  Emily: So maybe that'll be your after school routine, or your
• 17:45
  Sunday meal prep, or even just how you unwind in the evening.
• 17:49
  Start with one solid step that's already working and then build
• 17:52
  from there.
• 17:53
  Heidi: And we did talk about teacher morning routines as part
• 17:55
  of our morning routine deep dive. So the ones that focus on
• 17:58
  teachers specifically are episodes 93, which is your
• 18:03
  getting out the door morning routine, and episode 94 that's
• 18:06
  like, once you get to school morning routine. So definitely
• 18:09
  check those out. And just like with your students, give
• 18:12
  yourself time to practice and adjust. Those neuronal pathways
• 18:16
  need repetition at home, too.
• 18:17
  Emily: The best part is that when your personal routines are
• 18:20
  running smoothly, you'll have more mental energy for all of
• 18:23
  the amazing teaching you want to do.
• 18:23
  Heidi: All right, to wrap up the show, we're sharing what we're
• 18:24
  giving extra credit to this week. Emily, what gets your
• 18:29
  extra credit?
• 18:31
  Emily: I'm giving us credit to the Good Hang podcast with Amy
• 18:34
  Poehler. Have you listened to this, Heidi?
• 18:36
  Heidi: I haven't. It keeps showing up in my feed, so I've
• 18:38
  been meaning to, I just haven't had a chance yet.
• 18:40
  Emily: Same, and I just barely started listening a couple days
• 18:43
  ago, and it has exceeded my expectations. I think Amy might
• 18:47
  have been born to be a podcaster, not an actress. I
• 18:50
  like her as an actress, too, to be clear.
• 18:52
  Heidi: I keep getting ads for her master class on improv, and
• 18:56
  she's so delightful. I keep thinking, do I need to take a
• 18:59
  master class on improv? I don't want to do improv, but she's so
• 19:02
  fun.
• 19:03
  Emily: Be worth it to hang out with Amy. And usually I don't
• 19:07
  care to watch video podcasts. I just want to listen to a
• 19:09
  podcast. But I got fed one of these on YouTube, and I was
• 19:13
  like, Oh, this is so fun. And so now I just kind of have it on in
• 19:16
  the corner while I'm working the last few days, and it's been so
• 19:18
  fun. And seriously, every episode is genuinely a good
• 19:22
  hang. And one thing I love that she does is at the beginning of
• 19:25
  each episode, she does a video chat with someone she knows who
• 19:28
  also knows her guest for the episode, and then they say good
• 19:31
  things about the guests behind their backs.
• 19:33
  Heidi: That is so fun!
• 19:34
  Emily: It's so cute. So like, before she talked to Andy
• 19:36
  Samberg, she called Seth Meyers, and they talked about him, and
• 19:41
  like, how they got to know him and what they love about him.
• 19:44
  And then Seth, like, gave her an idea for a joke to play on Andy.
• 19:48
  And it was just fun. It was so cute.
• 19:50
  Heidi: That's such a fun way to introduce a guest.
• 19:52
  Emily: I know, it just felt so, it's just wholesome and fun, and
• 19:56
  it just makes me smile. So if you need a mood booster, check
• 19:59
  out the Good Hang podcast.
• 20:00
  Heidi: Well, I'll definitely have to try that out, because
• 20:02
  I'm going to be working for quite a while today.
• 20:04
  Emily: Yeah, pull it up. Start with the Adam Scott episode,
• 20:08
  because you're a Parks and Rec-er. So start with that one,
• 20:11
  even though you haven't watched Severance, so you won't get all
• 20:13
  the Severance talk, it's still worth it to hear them talk about
• 20:17
  Ben and Leslie is just so cute.
• 20:19
  Heidi: They're so good. I do love that. Okay, I'll definitely
• 20:21
  have to check that out.
• 20:22
  Emily: Okay, let me know what you think. What's getting your
• 20:24
  extra credit?
• 20:25
  Heidi: Well, I'm giving extra credit to the Lady Stacks
• 20:28
  Ultimate Book Tracker.
• 20:30
  Emily: Ooh, it sounds fancy.
• 20:31
  Heidi: Now, I haven't been someone who keeps track of my
• 20:34
  reading, because when I tried, I would get too caught up on how
• 20:38
  much or how little I was reading, and then it would start
• 20:41
  to feel like a chore, or that I was being graded and I was
• 20:44
  failing somehow. So I had to stop doing that. But I kept
• 20:48
  seeing ads. I'm so susceptible for ads, apparently.
• 20:51
  Emily: Apparently.
• 20:51
  Heidi: But I kept getting ads for this digital reading
• 20:55
  tracker. And 100% I have to say, I only bought it because I was
• 20:59
  trying to figure out how this person, Lady Stacks, how she
• 21:04
  managed to get the images to work well in Google Sheets,
• 21:08
  because it's a whole, you get a whole little like library image,
• 21:11
  but it's all in Google Sheets. And I have to say, I could not
• 21:15
  figure it out, because those tabs are locked.
• 21:17
  Emily: Oh, dang it.
• 21:18
  Heidi: But it turns out that it has been fun to play around with
• 21:21
  just putting in my own reading. So what you do is you type your
• 21:24
  book titles on one tab and then a little book is added to your
• 21:28
  cute library picture on the next tab.
• 21:30
  Emily: Oh, cute.
• 21:31
  Heidi: It's very satisfying. I love seeing my little library
• 21:34
  grow, and there's lots of info, like page totals and graphs. I
• 21:38
  haven't been on story graph because I know a lot of people
• 21:39
  use that instead of good reads, so I think it might be similar
• 21:43
  to that. But I don't know that you get to make a cute library
• 21:45
  in story graphs.
• 21:46
  Emily: I bet not. And I the reason I haven't switched to
• 21:48
  story graph is I don't think it's free, and I don't want to
• 21:52
  pay.
• 21:52
  Heidi: Oh, that's annoying.
• 21:53
  Emily: Well, not, I'll pay for something. I just don't want to
• 21:55
  pay continuously for a tool. I could be wrong, though. The
• 21:59
  people listening may be like, No, it's, you don't have to pay
• 22:02
  for it. I have no idea. I should have probably checked that
• 22:04
  before I made that statement, but it sticks in my head that
• 22:07
  that's why I didn't switch over, was like, Oh, I don't want to
• 22:09
  pay for it.
• 22:10
  Heidi: That's good to know. Well, I did have to pay for the
• 22:13
  book tracker, but it has been fun. I thought, Oh, I could make
• 22:16
  a new sheet for each year and have my little library just
• 22:18
  built up, so.
• 22:20
  Emily: That's so cute. I'm definitely gonna check it out. I
• 22:22
  do use Goodreads, but there isn't an easy, satisfying way
• 22:26
  to, like, see everything you've read. It's kind of utilitarian.
• 22:29
  And I also get stressed out in Goodreads about the reviews,
• 22:34
  because I feel I overthink the stars, because sometimes, well,
• 22:40
  I really enjoyed this. So it's like a four star, but really
• 22:43
  it's the writing's not that great, the story's not that
• 22:45
  great. It's probably more like a three star, but I liked it. So,
• 22:48
  you know, I just spend too much effort on that. Plus, I feel so
• 22:50
  guilty ever giving anybody.
• 22:52
  Heidi: I know it's hard.
• 22:53
  Emily: Like, less than, yeah, I feel bad every time I give even
• 22:56
  a three star. I'm like, Oh, I'm such a jerk. So.
• 22:59
  Heidi: Well, now you can rate lowly in private. No one will
• 23:03
  ever see it.
• 23:03
  Emily: There we go. Okay, I'll check it out.
• 23:05
  Heidi: And there's a link in the show notes if anyone else wants
• 23:08
  to check it out.
• 23:09
  That's it for today's episode. Remember our three steps for
• 23:12
  connecting your individual procedures into smooth running
• 23:15
  classroom routines, and then you can try out those same steps to
• 23:19
  your own routines.
• 23:22
  We hope you enjoyed this episode of Teacher Approved. I'm Heidi.
• 23:26
  Emily: And I'm Emily. Thank you for listening. Be sure to follow
• 23:29
  or subscribe in your podcast app so that you never miss an
• 23:32
  episode.
• 23:33
  Heidi: You can connect with us and other teachers in the
• 23:35
  Teacher Approved Facebook group. We'll see you here next week.
• 23:38
  Bye for now.
• 23:39
  Emily: Bye.