Latest / Teacher Approved: Elementary Teacher Tips & Strategies / 290. How to Read the Room When Student Behavior Feels Off

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290. How to Read the Room When Student Behavior Feels Off · Teacher Approved: Elementary Teacher Tips & Strategies

• 0:00
  Heidi: This is episode 290 of Teacher Approved.
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  You're listening to Teacher Approved, the podcast helping
• 0:09
  educators elevate what matters and simplify the rest. I'm
• 0:12
  Heidi.
• 0:13
  Emily: And I'm Emily. We're the creators behind Second Story
• 0:16
  Window, where we give research-based and
• 0:19
  teacher-approved strategies that make teaching less stressful and
• 0:22
  more effective. You can check out the show notes and resources
• 0:25
  from each episode at secondstorywindow.net.
• 0:28
  Heidi: We're so glad you're tuning in today. Let's get to
• 0:31
  the show.
• 0:36
  Emily: Hey there! Thanks for joining us today. In today's
• 0:39
  episode, we will be talking about how to read the energy in
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  your classroom and what to do with that information. Plus,
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  we're sharing a teacher-approved tip to help you prepare for
• 0:50
  end-of-year testing in October.
• 0:53
  Heidi: But first, let's start with a try-it tomorrow, where we
• 0:55
  share a quick win that you can try in your classroom right
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  away. Emily, what is our suggestion this week?
• 1:01
  Emily: Okay. This week, if your class does something well,
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  praise them, but in a silly way. So you can do the classic, give
• 1:08
  yourself a pat on the back if you knew that answer. And kids
• 1:11
  like that. That's fine. But you can add a little more spark by
• 1:14
  trying, give yourself a pat on the nose for being so respectful
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  in the library, or my favorite, kiss your brain if you tried
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  your hardest on that, and then they can kiss their hand or
• 1:25
  their fingertips and pat the top of their head.
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  Heidi: Kids really love this excuse or permission to be
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  silly. You can go, you know, even wackier, like pat yourself
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  on the ear, pat yourself on the elbow, pat your neighbor's
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  elbow. You know, it makes praise feel like a little celebration.
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  And yes, the big kids may roll their eyes, but you know they
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  secretly love it.
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  Emily: And this is one of those perfect examples of how adding a
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  little spark can be so so small, and yet this can totally change
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  the mood in your classroom and how engaged your students are
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  just by doing something really little like this.
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  Heidi: Yeah. We love ideas like that. And if you like this idea
• 2:04
  or anything else we share here, would you do us a favor and
• 2:08
  share this episode with a teacher friend who might also
• 2:10
  enjoy it? Recommendations help grow our show, so we are really
• 2:13
  grateful for every single one.
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  Emily: Okay, picture this: you have planned a math game for
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  your class. It has everything that should get kids engaged.
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  They're out of their desks. They're using manipulatives.
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  They get some choices. They get to talk with their friends, and
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  it's a game. So you would think the kids would be all in.
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  Heidi: Yeah, you would think that. And yet, you look around
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  the room, and one group is playing correctly, gold star to
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  them, but one group is talking about something totally
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  unrelated. The group in the corner is flicking game pieces
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  at each other, and one group is trying to play, but they do not
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  get it.
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  Emily: So, if we only look at the behavior here, the solution
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  seems pretty obvious: correct the talking, take away the game
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  pieces, explain the directions again, and maybe that would get
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  the room under control, but we still haven't answered the more
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  important question, which is why did they behave that way in the
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  first place?
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  Heidi: We like to talk about behavior as information. It can
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  tell us that kids are bored, confused, overwhelmed, under
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  challenged, overstimulated, or that something completely
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  unrelated to our lesson is just affecting everyone. You know,
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  like it's the day before a break, so we just have to learn
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  how to read those clues.
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  Emily: One thing that struck us this summer after our teacher
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  summer talk summit was something an experienced teacher told us.
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  She said that she had never really stopped to ask why her
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  class was behaving the way it was, but thinking about
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  structure and spark gave her another question: What is
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  underneath this behavior?
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  Heidi: So when those kids in the back are flicking game pieces at
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  each other, instead of jumping to, how do I get them to stop,
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  the bigger question is: What is this behavior telling me?
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  Emily: And that question matters because you need to know the
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  cause of a behavior before you can really effectively address it.
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  Heidi: And plus, this is a big plus: by solving the underlying
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  issue, you are way more likely to prevent the behavior from
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  recurring, and that is a win for everyone.
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  Emily: zoom out even more and look at the circumstances. Kids
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  Emily: observation
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  don't experience your lesson in a vacuum, right? They experience
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  it as part of a specific day. So, what happened right before?
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  Did they just come back from recess or an assembly? Is the
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  room too warm or too noisy? Is it a Friday afternoon or the day
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  after having a substitute teacher? Is it a full moon?
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  Heidi: Always the full moon, man. This isn't like a checklist
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  that you have to run through with each issue that pops up.
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  You would spend your whole day doing that. So it mainly just
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  comes down to two big questions: What are the kids doing, and
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  what factors might be influencing that?
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  Emily: And I think most experienced teachers do this in
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  some form naturally because we get really good at triaging
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  situations. But the next step is where things can get tricky.
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  What do you do with that information when you have it?
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  Heidi: And you guys are never going to believe this, but this
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  is where structure and spark come in.
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  Emily: Oh my gosh, I can't believe that structure and spark
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  is going to work into this episode. We haven't talked about
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  it in so long.
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  Heidi: I know I'm starting to forget, but let's see if we can
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  spot any imbalances here. Too much structure means the lesson
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  is too easy or too repetitive. There's no real choice and no
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  real challenge.
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  Emily: When that happens, the kids respond with boredom. That
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  may look like zoning out, but when kids are in groups, that's
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  more likely to look like off-topic talking or silliness.
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  Heidi: And then on the other side, we have too much spark.
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  Instead of bored, these kids are overwhelmed because the activity
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  is too new or too complicated, or it's too socially demanding
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  or too competitive.
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  Emily: And when that happens, expect confusion, arguments,
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  calling out, kids misusing materials, the same questions
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  over and over again.
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  Heidi: That's so fun. And if overwhelm goes on long enough,
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  it can turn into boredom. When kids get too frustrated, they
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  eventually give up and they just sit there, or they start causing
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  problems.
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  Emily: Which is why this gets tricky. From the outside, bored
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  and overwhelmed can look remarkably similar.
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  Heidi: Yeah, leave it to the kids to complicate things even
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  more. So let's go back to our math game. You're standing in
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  the middle of the room watching those four groups. Group one is
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  playing correctly. Yay! Great news. That tells you that this
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  activity can work.
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  Emily: Right, now look at group two. They're busy, but they're
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  busy talking about something else. So maybe they're bored, or
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  the game is too easy. Maybe there was too much wait time
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  between turns, and so they kind of checked out. Or maybe they
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  don't understand what they're supposed to be doing.
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  Heidi: And it really could be any of those or something else
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  entirely. So don't diagnose the problem just yet. You need
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  another clue first. So let's take a look at that group
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  flicking the game pieces. They could be bored or wound up from
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  recess, or maybe they turn the materials into a toy because
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  they don't understand what they're supposed to be doing.
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  Emily: And then there's group four. They are trying to play,
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  but they're doing it wrong. That is a particularly useful clue.
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  Those kids don't need more engagement. They're already
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  engaged. They need more structure.
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  Heidi: So when you can spot that clue, when kids are confused,
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  take a look at your own setup. Did I model the game well
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  enough? Did we play a practice round before I turned them
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  loose? Are the directions posted? Are there too many
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  steps? Is there one step everyone is getting stuck on, or
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  is the content on the game just beyond where they are right now?
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  Emily: So to give this group some more support, you could
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  give them clarifying directions. You could post visual
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  directions, simplify the steps, or do another round of modeling.
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  Heidi: Yeah, we are big fans of visual directions. They can help
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  you so much. And now let's swing back to groups two and three. We
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  can't immediately diagnose the problem, so we need to get
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  closer. And I do mean get physically closer.
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  Emily: Yeah, we've talked about the power of proximity before.
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  If you start walking toward the talking group, and they
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  immediately get back on track, that tells you the problem with
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  them is lack of spark. Maybe the game isn't challenging enough.
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  So, if it's feasible, tweak the content to give this group more
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  of a learning challenge.
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  Heidi: But feasible is doing a lot of work here. If they're
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  only five minutes before the end of the game, it's really not
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  worth jumping through hoops to recreate the game, so it adds
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  more challenge. So you could just add a rule like anyone who
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  rolls a three has to move back three spaces instead of moving
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  forward. And now those kids are way more invested in playing
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  this game.
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  Emily: And you didn't add any extra work to your plate. Now
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  let's deal with the group flicking their game pieces. You
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  head toward them, and they stop what they're doing, but they
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  don't start playing. Then that helps you realize the problem.
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  You put two best friends in the same group. They're busy goofing
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  around and taking down the rest of the group with them.
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  Heidi: That means this group also needs more structure, like
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  the confused group four. But the structure needs to look a little
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  different. Now, with only a few minutes left to play, you just
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  might tell them to go ahead and clean up and head back to their
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  seats to start on the assignment.
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  Emily: Or you could break up the group and add players to the
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  other groups.
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  Heidi: Yeah, just make sure you split up the besties so that
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  problem doesn't infect another group.
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  Emily: When we talk about structure and spark, we usually
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  talk about a class wide energy imbalance, but from this
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  example, and probably from your own daily experience, you can
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  see that sometimes different kids are out of balance in
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  completely different ways.
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  Heidi: And that's why observing before intervening is so
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  important. If you had looked at the confused group and called
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  the whole class together to re-explain the rules, you would
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  have been adding even more structure to groups that already
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  had too much.
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  Emily: And I think before I understood this idea of
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  structure and spark, my go-to would have been, Oh, there's a
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  group that doesn't know what to do. They all need help. And
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  doing that would have increased their boredom and off-task
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  behaviors. But if you'd looked at the kids flicking the game
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  pieces and decided to end game time, then you would have
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  deprived 75% of the class from a meaningful and fun learning
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  opportunity.
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  Heidi: So before you jump in and change the whole lesson, take a
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  look at the broader pattern. The more widespread a particular
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  problem is, the more likely it is that the activity itself
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  needs to be adjusted. And the more localized the problem is,
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  the more likely it is that it's just specific students that need
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  your attention.
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  Emily: And of course, different kids will need different kinds
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  of support, so address each issue on an individual basis.
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  Heidi: Or, you know, in reality, you might just pack it in for
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  the day and try again another time. That's what I did with a
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  game with my second graders called Zap It to Zero. This was
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  a place value game played with calculators. So the object is to
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  take a two-digit number and eventually a bigger number, and
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  turn one digit at a time into zero.
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  Emily: Yeah, that's such a fun game. So if you have the number
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  63, if you zap the three first, you would type 63 minus three
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  and get 60. Now the three is a zero, but to get rid of the six,
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  you can't subtract six. You have to subtract 60.
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  Heidi: And that is where it all fell apart for my class. Even
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  though I had modeled how to play, we had discussed the place
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  value strategy and had played a few rounds as a class. I turned
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  them loose, and I still had kids trying to subtract 60 by
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  subtracting six. Some were just subtracting random numbers, just
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  figuring they'd get down to zero eventually, and some were still
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  just stuck on how to subtract on a calculator, because even
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  though I had introduced calculators, it's not something
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  we had a ton of practice with.
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  Emily: But the good news in your story is that they were all
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  trying. So this is a classic overwhelm picture. They weren't
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  competent enough with place value or with the calculators to
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  be able to juggle both at once.
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  Heidi: Yeah, clearly. So I stopped the whole thing. We
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  played a few more rounds together as a class, and then
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  they did their assignment. I added the structure back in, and
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  you know what? We just called it good.
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  Emily: But really, remember that there is often not one right
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  answer. You just have to choose what feels right and manageable
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  for you in that moment.
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  Heidi: But whatever you choose, start with the smallest change
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  that fixes the problem that you are seeing. If kids don't
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  understand, you can model it again, or simplify the steps, or
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  even let peers teach each other how to play. That's how you add
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  in the structure to help students get their feet under
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  them.
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  Emily: You also need more structure if the kids are too
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  wound up to focus, but in that case, the structure comes in the
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  form of a guided activity to get the wiggles out, or pausing for
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  gentle movement and deep breathing.
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  Heidi: And of course, if the kids are bored, you need to add
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  some spark. That could be increasing the challenge or
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  offering a choice, or you know something as easy as just
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  letting kids work together in a different part of the room.
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  Emily: Right, assuming that that won't make the behavior worse.
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  Heidi: Yeah, that's always the worry. But give yourself some
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  grace. It's okay if you don't get the right answer the first
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  time. Just notice what's happening. Try a small
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  adjustment, and if it doesn't work, just revise your guess.
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  Emily: And I know this sounds like this takes a lot of time,
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  but the more you practice making adjustments, the easier and
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  faster it gets. You'll be doing this in just a couple minutes.
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  Heidi: Yeah, eventually it kind of is like a program running the
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  back of your mind all day, like a computer program, and you
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  catch yourself clocking things like this feels different from
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  the normal Friday afternoon wiggles, or they are actually
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  engaged right now. They're just being noisy about it.
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  Emily: Okay, to recap. So when it feels like your lesson is
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  falling apart, ask yourself, what do I see? Is that happening
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  everywhere or just with a few students? What outside
• 14:20
  circumstances might be at play, and then identify the smallest
• 14:24
  adjustment that could correct the problem.
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  Heidi: Reading the room is less about keeping the room calm and
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  more about figuring out whether the situation is supporting
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  learning. Sometimes that means more structure, and guess what?
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  Sometimes it means more spark.
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  Emily: And sometimes it means recognizing that it's Friday
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  afternoon. They just came back from recess, and everybody needs
• 14:44
  a minute. The better we get at reading the room, the better we
• 14:47
  get at knowing what our students need.
• 14:51
  Heidi: If this discussion was helpful, would you please
• 14:54
  consider giving us a five-star rating and a kind review in your
• 14:57
  podcast player? The more positive reviews a podcast has
• 15:01
  the more likely it is that a new listener will take a chance on
• 15:04
  us. So everyone really does help us out.
• 15:07
  Emily: Now for our teacher approved tip of the week, where
• 15:09
  we share an actionable tip to help you elevate what matters
• 15:13
  and simplify the rest. This week's teacher approved tip is
• 15:16
  to start thinking about end of year testing. Yes, we are
• 15:20
  serious, so tell us more about it, Heidi.
• 15:23
  Heidi: And first up, we do know that it's only October, and that
• 15:27
  testing probably feels like it's years away, but it's closer than
• 15:31
  you think. And there is actually a lot that you can be doing now
• 15:35
  to make testing season a lot less stressful. Now we're not
• 15:39
  talking about busting out the packets, it just means adding
• 15:43
  opportunities for spiral review to what you're already doing.
• 15:47
  Emily: So, if you're not familiar, spiral review is a way
• 15:50
  of circling back to the content you've already taught. And now
• 15:53
  that you're a few weeks into the year, this is the perfect time
• 15:56
  to get started because you've already taught some stuff.
• 15:59
  Heidi: Starting early matters because it's just as humans we
• 16:03
  forget things. So what you teach in October is going to be fuzzy
• 16:07
  by February, and by April it will just be a vague memory. So
• 16:11
  if you're waiting until the spring to start your review,
• 16:14
  what you're really doing is just cramming, and that is stressful
• 16:18
  for everyone. And the content does not stick very well.
• 16:21
  Emily: But spiral review is different because it supports
• 16:24
  how brains learn new information. When students have
• 16:27
  to work to pull something out of their memory, that makes it
• 16:30
  stick. Practicing calling up information is called retrieval
• 16:34
  practice.
• 16:36
  Heidi: And the cool thing about retrieval practice is that it
• 16:39
  helps even when students get the answer wrong, just the act of
• 16:43
  trying to remember still strengthens the memory.
• 16:46
  Emily: Okay, so how do you start in October without adding more
• 16:50
  things to your plate? We've got two easy techniques. First is
• 16:53
  the brain dump. In the middle of a lesson, stop and ask students
• 16:56
  to write down everything they remember about what you've been
• 16:59
  learning, and then you just keep teaching.
• 17:02
  Heidi: And you totally don't have to collect or grade any of
• 17:04
  this. It's more of a thinking exercise, and the nice thing is
• 17:08
  that you can do this with any age. If you teach kindergarten,
• 17:11
  have the kids draw, and in fifth grade they can be writing full
• 17:14
  sentences, although they probably won't want to do that.
• 17:17
  Emily: The second idea is called two things. You just ask
• 17:20
  students to write or share two things they learned today, or
• 17:23
  two things they remember from yesterday's lesson. You can
• 17:26
  easily use this as a warm-up or an exit ticket.
• 17:29
  Heidi: And if you want way more about how to prepare for testing
• 17:32
  in advance, go back and listen to episode 246. We've got tons
• 17:38
  of good information in that episode.
• 17:41
  Emily: And if you'd like a spiral review system that's
• 17:43
  already done for you, you can check out our Power Questions,
• 17:46
  which is a resource that we created, and it's only inside
• 17:49
  the Teacher Approved Club. So the way that resource works is
• 17:53
  after a lesson, you jot a question related to the lesson
• 17:56
  onto a slip of paper, and you drop it in a basket. You can
• 17:59
  limit the questions to just one subject, or you can mix multiple
• 18:03
  subjects together. Then, whenever you have a few spare
• 18:06
  minutes, you just pull one out, or you can make it part of the
• 18:08
  routine and do a five-question non-graded Power Questions quiz
• 18:13
  every week.
• 18:14
  Heidi: Our Power Questions resource includes printable
• 18:17
  question slips, digital slides, labels, signs, and teacher's
• 18:20
  guide has got kind of a fun superhero theme.
• 18:23
  Emily: It's cute.
• 18:23
  Heidi: And all of that is available in the tool section of
• 18:26
  the Teacher Approved Club.
• 18:29
  Emily: Plus, as a member, you get access to all of the
• 18:31
  resources that we have created for our members so far, and you
• 18:35
  get credits to use on other resources in our store. Which
• 18:38
  means, if you wanted to, you could use some of your credits
• 18:41
  to go get our spiral review morning work, which is a great
• 18:44
  routine to work into your daily schedule to keep that review
• 18:47
  going all year long without any extra effort from you. So, if
• 18:51
  you would like to check out the club, you can head to
• 18:53
  secondstorywindow.net/club, and we'll have a link in the show
• 18:57
  notes.
• 18:59
  Heidi: To wrap up the show, we are sharing what we're giving
• 19:01
  extra credit to this week. Emily, what gets your extra
• 19:03
  credit?
• 19:04
  Emily: I'm giving extra credit to little ghosty figurines. So
• 19:10
  our mom gave me a box of these little ghosts. They're just like
• 19:14
  little plastic resin, I don't know, little little ghosties
• 19:18
  holding a little orange pumpkin bag.
• 19:22
  Heidi: How big are these?
• 19:24
  Emily: Little, little, like bigger than the little ducks,
• 19:28
  but not substantially bigger.
• 19:30
  Heidi: Okay, very little.
• 19:31
  Emily: Yes, they're little. So for April Fool's Day a couple
• 19:36
  years ago, I hid those tiny ducks all over my house, and my
• 19:38
  kids just loved it. So when my mom gave me this box. I'm like,
• 19:41
  well, I don't know what else to do with all these ghosts except
• 19:43
  stick them around the house. So it's been so fun to find little
• 19:47
  places, and because they're ghosts, they look so cute, like
• 19:50
  peeking out from behind something. So there's there are
• 19:53
  a lot they have not found yet. They found the ones that I
• 19:56
  dropped in their shoes really fast.
• 20:01
  Heidi: That reminds me of a fun idea I saw, where at the
• 20:03
  beginning of October the family would get plastic spiders in
• 20:06
  like four different colors. So each person had their own
• 20:08
  assigned color, and then their task was to hide it around the
• 20:11
  house. And then anyone that came across one of the spiders would
• 20:16
  return it to a bowl. And then on Halloween, whoever had the most
• 20:19
  spiders still hidden won a prize.
• 20:21
  Emily: So you want the least of your color in the bowl.
• 20:23
  Heidi: Yes, that means you're the best hider.
• 20:26
  Emily: Yes, I love that. I don't believe in spiders, even fake
• 20:30
  plastic spiders. So I would have to adapt that idea, but it is a
• 20:34
  very cute idea.
• 20:34
  Heidi: Yes, that is why I've never bought spiders for your
• 20:37
  kids to do.
• 20:38
  Emily: Oh, thank you.
• 20:40
  Heidi: With the ghosties, if you could get some different colors.
• 20:42
  Emily: I can't find the exact ones that Mom got. Like, she
• 20:45
  probably got them on TikTok shop. Let's be honest, but I did
• 20:49
  find some on Amazon that are similar idea. And actually, they
• 20:52
  have some sets that have multiple different ghosts. Like
• 20:55
  some have hats. So if you wanted variety in your ghosts, they're
• 20:59
  very cute. I will link to those in the show notes. What are you
• 21:03
  giving extra credit to, Heidi?
• 21:05
  Heidi: Well, my extra credit goes to Darling Desi on YouTube,
• 21:09
  and I'm gonna guess that some of our listeners are already
• 21:12
  familiar with her because she has close to 500,000 followers.
• 21:16
  But if she is new to you, you are in for a treat. So she makes
• 21:21
  kind of like home life videos, and the production value is
• 21:27
  really incredible when you consider, especially this is
• 21:29
  probably filmed on a phone. It reminds me of watching Martha
• 21:33
  Stewart Living in the '90s. You know when she would be in her
• 21:35
  kitchen or walking around the farm, not the studio series that
• 21:39
  she did later.
• 21:40
  Emily: Yeah, I saw her at her studio series. Remember? Oh
• 21:43
  well, that was her talk show, I guess. Yeah, that's not the same
• 21:45
  as the studio series, but I remember all this. I remember
• 21:48
  exactly what you mean-the ones that she filmed in her house.
• 21:51
  Heidi: Yes, and it would be, and that's a good thing. It's a good
• 21:54
  thing. So, kind of think of Darling Desi as the Gen Z
• 21:58
  version of this. She does recipes and book recommendations
• 22:02
  and decorating ideas, and everything is cozy and bright.
• 22:05
  It reminds me of what warm apple cider might be if it were a
• 22:08
  video.
• 22:11
  Emily: I can picture it.
• 22:11
  Heidi: Yeah, and if you want to check her out, the fall is the
• 22:14
  best time because she really shines with all the leaves and
• 22:16
  pumpkins. So definitely check her out if you want something
• 22:19
  cheery to watch while you know you tidy up your classroom after
• 22:22
  school. And if you do like her, you should also check out My
• 22:26
  Moonstone Kitchen, which is also on YouTube. has a very similar
• 22:29
  vibe, and I will put links to both of those channels in the
• 22:32
  show notes.
• 22:33
  Emily: Well, I don't know either of those, so I'm going to check
• 22:35
  them out.
• 22:35
  Heidi: Well, you have to tell me if it looks like warm apple
• 22:38
  cider.
• 22:40
  Emily: I will report back.
• 22:42
  Heidi: And that is it for today's episode. Next time the
• 22:45
  energy in your room feels off, ask why before you react, and
• 22:49
  remember that this is the time to start adding more spiral
• 22:52
  review to your lessons.
• 22:56
  We hope you enjoyed this episode of Teacher Approved. I'm Heidi.
• 23:00
  Emily: And I'm Emily. Thank you for listening. Be sure to follow
• 23:03
  or subscribe in your podcast app so that you never miss an
• 23:06
  episode.
• 23:07
  Heidi: You can connect with us and other teachers in the
• 23:09
  Teacher Approved Facebook group. We'll see you here next week.
• 23:12
  Bye for now.
• 23:13
  Emily: Bye.