Latest / Integrate This! Ed Tech Podcast / Back-to-School Boost: Practical & Fun Ideas for Teachers

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Back-to-School Boost: Practical & Fun Ideas for Teachers · Integrate This! Ed Tech Podcast

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Welcome to Integrate This, your go -to EdTech
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podcast where curiosity meets classroom innovation.
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Join your hosts, David Berner and Jeremy Mikla,
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as we explore the rapidly evolving world of educational
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technology. From game -changing tools to insightful
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conversations with today's top EdTech voices,
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we're here to help educators stay informed, inspired,
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and ready to innovate. So tune in, level up,
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and let's integrate this. Hello and welcome back
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to another school year. It is the 2025 school
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year here in the United States and for me, this
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is actually marking the beginning of my 26th
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year in education. That's kind of crazy how fast
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all of that has gone by. Of course, I've done
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22 years in the high school social studies realm.
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In the last four, working as an instructional
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technology specialist and getting to, you know,
1:11
correspond and getting to interact and create
1:14
with like this person next to me here, my great
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colleague, David Berner. We welcome you. I'm
1:22
excited to have you back for another year of
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great content, great interviews, tutorials and
1:29
everything that we put together here into our
1:32
integrate this podcast. You know, David, I don't
1:36
know any any welcome messages from you that you
1:38
would like to share and and get out there. Yeah,
1:42
it's an exciting time for teachers. I think,
1:44
you know, it's always like a hopeful time. You're
1:48
just starting. I know some schools, especially
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in our area, have been in school for a couple
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weeks, but the vast majority of schools are just
1:57
starting this week or maybe started last week.
2:01
So it's a great time. I know you and I have talked
2:06
about this. If you followed our channel or our
2:09
podcast for a while now, you've probably picked
2:11
up on the fact that Jeremy and I were both social
2:13
studies teachers. He taught social studies for
2:16
a bit longer than me. But yeah, I'm going into
2:20
my seventh year in the ed tech space. And even
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that has gone very quick. So yeah, it's a good
2:29
time. And I hope that we can maybe provide some
2:33
fun and practical things for teachers to take
2:36
away as they listen to this podcast especially
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if you're a new teacher if this is your first
2:41
year, maybe some new ideas and even though You
2:46
know, we even if you're in your second or third
2:48
week of school, I think you can still apply some
2:50
of these things So, yeah. Yeah. Yeah, absolutely.
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And you know, we welcome everyone here So, you
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know like you and I were chatting like we thought
2:59
we would start off kind of with some maybe some
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practical tips that teachers can implement to
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kind of get things started on the right foot,
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even in the first couple of weeks of the school
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year. You know, when you're trying to establish
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some of those routines, it's nice to have some
3:16
practical strategies that you can fall back on,
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especially when it comes to the role of technology
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and what that will look like and how you integrate
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that into your practice and with your students.
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And then we'll kind of maybe throw out a few
3:31
other kind of maybe off the wall some fun, you
3:35
know, some of them might be an icebreaker activity
3:38
or get to know you activity or other ones could
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just be like, hey, let's take this opportunity
3:44
to learn more about each other because we know
3:47
that that will also help to to facilitate those
3:50
great learning moments that we know are going
3:51
to happen during the school year. You know, so
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David, what do you what do you think is one of
3:56
the things that you know, whether you're a first
3:58
-year teacher, you know, the rookie that's a
4:01
little green in the classroom, or whether you're
4:03
a 30 -year vet, you know, what are some of those
4:06
things that you think that should be the focus
4:08
early on? Well, so much of our content is, you
4:14
know, we talk a lot about the EdTech space and
4:17
AI a lot lately and things like that, but getting
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back to kind of the heart of why you're there.
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The most crucial thing I think that you can do
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is spend some time getting to know students,
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and this tends to be a really universal thing
4:37
that I've heard so many times, but never underestimate,
4:40
I think, the power of standing outside your door,
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especially that first week and greeting students
4:46
as they come in. Be visible, be out there talking
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to students, getting to know them. because it's
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all new to everybody, right? You have a new crop
4:58
of students coming in and you have probably your
5:02
own worries and concerns. But I think if you
5:04
start with that and think about creating relationships,
5:08
that will help further down the line. Yeah, and
5:12
I think along with greeting them at the door,
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greeting them by name, which means you've got
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to get to know the names of your kids. very quickly,
5:20
you know, and whether that's a seating chart
5:22
that helps you do that, or if you have some other
5:25
sort of mnemonic or trick up your sleeve, you
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know, whatever you can do, knowing who they are
5:32
really, really matters to them and will lead
5:34
to that respectful relationship that builds over
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time. Yeah, exactly. And, you know, I don't,
5:42
we're there to educate, but I think that It's
5:47
also a space that your students are going to
5:49
be in day in and day out. And so taking the time
5:53
to put content on the back burner for at least
5:57
the first week and talk with your students, share
6:01
things about yourself, just also being a human,
6:05
not just an educator, but being a human and finding
6:10
common ground in various things. I think all
6:14
that's very important when it comes to that.
6:16
that first week and then, you know, having opportunities
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or moments for that as the year goes on as well.
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What do you think about creating a safe, inviting
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atmosphere and climate? What does that kind of
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look like? Do you think as you start the school
6:30
year off? I think that while you do your, you
6:36
know, you're getting to know students and you're
6:38
you are being present out there. You are gonna
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find that right away that first week you are
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gonna have to establish still some boundaries
6:49
and what's gonna be acceptable in your classroom.
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And I think there's some really interesting ways
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to go about that. I think maybe a lot of times
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we fall into the trap of like, you have to communicate
7:03
these things in a very dry way. One of the most
7:07
impactful. things I know that I saw was a teacher
7:12
that I had worked with did more of like a modeling
7:17
type of for things like routines or behavior
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and you know this and this is getting more into
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like the middle school high school level but
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like you know like how do you enter you know
7:32
and you can actually make those things very fun
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like if you as the teacher, you know, kind of
7:37
gives the example of if you rush into the room
7:40
and you throw the door open and run to your seat
7:43
and stuff like that, right, and have a student
7:46
be the teacher for that scenario, you know, and
7:49
have them teaching and then kind of throw them
7:51
off guard and come in, you know, very frantically
7:53
and all that type of stuff. Kids will get a kick
7:56
out of that. And it's it's a funny way to model
8:00
what's not acceptable, right? You don't necessarily
8:03
have to stand up there and say, now, don't come
8:05
into the room like this. And you know, and it's
8:07
very dry. There's some there's some interesting
8:10
ways that you can approach that. And everybody
8:13
is going to be different how they're going to
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approach it. But setting some some boundaries,
8:19
making it an inviting classroom, but helping
8:23
students understand, like, what are the expectations
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when you do come in? I know many teachers also
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will. Help have their students help create the
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classroom expectations on that first day or second
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day and so they're part of that process of determining
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what's acceptable and what's unacceptable in
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the classroom, so I think there's some some fun
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ways that you can go about that and Yeah Yeah,
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and I think what goes along with you know, you're
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you're establishing some procedure and routine
8:53
in the classroom But yet you're showing students
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that you're not so rigid all of the time Especially
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if you throw in little moments of you know off
9:02
the wall Like they expect you to kind of be this
9:05
strict rigid character, right? and then you come
9:07
in like you you talked about rushing into a room
9:09
and throwing your stuff on the desk and sliding
9:11
into a seat, you know, they're gonna get a different
9:14
kind of perspective of you that you know, yes,
9:16
you're serious, but you don't take yourself.
9:19
overly serious at the same time, you know, but
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what about now? Do you want to create that space?
9:25
That's going to be great for students in that
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physical environment, which you which you definitely
9:28
talked about here, but equally, I think, especially
9:32
in today's age and maybe even more so with some
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of your middle to high school age students is,
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you know, you want to make sure that you're creating
9:40
that safe digital space as well for your class
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to be able to exist, whether that's with your
9:47
LMS or whether that is within some sort of discussion
9:51
space that you're going to provide for students
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to interact with each other while they're online.
9:55
Do you have any kind of helpful tips or ideas
9:58
when it comes to that? Yeah, I think it's the
10:03
same. You know, just because it's online within
10:07
the classroom, I mean, there's still social interactions
10:10
that are going on. ways that you have expectations
10:14
about, you know, like how are students turning
10:16
things in? Because whether they're turning things
10:20
in physically in the class or digitally in, you
10:23
know, one of the learning management systems,
10:25
Google Classroom, Schoology, et cetera, right?
10:28
You should have a process in place of what that
10:31
looks like for students. One benefit to those
10:34
those systems is typically you'll have parameters
10:37
you could set within there, but probably still
10:39
good to communicate to the students like what
10:41
are your expectations when operating within those
10:44
spaces? Because the digital spaces now are so
10:48
frequented and they're going to be interacting
10:51
students. You brought up discussion boards, right?
10:54
That's a huge that's huge. point to hit on is
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engaging in discussions with other classmates
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or maybe even You know across classes or something
11:06
if you figure out if you've got that but that's
11:09
that's the type of thing where you should definitely
11:11
model what is What is expected with responses
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to either that the teacher or to other classmates?
11:23
It's a good way to avoid I think this happens
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probably to a lot of people is you'll have a
11:28
question on there and you're like Oh, this is
11:29
the best question ever for this this objective,
11:32
you know What if you're talking about World War
11:35
one or something and you think it's the greatest
11:37
question in the world and you get like five students
11:39
that Just give you a one -word response, right?
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Because it's not the most important thing in
11:43
the world to them. So Yeah, I think I think just
11:47
modeling what? the expectation is for those.
11:50
It's really no different than the physical space.
11:52
You have to probably have an idea in your mind
11:56
and structure in your mind for both of those
11:58
spaces because they're distinct, but both need
12:02
to be addressed. Yeah, I think you hit the nail
12:05
on the head. There are a lot of similarities
12:07
to how you would behave with an in -person discussion
12:10
and an online one. You know, I think just reminding
12:14
students that when you know, you're reading something
12:17
on a discussion board. You're not hearing it
12:19
being said in a person's natural voice. You're
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hearing it being said with that little person
12:23
that's up inside of your head, right? So, you
12:26
know, be careful not to leave any sort of moments
12:29
where, you know, reading between the lines might
12:32
lead down a path that you don't want to go down,
12:35
right? So I think kind of reminding students
12:38
of that, but then at the same time, reminding
12:40
them that it can still happen. Maybe something
12:42
that's written isn't being read in that person's
12:46
head the same way as it was intended. So don't
12:49
just jump to a conclusion and assume the worst
12:52
is being said by that other person. And I think
12:55
that's a good life lesson reminder, I think,
12:58
for all of us, teachers included, along with
13:01
that. Yeah, I think that's a really great point
13:03
that we didn't touch on is the fact that when
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you're reading it, it's so much different if
13:09
you're having one student respond with their
13:12
thoughts to another. They may assume an intent
13:17
that's not necessarily there, right? That's a
13:20
great point. One of the things you touched on
13:23
there, too, was communicating with students.
13:26
But let's take that beyond that, right? What
13:28
about communicating with families, especially
13:31
at the beginning of the year? You know, I know
13:35
one of the things that a lot of teachers do is
13:38
they will have the syllabus for their class.
13:41
And I guess I'm thinking more like high school
13:43
and middle school levels again, maybe a little
13:45
bit of the upper elementaries that they they
13:49
expect the students then are are getting that
13:52
content and they expect the students to bring
13:54
it back to their parents and ask parents to sign
13:58
off on that they've reviewed the syllabus and
14:02
if they have any questions to contact you, that
14:04
sort of thing. My experience with that was I
14:08
never got any questions from parents when I had
14:12
students sign off on them and then bring it back
14:15
and I gave them points for it. So eventually
14:17
I just even quit. assigning it as points and
14:21
I don't know, I just made it an expectation to
14:23
students and I'm not sure which is the best.
14:26
method of that was to try to encourage more dialogue.
14:30
But I think if I could go back, one of the things
14:33
that I would change is, you know, I think maybe
14:36
instead of like a big syllabus and just sending
14:38
it all out at one time, I might do it in a little
14:41
bit smaller batches over the course of the first
14:44
week or two weeks and more just send it out as
14:48
an email directly to parents because we have
14:50
all of their email addresses in our SIS, our
14:54
student information systems that we can that
14:56
we can utilize and send out mass messages like
14:59
that that would include different parts of it.
15:01
And maybe it wouldn't be just so much for a parent
15:05
to digest all at one time, especially when you're
15:08
talking about if a high school student has six
15:10
different teachers over the course of the day
15:12
and they're coming home that first day or two
15:14
of school with six different syllabi to look
15:16
over and read and sign off on. Yeah, that's just
15:19
gonna be too much and overwhelming. And I get
15:21
the idea, you know, from you know, a liability
15:25
standpoint, like are you making sure that parents
15:28
are aware of this content engineer and procedures
15:31
in your class and how to deal with issues and
15:34
missing work and tardiness and absences and all
15:37
of that sort of stuff. But I think that can be
15:39
done perhaps in little doses over time. At least
15:43
if I were to go back, I think that's how I would
15:45
approach it. You know, from your perspective,
15:47
David, what do you think about any helpful tips
15:50
or strategies for helping to communicate with
15:52
parents and families? Yeah, I think one thing
15:56
that stood out to me when what you had mentioned
15:59
like those automation systems are really great
16:02
for being able to communicate in mass right out
16:06
about important things and stuff like that. But
16:08
I think that we shouldn't use that as a substitute
16:11
for one to one communication. I think if you
16:16
just rely on those, then the door is kind of
16:19
closed. There's really no personalization that
16:21
goes into it either so. I think a lot of teachers
16:26
do a great job of sending welcome letters even
16:29
before the first day begins and introducing themselves.
16:34
Talking about like. You know their philosophy,
16:38
maybe or especially contact contact information
16:41
is hugely important. I think that educators can
16:45
set up certain communication boundaries that
16:48
what is their preferred method of communication
16:51
and maybe even communicating like. you can expect
16:54
a response to me within whatever, you know, whatever
16:57
is comfortable for you. If it's in 24 hours,
17:00
fine, you know, but then you at least are setting
17:03
some parameters that help manage expectations
17:05
and then help you help the teacher maintain a
17:09
healthy work life balance because the reality
17:11
is that you are going to leave school for the
17:17
day and then get emails in the evening. So you
17:19
have to set those things and know yourself the
17:23
best so that you can determine like, okay, I'm
17:26
going to respond tomorrow. This is my time set
17:30
aside for responding to these things and that's
17:32
how I'm going to manage my own time. But if you
17:36
communicate that out to the parents or guardians,
17:39
then they'll have an idea of, you know, this
17:42
is what you can expect. And I think too that
17:48
I've always been a big proponent and agree with
17:53
the notion of like, it shouldn't be that the
17:58
first time you talk to a parent, it's a negative
18:02
call, right? It's about that we're having this
18:05
behavior and there should be some correspondence
18:08
that takes place prior to that that's positive,
18:11
you know, good news calls, things like, oh, you
18:15
know, this is really great. I saw your child
18:18
working on this and It was a really awesome thing
18:22
and you know set some of those things up early.
18:26
Yeah, I think I've heard it talked about. I remember
18:29
I don't remember who the the presenter was but
18:32
in a keynote message like a welcome back to school
18:35
kind of kick off the year message there was a
18:38
presenter that I listened to one time that talked
18:40
about that importance of you know being early
18:45
and often with the positive messages that go
18:48
home to parents. And I think they even talked
18:50
about it being like a bank account, right? You
18:54
can't withdraw money from a bank that there's
18:56
no money in, right? And it's the same things
18:58
with relationships and trying to get messages
19:02
across about. you know, students and their work
19:05
that they're doing, that you need to make deposits
19:08
first before you can make withdrawals. So, you
19:11
know, think about it, maybe even a ratio of you
19:13
need to make three deposits or three positive
19:16
things about a student before you withdraw something
19:19
and send home that message like, hey, the student
19:22
of yours needs to kick it in gear or needs, you
19:27
know, we had this incident that occurred, you
19:29
know, it's much easier, I think, for a parent
19:31
to listen to it if they know you're coming from
19:33
a place where you've already shown that you care
19:36
about that student and that you do recognize
19:38
the positive contributions that they're making
19:40
at the same time. Yeah, yeah, exactly. And there's
19:45
definitely opportunities that you can you can
19:49
establish that early on. I know like one of the
19:51
things that you're going to talk about is some
19:54
fun things that you can have the students doing
19:55
or different. projects or things with that first
19:59
week, and that's going to provide you with some
20:01
opportunities to not only get to know the students,
20:03
but then to have materials switched to and interactions
20:07
to communicate out after that first week. So
20:12
do you want to talk a little bit about some of
20:14
the things that you - Yeah, some of the other,
20:16
some of the, a little bit more, you know, of
20:19
the way since we are in educational technology.
20:22
podcast, at least on some level, right? We want
20:26
to kind of throw in and give you some ideas on
20:29
maybe how you can integrate some technology even
20:32
into some of these first couple of weeks of school
20:34
that still kind of touch on those themes of creating
20:38
those digital and physical environments that
20:41
are going to be welcoming of students. So one
20:44
of them, shout out to Eric Kurtz. Eric, we had
20:48
on the podcast earlier this summer or late spring,
20:51
And it was just such a great conversation that
20:53
we had with him. I definitely refer you back
20:56
to checking out that episode. But he came out
21:00
in a blog post on his Control Alt Achieve site
21:03
the last week or so that he called When I Grow
21:07
Up. And it's actually an image generation using
21:15
Gemini. We will be releasing an episode here
21:18
soon about some of the Gemini updates that came
21:21
out. And so you can definitely also check that
21:24
out. I feel like I'm just plugging our show here
21:26
in that. I'm not sharing anything yet. But within
21:29
this, when I grow up, he's taking students and
21:33
having them imagining a career that they may
21:36
be interested in at this point and what it would
21:39
look like to put themselves in that role of that
21:42
person doing a job that they would maybe want
21:44
to do. And so Eric has this great prompt template
21:48
that he created. And it basically takes an image
21:52
of the student kind of like their headshot and
21:56
it basically puts them into that role and it
22:00
generates the image of it so a student could
22:03
actually see what it would look like for they
22:07
themselves to be doing that job that they're
22:09
maybe thinking would be kind of cool. I'm not
22:12
going to read the prompt for you here, but we
22:14
will link that prompt as well as a link to Eric's
22:17
blog post in the description of the show notes.
22:20
But I think that's great that students are starting
22:22
to see themselves in roles beyond school. um
22:26
you know and gives them some sort of sense of
22:29
that what their future might entail yeah very
22:33
cool man you can do some fun stuff with that
22:35
uh we uh you and i are going to be amazon river
22:38
explorers if you if you see our youtube uh our
22:41
youtube video on gemini but yeah even even we
22:45
don't stop dreaming and envisioning what what
22:48
we could be doing differently yeah yeah Yeah
22:51
and I think what a great way for teachers and
22:53
classmates of that student to get to know what
22:57
interests that student might have beyond you
23:00
know their time in the walls of the school. So
23:03
that's that's one idea here. A second one here
23:06
is I think a pretty common one and I bet a lot
23:09
of people do it as well. It's the two truths
23:12
and a lie. You know where you put write down
23:14
two things about yourself that is true and you
23:16
write down one thing that's a lie and then people
23:18
have to guess Which of the one is a lie? Well,
23:22
you could take this and give it an AI twist and
23:24
call it true two truths and an AI lie Students
23:28
and teachers still create the two facts about
23:31
themselves But then you you incorporate AI into
23:36
the mix by giving AI the two truths and then
23:39
asking it to make up a lie about you that might
23:42
be kind of somewhat related of those things that
23:46
you shared, but different enough that it might
23:49
make it more challenging for students and teachers
23:52
to identify which one of those things might be
23:55
that lie. But again, I think another fascinating
23:59
way that might shed some insight into like, oh,
24:03
I didn't know this weird fact about this student,
24:05
you know? And at the same time, I think it kind
24:10
of like, is very low stakes and low stress, a
24:15
way to get to know people, right? Yeah, and that's
24:20
always a fun one. I think you can start that
24:22
with yourself as the teacher, you know, have
24:25
the students guess and then they can maybe pair
24:28
up and do that as well. Right. The thing is too,
24:32
you know, not maybe maybe not all the students
24:35
know each other. So it provides opportunity for
24:38
more interactions for them too. Exactly. And
24:41
you know, sometimes you think all these students
24:43
all know each other really, really well, because
24:45
they've been together for five, 10 years, you
24:48
know, but oftentimes they don't or things about
24:52
each other change. And so I think it's okay to
24:55
take a moment or two to recognize that. The third
24:58
idea. that I came across here that I think is
25:01
kind of fun too. Again, getting to know the interests
25:04
of your students outside of the classroom is
25:07
called Guess My Hobby. but it's done AI style.
25:11
So you take in and you work with Gemini or ChatGPT
25:16
or even with Adobe Express tools that you can
25:19
get available in Magic School, right? So it's
25:23
within that classroom space and teachers within
25:26
Magic School and Magic Student can peer in and
25:29
see how their students are interacting with AI
25:32
and making sure that it's done in that safe,
25:35
ethical and effective way. So you're building
25:38
AI literacy at the same time. But what students
25:41
do is then they prompt to create an image of
25:47
something that is their hobby or an interest
25:50
that they have. you know, students can then post
25:54
those or share those one at a time. And then
25:57
people try to guess what their hobby is that
26:00
they're trying to create in their prompt that
26:03
AI created with the image. So again, kind of
26:06
like a fun way to share it and learn something
26:09
new about your students and students can learn
26:12
from each other about things that they're interested
26:15
in. And who knows, maybe a teacher and a student
26:18
share a similar hobby for soccer or for reading,
26:23
you know, young adult novels or whatever it happens
26:26
to be, you know. Yeah, definitely. All right.
26:31
And then a final one here to share is called
26:34
the Passion Project product. So with this one,
26:39
a student might pick something that they they
26:41
love doing or love interacting with. Maybe it
26:45
is a certain style of music or a particular musician.
26:48
I know who's David is because he wishes he was
26:53
there when she was proposed to not too long ago.
26:57
Not giving away Taylor Swift, but you know, I
27:00
think that could be something that you might
27:02
choose or it could be some sort of an animal
27:05
or maybe it's a game that you particularly like
27:08
or maybe it's a sport or activity. And then use
27:12
AI to help brainstorm how they can take that
27:16
passion of theirs and create some sort of real
27:20
world product or project about it, right? And
27:24
not just that they have to become an influencer
27:26
about Taylor Swift or anything like that, but
27:30
it kind of gives them into... a way that they
27:34
can take their interests and things that they're
27:37
really enthused about and find ways to, you know,
27:41
not just share it with others, but maybe even
27:45
kind of create a model that they could use to
27:48
continue that interest and that exploration and
27:52
take it to the next step. And who knows, maybe
27:54
even a possible career or even a career that
27:56
doesn't even exist yet, but it might be something
27:59
that they could help pioneer. Yeah, it's kind
28:02
of like a little mini genius hour type of yes.
28:05
Yeah, but done in a short span, but it kind of
28:10
leads to some of those same same conclusions
28:12
so Yeah, very cool lots of lots of good ideas
28:16
for teachers to get started with this this first
28:19
week and and maybe even you know with some of
28:22
that what's great too is if you're Wanting to
28:24
just kind of dip your toe into the AI space a
28:27
little bit just to start I think those are some
28:28
really great examples of getting that Start yeah,
28:32
it was the low entry kind of point to it, right?
28:34
But yeah, definitely Definitely a good starting
28:37
point Yeah good stuff Well, uh, hopefully everybody
28:43
that is listening you can you can take away some
28:46
practical things and some fun things to get your
28:48
school year kicked off and moving in the right
28:51
direction and we Hope you continue to listen
28:55
and get some great ideas from us throughout the
28:57
school year through the YouTube channel and the
29:00
podcast. A lot of great guests that come on the
29:02
program that you can get some expertise from.
29:05
And we wish you the best of luck this school
29:09
year, and we know you'll do great. Thanks everybody.
29:16
Thanks for listening to Integrate This. Want
29:19
to take your learning further? Head over to our
29:21
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29:24
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29:28
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wherever you get your podcasts. Until next time,
29:38
keep exploring, keep innovating, and keep integrating
29:41
this.