Latest / Teacher Approved: Elementary Teacher Tips & Strategies / 224. How to Help Students Build Learning Stamina After Summer Break

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224. How to Help Students Build Learning Stamina After Summer Break · Teacher Approved: Elementary Teacher Tips & Strategies

• 0:01
  Heidi: This is episode 224 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
• 0:13
  Heidi.
• 0:14
  Emily: And I'm Emily. We're the creators behind Second Story
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  Window, where we give research based and teacher approved
• 0:20
  strategies that make teaching less stressful and more
• 0:22
  effective. You can check out the show notes and resources from
• 0:26
  each episode at secondstorywindow.net.
• 0:29
  Heidi: We're so glad you're tuning in today. Let's get to
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  the show.
• 0:37
  Emily: Hey there. Thanks for joining us today. In today's
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  episode, we're talking about how to help your students build
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  their learning stamina, plus we've got a teacher approved tip
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  for elevating your sub plans.
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  Heidi: But first, our try it tomorrow. Emily, what is our
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  quick win for this week?
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  Emily: Okay, so tomorrow, when kids are working, try narrating
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  positive things that you see, but make it about the effort,
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  not the outcome. So instead of, 'you're doing great,' try
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  saying, 'I see someone trying two different ways to figure out
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  that problem to make sure they got the same answer.' This takes
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  two seconds, but it shows everyone what you value, and
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  encourages them to keep working hard.
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  Heidi: This seems so minor, but it's a really powerful shift.
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  Kids need to know what good work actually looks like.
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  Emily: If you like this idea or anything else we share here on
• 1:28
  the podcast, would you take a second and give us a five star
• 1:30
  rating and review in your podcast listening app?
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  Heidi: All right, imagine it's the second week of school.
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  You've planned a beautiful, independent writing lesson,
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  you've explained the directions clearly, modeled what good work
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  looks like, and confidently sent your students off to write. And
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  I bet you can guess what happens next.
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  Emily: Well, let me think, probably about three minutes in,
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  half the class is at the pencil sharpener, two kids are done
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  with work already that should have taken them 20 minutes, and
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  someone's having a sudden shoe emergency that apparently cannot
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  wait.
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  Heidi: Exactly. If you have ever asked your students to work
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  independently for 15 minutes in those first days of school, you
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  know exactly what we're talking about, the wandering eyes, the
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  bathroom requests, and suddenly everyone's water bottle is
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  desperately empty.
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  Emily: Yes, and it's not that your students don't want to
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  focus. It's just that many of them are still in summer brain
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  mode. So their attention spans are shorter. They're adjusting
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  to new routines and expectations, and they're just
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  not used to sustained focus anymore.
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  Heidi: And that is assuming that they ever had the skills to
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  focus to begin with. But rather than pushing through hoping it
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  will get better, what if we took a more proactive approach? What
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  if we treated stamina not as something kids either have or
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  don't have, but as a skill we can teach and grow, just like
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  reading or math.
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  Emily: We don't expect kids to multiply two digit numbers
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  without teaching them how, right? So why do we sometimes
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  expect them to focus for extended periods without
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  explicitly building that capacity? And that's exactly
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  what we're going to talk about today. And Heidi, kick us off.
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  You've got a good example of this, right?
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  Heidi: I do. Well I hope everyone is comfy, because we
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  are starting with a story time, and I so wish right now that I
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  could do a Sofia Petrillo impression, but you're just
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  gonna have to imagine me with gray curls and a wicker purse.
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  Emily: Picture it. And if you're too young to get that reference,
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  first of all, how dare you. And we probably seem so old to you
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  right now that you do think we have gray hair and wicker
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  purses.
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  Heidi: So rude.
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  Emily: I mean, the gray hair may be accurate. It's not fully gray
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  though, we are taking care of that, but I do not have a wicker
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  purse, thank you very much.
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  Heidi: Although, is it bad if I say I saw one the other day
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  Emily: Oh, shoot, let's just give up. Let's move to Florida.
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  online, and I thought, Oh, that's cute.
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  Heidi: All the cheesecake we can handle. Well, picture it.
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  Sicily. I mean, my second grade classroom. It's the first week
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  of school. We have made it to day three, and I have been
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  working through my attaboy back to school goals. One of my
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  biggest teaching goals in the first week is to get students
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  used to the learning routines that we will be using all year
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  long, like how to spend silent reading time actually reading.
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  Emily: Yeah, the eternal challenge.
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  Heidi: Oh, no joke. But I did find a secret weapon in the
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  daily five book. There are suggestions in that book that I
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  do disagree with, but the stuff that is good is so good that it
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  completely changed my teaching, and the author system for
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  launching reading time is really some of their best stuff. So
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  here's what I would do. I gathered my new little second
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  graders back at the carpet for a chat. We would talk about the
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  value of focus, and then I would give each student a stack of
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  books and place them in their reading spots. Now eventually, I
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  would let them choose their own books and spots, but that came
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  later. Once everyone was settled, I went back to my
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  table, because that's where I would normally be during reading
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  time, and I pretended to be busy with paperwork, but really I had
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  my stopwatch running and I was covertly scanning for the first
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  sign that someone was off task.
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  Emily: Oh, and those kids think they're being so sneaky while
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  they're secretly wasting time, but you're on to them.
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  Heidi: Every time, they can't get it past me. Those kids are
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  about as subtle as a stampede. As soon as I spotted someone
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  looking around the room or building a tent out of books, I
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  stopped my timer and I called the class back to the carpet. No
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  matter how long they managed to read, even if it was just one
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  minute and 48 seconds, I was super pumped, because it is all
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  uphill from here. I told the kids all of the awesome things I
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  noticed them doing. Next we talked about the ways to get our
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  minds back on track if we lose focus. And then came the big
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  question, were they ready for round two? We set a goal for how
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  long they thought they could focus, and because they're
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  overachievers, they would immediately jump to 10 minutes.
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  Emily: Why did they do that? They think, they always think
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  they're ready to take on this, like, enormous challenge. I was
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  like, Guys, you couldn't even do two minutes.
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  Heidi: That's why second graders are the best. They just have no
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  grip on reality.
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  Emily: That's what makes them so lovable.
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  Heidi: Yes, definitely. So I would suggest something a little
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  more doable. Like, okay, we made it one minute and 48 seconds. Do
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  you think we can try for two minutes, and if we can keep
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  going, maybe we'll get to ten. So armed with their new resolve,
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  the kids went back to their reading spots, and I went back
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  to my table. The timer started again, and I got my paperwork
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  out again, and then as soon as I spotted someone off task, the
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  timer stopped. I had the kids put away their books and then
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  come back to the carpet.
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  This was the end of reading time for the day, and they were eager
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  to hear how well they had done. And even if they only beat their
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  previous time by a few seconds, it was still a celebration. We
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  wrapped things up by reflecting on what they had done to keep
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  their minds on their books, and we marked the day's progress on
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  a bar graph. That visual really made a huge difference. Suddenly
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  they could see, oh, today we made it two minutes. I bet we
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  get to three minutes tomorrow. It turns stamina into a class
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  challenge, almost like leveling up in a video game.
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  Emily: I love that, especially because they're all working
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  together for the goal. Now, this wasn't something you did all
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  year, though, right?
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  Heidi: Oh, no. I think we all would have gotten real sick of
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  that real fast, but I repeated that process every day until
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  they could focus for about 10 minutes straight. After that, I
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  would keep slowly building their on task stamina, but we didn't
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  stop in the middle and discuss it anymore. So that was my grand
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  experiment with reading stamina, basically just me trying to
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  trick a bunch of eight year olds into believing that sitting
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  still and reading silently was the coolest new sport in town.
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  But you know what? It worked. It worked every year. By October,
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  that same class that could barely manage two minutes at the
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  start was reading independently for 20 or 30 minutes. I
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  sometimes had classes that could read for 40 minutes. But it
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  didn't happen all at once. We built it day by day, celebrating
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  every small victory along the way until they got where they
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  needed to be.
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  Emily: Oh, I love it so much. And this is a great story on its
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  own, but the best part is that these same principles that got
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  your kids reading longer can apply to any part of the school
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  day. That could be math practice, writing time, we know
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  how writing stamina can be so low, centers, even making sure
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  your mornings are efficient and effective.
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  So let's break down five reasons why this approach to reading
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  stamina worked, and more importantly, how you can apply
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  these same ideas to any time of day.
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  Heidi: I think the first big takeaway here is that kids need
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  the language to talk about stamina. If we just say, try
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  harder, or pay attention, that really doesn't mean anything.
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  But when I started talking about it like training a muscle, it
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  clicked. I could tell them, alright, we're building our
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  reading muscles today. Every time you practice, you go a
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  little bit longer and you get a little bit stronger, and
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  suddenly they weren't just, you know, doing reading time they
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  were training. And who doesn't want to feel like they're
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  leveling up?
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  Emily: Yeah, and the key to making this stick is to use kid
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  friendly language. Defining stamina as the ability to stick
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  with something, even when it takes time or feels hard, is
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  something they can understand. We want kids to see that stamina
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  is a skill they can develop, just like learning to read or
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  ride a bike, and that same principle can apply to any
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  subject.
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  Heidi: It's important to make struggle visible and normal in
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  your classroom by openly addressing it with your
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  students. You can start by having a conversation. Help them
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  understand that struggle is the time whenearning is happening.
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  You can ask students to share times when they've had to work
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  hard to learn something, and then work together to create an
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  anchor chart that defines what to do when you're stuck.
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  Students might suggest things like try a different way, ask a
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  friend, look for examples, or take a break and come back.
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  Emily: It's also helpful to include what not to do, things
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  like running away to the bathroom, asking to get water
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  when your bottle is already full, or just sitting there
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  doing nothing.
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  Heidi: Yeah, and for some reason, students are often
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  surprised that we have picked up on these patterns.
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  Emily: What? How did she know?
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  Heidi: Yeah, they think they're so sneaky. But naming those
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  little tricks helps everyone be more aware. The goal is to
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  normalize struggle and give students concrete strategies for
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  working through difficult moments.
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  Emily: The second lesson from Heidi's story is to start small
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  and make progress visible. And this might be the most important
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  principle of all. It's easy to think that kids should be able
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  to do something by this age, but as we all know, that doesn't
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  mean they can.
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  Heidi: We have to meet them exactly where they are, which,
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  you know, in my case, was one minute and 48 seconds, and then
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  we can build from there. Starting small lets students
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  feel successful early, which is incredibly motivating. It's also
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  important to know when to stop pushing for the day. As soon as
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  my students were done with their second attempt, we were done
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  with reading time for the day. I didn't want it to become a
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  chore, so I ended things on a high note, even if it was only
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  four minutes long, and we celebrated any progress and
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  added it to our graph.
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  Emily: The clear visual of the graph makes this process so
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  motivating for students. As each day's bar gets colored in, they
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  have clear proof of their improvement, and it motivates
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  them to want to keep trying.
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  Heidi: Unfortunately, success probably isn't going to be a
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  straight line. Some days we'll have setbacks, and that's
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  totally okay. We want students to know that we can learn from
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  mistakes too. So when this happens, have your students talk
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  about what went wrong and ask them to make a plan for what
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  they can try tomorrow.
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  Emily: Starting small and visually tracking progress
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  really does work for any subject. You can use the same
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  process to build writing stamina, math persistence and
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  getting kids focused during morning work time. The key is
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  making the increment small enough that success feels
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  achievable. Don't jump from two minutes to 10 minutes.
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  Heidi: Even if they think they can make that jump.
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  Emily: Yes, don't let them do it. Each small victory builds
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  confidence for the next challenge, so you want to make
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  it easy for them to have those victories.
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  Heidi: And then make sure you're celebrating. Did your class make
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  it four whole minutes today? Add it to the chart and do a little
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  happy dance. Those moments help stamina feel like a group
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  achievement instead of a chore.
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  Emily: And didn't you have a Facebook memory pop up the other
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  day that was like, my students read for three whole minutes
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  today, and we're celebrating, right?
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  Heidi: We take our wins where we can get them.
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  Emily: The third takeaway for building learning stamina is to
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  use breaks strategically. Every time Heidi called the class back
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  together after a timed round of reading, she gave their brains a
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  chance to reset. They had just spent a few minutes
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  concentrating really hard, and that quick pause and movement
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  let them hit the reset button on their attention.
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  Heidi: Plus taking strategic breaks teaches students that
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  focus isn't just about gritting your teeth and pushing through.
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  Sometimes the best way to maintain stamina is to pause,
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  breathe, and then jump back in. And that is such a valuable
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  lesson for kids to learn, and probably for some grown ups to
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  learn too.
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  Emily: And it's actually easy to build these focus resets into
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  any subject. If students are working on a long writing piece,
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  plan strategic pauses where they can share a sentence with a
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  partner, or do a quick stretch, or have them twist and turn in
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  their seats between math problems.
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  Heidi: And luckily, there are a lot of creative ways to add
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  movement and breaks to your day.
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  Emily: Yeah, a great desk break is having students gently press
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  their palms together in front of their chests and holding it for
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  three seconds. It's simple, but an effective reset.
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  Heidi: You can even do something like desk cycling. Ask students
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  to hold onto the sides of their chairs and then pedal their legs
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  as if they're riding a bike. Or you can use an imaginary paddle
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  to paddle a canoe, just make sure that students switch sides,
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  or their imaginary canoe is just going to go in imaginary
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  circles.
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  Emily: I know, we need to teach them proper canoeing skills if
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  we're going to bother at all. There really are endless ways to
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  build in movement without losing control. You could do wall push
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  ups, chair yoga, silent disco.
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  Heidi: What's a silent disco?
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  Emily: Oh, it's where you say silent disco, and then kids
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  dance like they're hearing music, but it's totally quiet.
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  Be hilarious, and get the wiggles and the giggles out
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  without too much chaos.
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  Heidi: I bet they love that. And if you want an easy way to
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  incorporate strategic breaks into your daily routine, we've
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  got dozens of brain breaks that you can use.
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  Emily: Probably hundreds, actually.
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  Heidi: There's so many. We split them into three categories.
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  Breaks for when kids need to calm down, breaks for when kids
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  need to focus, and breaks for when kids need some energy. So
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  you can find exactly the right activity for your class.
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  Emily: The nice thing about our brain breaks is that they can be
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  done without technology, so you can use them anytime and
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  anywhere they're needed. You just print off the cards you
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  want and keep them where they're easy to grab any time of day. I
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  like to just put like a metal ring in the corner for each
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  deck, and you can check out our brain breaks at the link in the
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  show notes.
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  Heidi: No matter what kind of break you do, a good idea is to
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  wrap things up with a clear transition back to focus mode.
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  Try having students stretch and breathe for a few seconds, or
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  have them do an energy check in, ask them to pay attention to how
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  they feel at the end of the break. Now you don't have to
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  discuss this. It can just be a moment of silent reflection
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  before getting back to work.
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  Emily: Okay, the fourth lesson from Heidi's reading launch is
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  to give students tools to manage their focus. We often equate
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  focus with willpower, but really it's more about having
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  strategies. Helping students recognize when their focus is
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  drifting is a powerful gift.
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  Heidi: And one tool that even adults can use to help reset
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  their focus is to take a breathing break. If it feels
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  like your mind has a mind of its own, pause for a second for a
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  few calming breaths, and notice how your attention resets.
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  Emily: Another idea is to extend the discussions about stamina to
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  discussions about focus. Put it in kid friendly terms, maybe
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  create an anchor chart about what it feels like and looks
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  like when your mind wanders. Include examples like, you
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  realize you've been looking at the same page for a while, or
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  you catch yourself thinking about lunch instead of your
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  story.
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  Heidi: There are also lots of practical supports that teachers
• 16:41
  can give. A visual timer makes work time feel more concrete
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  because kids can tell exactly how long they have left for
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  their math assignment. Or you can try teaching students some
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  reminders that they can repeat to themselves, like, good
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  writers keep trying. This gives kids encouragement to push
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  through a tough moment.
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  Emily: The key is teaching students that when they feel
• 16:59
  their focus slipping, they're not helpless. They have a
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  toolbox of strategies to try. This helps them see
• 17:05
  concentration as a muscle that they can strengthen one choice
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  at a time.
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  Heidi: The final lesson we want to talk about today is including
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  reflection and goal setting in your stamina building process.
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  Until my students were up to about the 10 minute mark, we
• 17:19
  would debrief together at the end of reading time, and I would
• 17:23
  ask them questions like, what went well today? What was tricky
• 17:25
  for you? How did you handle it when your mind started to
• 17:28
  wander? And what should we try differently tomorrow?
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  Emily: And I think that discussion piece is key. It's
• 17:34
  easy to skip over because we feel the pressure to move on
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  with the day. You can keep things quick, though even a
• 17:40
  couple of minutes will do the trick. But it is so important to
• 17:43
  help students notice what works for them and what doesn't, and
• 17:47
  it builds that sense of we're all working on this together.
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  Heidi: After kids share their insights, you can wrap up the
• 17:53
  lesson by graphing their progress and then deciding
• 17:55
  together what to aim for tomorrow. If you had a rough
• 17:59
  day, you might need to keep the same goal, or if progress is
• 18:02
  slow, maybe just add 30 seconds. We want students to be proud of
• 18:06
  how they're improving, even if it's just a little at a time.
• 18:10
  Emily: This reflection piece is so easy to build into any
• 18:12
  subject. Wrap up math by asking what was one part that stretched
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  your brain today? Or after group work, what helped you stay
• 18:20
  focused on your team's task? Those conversations are where
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  the real learning happens.
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  Heidi: As you're working on stamina building with your own
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  students, an important thing to keep in mind is that your
• 18:31
  neurodivergent learners might need specific accommodations in
• 18:34
  order to be successful. Breaking tasks down into smaller chunks,
• 18:38
  providing movement breaks more often, or offering alternative
• 18:42
  seating options can be essential supports.
• 18:45
  Emily: But the good news is that these stamina building
• 18:47
  strategies we've been talking about are exactly the kinds of
• 18:50
  support that all kids need, including your neurodivergent
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  learners. Teaching focus as a skill, making progress visible,
• 18:58
  providing tools and strategies, this benefits everyone.
• 19:02
  Heidi: And not only does it work for all of your kids, it works
• 19:05
  for all of your subjects. Use these same principles to build
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  writing stamina, math stamina, listening stamina, just adjust
• 19:13
  the specifics to match your different goals.
• 19:15
  Emily: So to recap, our five key principles for building learning
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  stamina. First, give students the language to understand
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  stamina as a skill that they can develop. We're building our
• 19:25
  reading muscles. Second, start ridiculously small and make
• 19:29
  progress visible through tracking and celebration. Third,
• 19:33
  use breaks strategically to help students reset their attention.
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  Fourth, give students concrete tools to manage their focus when
• 19:41
  it starts to drift. And fifth, build in reflection and goal
• 19:45
  setting so students become aware of their own learning patterns.
• 19:49
  Heidi: Your students are capable of so much more than they
• 19:51
  realize. With your guidance and the systematic approaches, they
• 19:55
  can grow their stamina day by day until they're tackling big
• 19:58
  projects, sustained reading, and challenging work like pros, and
• 20:03
  we promise it will happen, even if they can only handle one
• 20:07
  minute and 48 seconds right now.
• 20:09
  Emily: And we would love to hear how you help your students build
• 20:11
  learning stamina. Come join the conversation in our Teacher
• 20:14
  Approved Facebook group.
• 20:16
  Now, it's time for this week's Teacher Approved Tip of the
• 20:19
  Week, where we share an actionable tip to help you
• 20:22
  elevate what matters and simplify the rest. This week's
• 20:26
  teacher approved tip is to leave a happy surprise for your sub.
• 20:30
  Tell us more about it, Heidi.
• 20:31
  Heidi: Well, now that everyone has been back in germ central
• 20:35
  for a few weeks now, you might be coming down with your first
• 20:38
  cold, and our apologies if that is the case, hopefully your sub
• 20:43
  binder is ready to go and the copies are easy to make. But if
• 20:47
  you have vending machines at your school, one thing you might
• 20:50
  want to do is leave behind some quarters so your sub can get a
• 20:53
  little treat. For me in my sub binder, I had a little zipper
• 20:57
  pouch with a sticky note that said something like, Thanks for
• 21:00
  your help today, grab a soda on me, and then I just had four
• 21:03
  quarters in there. Now, of course, this assumes you can
• 21:06
  still get a soda for four quarters. I haven't been to a
• 21:11
  vending machine in a while.
• 21:13
  Emily: Who knows, maybe you need eight quarters these days. And
• 21:17
  obviously this is totally optional, but everyone
• 21:19
  appreciates a thoughtful gesture, and if it happens to
• 21:21
  motivate the sub to follow your plans with a little more
• 21:24
  attention than before, then that would be a win for everyone.
• 21:29
  Heidi: To wrap up the show we are sharing what we're giving
• 21:33
  Emily: I'm giving extra credit to my cell phone carrier, which
• 21:33
  extra credit to this week. Emily, what gets your extra
• 21:33
  credit?
• 21:36
  is called Visible. About 18 months ago, I decided to switch
• 21:40
  carriers because I was just so sick of how much money I was
• 21:43
  paying for my Verizon plan. After doing some research, I
• 21:47
  discovered there were lots of low cost options, but Visible
• 21:52
  jumped out to me because it is a affordable carrier that's owned
• 21:55
  by Verizon and uses their same network. So it was basically a
• 22:00
  no brainer to switch, and I have loved it. I haven't noticed any
• 22:04
  difference in my service. I was nervous to switch to a totally
• 22:07
  different company that I didn't know how the coverage would be
• 22:09
  in my area, but switching from Verizon to Visible was no
• 22:13
  different.
• 22:14
  So that was really nice, and I think I was paying like at least
• 22:18
  $70 before, and now I'm paying $30 a month for unlimited
• 22:23
  minutes and data, just like I was getting before. So I will
• 22:27
  put a link in the show notes, and I think you get a $20
• 22:30
  discount if you use that code, and I believe you can combine it
• 22:33
  with whatever their special introductory offer is too, which
• 22:36
  is nice, because they always have great sign up offers. So
• 22:39
  this is not sponsored. I just was thinking today how nice it
• 22:43
  is to be paying so much less for my cell phone carrier these
• 22:46
  days.
• 22:47
  Heidi: Okay, I have to get on that. Every time I pay my bill,
• 22:50
  I think, Okay, I've gotta, I gotta figure out that switch. So
• 22:53
  this is motivating me.
• 22:54
  Emily: Yep, I'll send you the referral link, and then you can
• 22:59
  join my circle. I think even though we're not on the same
• 23:01
  plan, that's another thing they have where you can save,
• 23:03
  everybody on the in the circle saves $5 a month.
• 23:07
  Oh, that's cool.
• 23:08
  If you have like other people who are Visible. I think that's
• 23:11
  how it works. Don't quote me on it if, if that's not how it
• 23:14
  works. But I just, I just read about it today when I was
• 23:17
  looking for the link. So anyway, check it out. I'll put the link
• 23:20
  in the show notes. What are you giving extra credit to, Heidi?
• 23:23
  Heidi: Well, my extra credit goes to my Kindle page turner
• 23:26
  remote. I think mom gave it to me for Christmas.
• 23:29
  Emily: Yeah, that's why I have one. So I'm assuming yes.
• 23:32
  Heidi: And, I mean, of course, it's always nice to get a
• 23:34
  present. But I was a little skeptical at first, because
• 23:37
  turning a page on an e reader is literally just tapping the
• 23:40
  screen. I'm lazy, but I'm not that lazy. But I am hooked on
• 23:45
  this thing now for two reasons. First, now I don't have to hold
• 23:50
  the Kindle up. I can just, like, prop it up or use a stand, and
• 23:53
  that's nice, because I do have arthritis in my thumbs, and
• 23:56
  holding things can actually create a lot of pain.
• 23:58
  Emily: Hey, we were just telling them we're not old. We don't
• 24:02
  want to admit that we both have arthritis. Don't tell people
• 24:05
  that, it's our secret.
• 24:07
  Heidi: Should I tell them I was diagnosed with arthritis in my
• 24:09
  hands in my 20s?
• 24:10
  Emily: No, shush.
• 24:11
  Heidi: But the second reason I like that remote, it's not
• 24:17
  because of old, but it's because I can get all snuggly while I
• 24:20
  read.
• 24:20
  Emily: I know I love it.
• 24:22
  Heidi: You don't have to have one hand out in that chilling
• 24:25
  room temperature air. You can just pull a blanket all the way
• 24:27
  up and keep reading. So if you're also a little snuggly
• 24:31
  reader, there is a link to a remote in the show notes. I
• 24:34
  don't think it's the same model we have, but there's a bunch on
• 24:37
  Amazon.
• 24:37
  Emily: I think they all pretty much function the same. But I
• 24:40
  co-sign this extra credit. It is very handy to have if you are a
• 24:44
  Kindle reader who likes to read in bed, especially.
• 24:47
  Heidi: That is it for today's episode. Remember, building
• 24:50
  stamina is a marathon, not a sprint. So start small, stay
• 24:54
  consistent, and celebrate every bit of growth.
• 24:56
  Emily: Come share your stamina building wins in our Teacher
• 24:59
  Approved Facebook group. We love hearing what's working in your
• 25:02
  classroom.
• 25:03
  Heidi: And don't forget our Teacher Approved tip to bribe
• 25:06
  your sub with some quarters.
• 25:10
  We hope you enjoyed this episode of Teacher Approved. I'm Heidi.
• 25:14
  Emily: And I'm Emily. Thank you for listening. Be sure to follow
• 25:17
  or subscribe in your podcast app so that you never miss an
• 25:20
  episode.
• 25:20
  Heidi: You can connect with us and other teachers in the
• 25:23
  Teacher Approved Facebook group. We'll see you here next week.
• 25:26
  Bye for now.
• 25:27
  Emily: Bye.