Latest / Teacher Approved: Elementary Teacher Tips & Strategies / 228. The Simple 6-Step Plan for Resetting After a Sub

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228. The Simple 6-Step Plan for Resetting After a Sub · Teacher Approved: Elementary Teacher Tips & Strategies

0:01
Heidi: This is episode 228 of Teacher Approved.
0:05
You're listening to Teacher Approved, the podcast helping
0:08
educators elevate what matters and simplify the rest. I'm
0:12
Heidi.
0:13
Emily: And I'm Emily. We're the creators behind Second Story
0:16
Window, where we give research based and teacher approved
0:19
strategies that make teaching less stressful and more
0:21
effective. You can check out the show notes and resources from
0:25
each episode at secondstorywindow.net.
0:28
Heidi: We're so glad you're tuning in today. Let's get to
0:31
the show.
0:35
Emily: Hey there. Thanks for joining us today. In today's
0:38
episode, we are sharing six strategies for getting your
0:41
classroom back on track after you've had a substitute teacher.
0:45
Plus, we have a teacher approved tip for setting your students up
0:48
for success on future sub days.
0:50
Heidi: But let's start with a try it tomorrow, where we share
0:53
a quick win that you can try in your classroom right away.
0:55
Emily, what's our suggestion this week?
0:57
Emily: This week, try referring to substitute teachers as guest
1:00
teachers when you talk with your students. This simple language
1:03
shift helps drive home the point that this person should be
1:06
respected the same way you are respected. Instead of saying,
1:09
we'll have a sub tomorrow, try we'll have a guest teacher
1:11
visiting our classroom tomorrow.
1:13
Heidi: I love this. It sets a completely different tone. When
1:17
we call someone a guest teacher, it implies that they are someone
1:19
special that we are welcoming into our space, not just a
1:22
placeholder until the real teacher gets back.
1:25
Emily: If you like this idea or anything else we share her on
1:27
the podcast, we would love it if you would take a moment and give
1:30
us a five star rating and review on your podcast app.
1:33
So here we are in early October, and if you haven't been out sick
1:37
yet this year, you probably will be soon.
1:40
Heidi: And even if you haven't had to call in the substitute
1:42
for a training or a meeting so far, there's likely one on your
1:46
calendar in the near future.
1:48
Emily: Being away from school, it's a huge stress from start to
1:51
finish, because first there's the scramble to get sub plans
1:54
ready when you're already feeling awful or rushing to
1:57
prepare for a last minute meeting. Then there's the worry
1:59
about how things are going while you're away, and finally,
2:01
there's walking back into your classroom wondering what you're
2:04
going to find.
2:05
Heidi: Whether you have been out for half a day or for two weeks,
2:09
coming back is always a heavy moment. Standing outside your
2:12
door, it's like Schrodinger's classroom. In that moment,
2:16
there's still a chance that everything went great. The sub
2:20
taught all your material, the children were golden angels, and
2:23
inside you will find everything neat and tidy and waiting for
2:26
your return.
2:28
Emily: But there's also the chance that it did not go great.
2:31
The sub taught nothing. The children were out of control,
2:33
and your classroom now qualifies for FEMA emergency response
2:36
funds. But until you unlock that door, you don't know how it all
2:41
played out.
2:42
Heidi: No, I can't look. We should just hang out in the
2:45
hallway for a while.
2:47
Emily: Sorry, we're gonna have to go in there and see what
2:50
happened.
2:52
Heidi: Oh, this is such a cruel way to start the day. I remember
2:56
coming back from a training once to find a three page handwritten
2:59
note, chronicling everything that had gone wrong. This was
3:03
from a retired teacher who had subbed over 100 days that year,
3:06
and she said my class was the hardest she had ever
3:09
encountered.
3:11
Emily: Wow, that is just not the award you're looking to win as a
3:14
teacher.
3:15
Heidi: No, no, definitely not. And I saved that note for
3:18
posterity. I mean, on the one hand, it was validating, because
3:22
those kids were tough, and I did warn her up front that they were
3:26
kind of like a pack of puppies, so she had a little heads up.
3:29
But on the other hand, what do you do with that? How do you
3:32
even begin to get back on track?
3:34
Emily: Oh, so rough. One time, I came back to find that the sub
3:38
hadn't used any of the plans I'd prepared, but had gone through
3:40
all of my cupboards and gotten out random supplies for the
3:43
kids. They played with math games that I was saving for
3:46
later in the year. He,, no surprise, it was a he dug out my
3:51
treasure box and gave everyone a prize. He helped himself to the
3:55
candy that was in that week's estimation jar. And my room was
3:58
a complete disaster.
4:00
Heidi: Oh, that's so frustrating, because there's
4:03
nothing you can do after you have put all of that time and
4:06
energy into writing well thought out plans and preparing all
4:09
those materials, only to have it just all be ignored.
4:13
Emily: And of course, we have also had amazing subs over the
4:16
years, the ones that the kids can't wait to tell you about,
4:19
and who left everything better than they found it.
4:21
Heidi: Yes, that's so true. Some subs are just magic. It's like
4:24
having Mary Poppins fill in for the day. But whether you return
4:28
to find that everything is practically perfect or a perfect
4:31
nightmare, there is still that moment when you walk back in and
4:34
think, Okay, how do I get my classroom feeling like my
4:38
classroom again?
4:40
Emily: And that's exactly what we're talking about today, how
4:42
to smoothly get everyone back on track, whether you're dealing
4:45
with the aftermath of chaos or just the general disruption that
4:48
comes with having someone else in your space.
4:51
Heidi: If you remember our favorite analogy of student
4:53
engagement, our goal is to keep the forces of structure and
4:57
novelty in balance. If you have too much structure, the kids are
5:00
bored and causing problems. If have too much novelty, the kids
5:03
are overwhelmed and causing problems. Having a sub is a
5:06
guarantee of increased novelty. Even now that you're back, they
5:10
are still coming down from that high energy.
5:12
Emily: That's why they need you to step in to help them
5:16
regulate. And we do that by leaning into structure. It gives
5:19
your students space to shift their energy from unregulated
5:22
excitement to focused engagement. So today we've got
5:25
six strategies to help you do just that.
5:27
Heidi: And the good news is that most of these strategies really
5:30
don't require a lot of extra work. It's more about a
5:33
framework for how to be intentional with the time and
5:36
the energy that you would already be spending.
5:38
Emily: Right. Because there's a very real chance you might still
5:41
be recovering from whatever kept you out in the first place. The
5:43
last thing you need is a complicated plan that requires
5:46
you to overhaul your whole system while you're recovering
5:49
from a stomach bug. So let's dive into our six simple
5:53
strategies for resetting your classroom after you've been out.
5:57
Heidi: The first thing, and this is vital, because it makes
6:00
everything else easier, it's to get to school early if you
6:03
possibly can. And I know, I hate the mornings, and I know that
6:07
this is the last thing you want to do, especially if you're
6:09
still not feeling great. But even just 15 or 20 minutes can
6:13
make such a difference in how the day unfolds.
6:16
Emily: And it is so unfair that you have to jump right back into
6:19
the thick of things the second you walk in the door. But that
6:21
is teacher life, unfortunately. So let's do what we can to make
6:24
this a smooth transition, and you can start that by taking a
6:27
second to pause.
6:29
Heidi: That pause is important. As you walk into your classroom
6:32
the first morning back, take a moment to look around before you
6:36
do anything else. Sometimes the state of your classroom tells
6:39
you more than any note ever could. Are the desks where you
6:43
left them? Is your board still organized the way you like? Are
6:46
there mysterious art projects hanging out that you definitely
6:49
did not assign?
6:51
Emily: Like when I found the treasure box I had left in the
6:53
back of the closet lying open on the counter, the visual scan
6:57
told me way more than any note could have.
7:00
Heidi: He probably didn't leave much of a note anyway, it
7:02
doesn't seem like that type of sub.
7:03
Emily: Yeah, no.
7:06
Heidi: Arriving early also gives you a few minutes to check in
7:08
with the teacher next door. They probably heard everything, and
7:12
they are just waiting to fill you in on what really happened.
7:15
Emily: Oh, gosh, you know they've got tons to tell you.
7:18
And once you get that debrief, you can go over the sub note, if
7:21
they haven't emailed you already, tidy any mess, and get
7:25
your materials ready for the day.
7:27
Heidi: The goal is to get all of the prep work out of the way
7:29
before the kids arrive. That way, you're free to be present
7:32
with them, instead of scrambling around trying to figure out
7:34
where everything is.
7:35
Emily: Once you've done the prep work for the day, take a couple
7:38
minutes to create an atmosphere that says we're back to normal.
7:41
And that is our second strategy for recovering your class after
7:44
a sub, and that is to set a welcome tone.
7:46
Heidi: I always tried to have something that felt like home,
7:50
maybe familiar music playing, or a welcome back message on the
7:53
board, just a signal that your classroom is your classroom
7:57
again.
7:58
Emily: Plus a calm atmosphere helps you feel ready too. Kids
8:01
pick up on your energy immediately, and if you're
8:03
frazzled and still figuring things out, they will notice,
8:06
and they will be frazzled too. But if you have time to say,
8:09
Hey, I'm glad to see you, I missed you, it sets a completely
8:12
different tone.
8:14
Heidi: It's that presence that makes all the difference, and
8:16
this is why it's so important to get there early, so that you're
8:19
not stuck making copies as the kids arrive. When you can
8:22
actually be there, physically and emotionally, it helps the
8:25
kids get back on track.
8:27
Emily: Think of it like bumpers on a bowling lane. Your calm,
8:29
grounding presence on that first morning back is a gentle nudge
8:32
to keep the energy of the day rolling in the right direction.
8:36
Without it, you might end up with a gutter ball.
8:39
Heidi: Which in a classroom means you'll have hyper kids. If
8:42
you are not in the room as they arrive, they're going to be
8:45
amped up wondering if you're going to be there, and if not,
8:47
who is. That means you will have to spend a bunch of energy to
8:51
keep that bowling ball rolling down the lane.
8:53
Emily: I wonder how far we can stretch this bowling metaphor.
8:57
Heidi: What, you don't think that was a strike?
8:59
Emily: It's really more of a homerun, but let's not mix
9:02
metaphors.
9:05
Heidi: Well anyway, that sets us up for our third strategy for
9:09
recovering after a sub. Once you've taken a breath and the
9:12
classroom is ready for a fresh start, the next priority is
9:15
reconnection.
9:17
Emily: This step is so important. Don't just launch
9:19
into math like nothing happened. When kids have had a day, or
9:22
even just half a day with a substitute, it's like the
9:25
emotional tether between you and the class has stretched a
9:27
little. Before you dive into math facts or reading groups,
9:30
just take a few minutes to relax some of that tension.
9:32
Heidi: This really doesn't have to be a big production. If you
9:35
do morning meeting, this is the perfect time to just add in a
9:37
moment of connection. If you don't do morning meeting, just
9:40
gather everyone together for a few minutes.
9:42
Emily: A nice place to start is with gratitude. Thank everyone
9:45
for welcoming the guest teacher and doing their best. It sets a
9:48
positive tone right from the start.
9:49
Heidi: And then you could do a quick temperature check. Have
9:52
everyone share one word for how they're feeling today, or keep
9:56
it even quicker with a signal. Ask everyone to show a thumbs up
9:59
or a thumbs down or a thumbs sideways, just to see where
10:02
everyone's at emotionally.
10:04
Emily: You may even want to include a little we're back
10:06
together moment. So maybe your class cheer or a favorite song
10:09
that feels distinctly like your classroom.
10:12
Heidi: This is also a great time for something playful, a silly
10:15
movement song, a two minute dance break, or a read aloud of
10:18
a funny picture book. This really can be quick, but the
10:21
point is to send the message, I see you, we're back together,
10:25
and we are a team again. Those few minutes do more for the
10:28
day's learning than any frantic rush to get straight to the
10:31
lesson plan could.
10:32
Emily: And bonus, while you're reconnecting, you can casually
10:35
take the emotional temperature of the class. You'll notice
10:38
who's still a little keyed up from yesterday, who needs a
10:40
private check in later and who's ready to roll. It's a small
10:44
investment of time that pays off with a smoother, calmer reset
10:47
for everyone.
10:48
Heidi: You might want to close out this reconnection time with
10:51
our fourth strategy, which is to ask students to share their
10:54
perspective of how things went with the sub.
10:57
Emily: Oh, yeah, they have insights you won't get anywhere
11:00
else.
11:01
Heidi: And we don't want this time to feel like a punishment
11:03
or a lecture, so try framing it as a chance to notice what went
11:07
well and what could be smoother next time.
11:09
Emily: And you can totally keep this simple and short. Maybe
11:12
during morning meeting, you ask a few open ended questions,
11:15
like, what was something you enjoyed about yesterday? What
11:17
helped the day go smoothly? What's one thing we could all do
11:20
better when we have a guest teacher next time?
11:23
Heidi: If you prefer a quieter start, try a quick written
11:26
reflection. Give students a sticky note or a half sheet with
11:29
prompts like two stars and a wish, which is two things that
11:32
went well and one thing that could be better next time. Or,
11:35
what would you want to tell our next guest teacher about our
11:38
class? That gets them thinking about your classroom culture
11:41
from an outsider perspective.
11:43
Emily: Sometimes kids surprise you with what they notice. They
11:45
might point out things that worked really well that you
11:47
hadn't thought of.
11:48
Heidi: Plus, it gives them a voice in the process, instead of
11:51
just having things done to them.
11:54
Emily: Okay, so you've arrived early, you set a peaceful,
11:56
welcoming tone, you set aside time for reconnection, and
11:59
invited students to reflect on how things went. Now it's time
12:03
for our fifth strategy, and this is the moment you've been
12:06
waiting for, getting back to your regularly scheduled
12:08
programming.
12:09
Heidi: Yes, remember how we want to lean into structure to reset
12:13
the class? After reconnecting, the fastest way to help everyone
12:17
feel secure again is to just get back to your normal routine.
12:21
Emily: Kids thrive on predictability, and having a
12:23
guest teacher no matter how wonderful they are, disrupts
12:26
that, so the sooner you can return to your regular schedule,
12:29
the better. Obviously, we want to schedule time to reconnect
12:31
and reflect. But besides that necessary detour, do what you
12:35
can to follow as normal a routine as possible.
12:38
Heidi: If you find that things still feel a little shaky as you
12:40
go through your regular routines, you can lightly touch
12:44
on expectations. Hey, let's remember how we stand in line
12:47
without talking, or, who can show me our hand signal for the
12:50
bathroom.
12:51
Emily: And we really do want this to feel light, because
12:53
you're not re teaching everything or lecturing. You're
12:56
just gently reinforcing how your classroom works, reminding them
13:00
that you have boundaries and you're going to keep them.
13:03
Heidi: Yeah, that's the real key. If there are bigger issues,
13:07
like if the sub noted problems with noise or transitions,
13:10
invite the class to help problem solve. I heard transitions were
13:14
tricky yesterday. What ideas do you have for making those
13:16
smoother when we have a guest teacher?
13:18
Emily: Of course, if things went really, really poorly with the
13:21
sub, you may want to spend some time today clearly re-teaching
13:24
your expectations, but you can save that for any worst case
13:28
scenario situations. You don't have to do it every time.
13:30
Heidi: Yeah, hopefully you never need to use it. But you know
13:33
that you've got that tool handy if you need it. Those Tell Try
13:36
Tally Talk slides you set up for the start of the school year
13:39
work just as well in October as they did in September. So get
13:42
those out if they're needed, and you can go back to Episode 75 if
13:46
you need a refresher on the tell, try, tally, talk method.
13:49
Emily: Addressing things that didn't go well while you're out
13:52
can be tricky, but it's important, and that's our sixth
13:54
strategy for resetting your class. Thoughtfully handle
13:57
behavior issues.
13:58
Heidi: Yeah, this can feel so tricky, but remember, you don't
14:01
have to launch into detective mode the minute the bell rings.
14:05
Start by calmly reviewing any notes the sub left or any
14:08
feedback you received. If there were issues, give yourself a
14:11
moment to separate the facts from any strong emotions.
14:14
Emily: If you offered a reward for good behavior during your
14:17
absence, follow through. If they earned it, celebrate. If not,
14:20
talk about why and what they can do differently next time.
14:23
Heidi: And during that discussion, it's important to
14:25
keep the tone very matter of fact. Start with a reminder that
14:29
expectations are the same no matter who is teaching. You
14:32
aren't angry, you're just clarifying,
14:36
Emily: Yeah, so you might say something like, I heard that
14:38
yesterday, there were some challenges with following
14:40
directions during science. Let's talk about how we can handle
14:43
that better next time. Framing it as a shared problem to solve
14:46
rather than a list of punishments, helps students stay
14:49
engaged instead of defensive.
14:51
Heidi: And depending on what happened, you could add this
14:54
discussion to your reconnection time. Ask, what worked well when
14:58
the guest teacher was here? Where did we slip? Let students
15:02
suggest solutions or ways to make the next sub day smoother.
15:06
Emily: The key is reframing it as a learning opportunity. Every
15:09
time we have a sub, we get a little better at it. That
15:11
mindset helps students own their role in creating a respectful,
15:15
welcoming classroom for any sub, and it plants the seeds for an
15:18
even smoother experience the next time you're out.
15:21
Heidi: The goal here isn't to shame anyone, it's to rebuild
15:24
trust and clarify expectations. End the conversation by
15:28
restating the positive. I know we can handle it even better
15:31
next time, and here is how we'll do it. Wrapping up with a
15:35
forward looking focus lets everyone reset and move on
15:38
without lingering tension.
15:40
Emily: When kids help create the solutions, they're way more
15:42
likely to follow through. Plus, it shifts from you were bad to
15:45
how can we be successful.
15:48
Heidi: Now there will probably be some occasions when there
15:50
have been specific incidents that you need to address. So
15:53
handle those privately, so that the conversation can stay
15:55
respectful and constructive. Playing out the drama in front
15:59
of the whole group just never ends well.
16:01
Emily: Yeah, and if things were really rough when you were gone,
16:03
remind students that you can always take the Fresh Start
16:06
approach. Today we get to show what we're really about.
16:09
Heidi: So to recap, when you're coming back after having a guest
16:13
teacher, get to school early, if possible, so that you can feel
16:16
prepared and ready for the day to start.
16:18
Emily: Then set the tone for a welcoming reentry by tidying
16:21
your space and being present to greet your students.
16:24
Heidi: Take time to reconnect before jumping into academics,
16:27
and get your students perspective on how things went
16:29
with the guest teacher.
16:30
Emily: Get back to your regular routine as quickly as possible,
16:34
and address any behavior issues thoughtfully.
16:37
Heidi: The nice thing is that these strategies aren't just
16:39
about fixing problems, they're about strengthening your
16:42
classroom community and helping students become more successful
16:45
when you're not there, so that hopefully the next time you come
16:48
back after an absence, you do find that everything was
16:51
practically perfect while you were away.
16:54
Emily: The teacher's dream. We would love to hear about your
16:57
substitute teacher stories, The Good, the Bad and the You won't
17:00
believe what I found when I got back stories. Come join the
17:03
conversation in our Teacher Approved Facebook group.
17:06
Now for our Teacher Approved Tip of the Week, where we share an
17:09
actionable tip to help you elevate what matters and
17:12
simplify the rest. This week's tip is to use your first
17:15
substitute experience of the year as a foundation for
17:18
preparing students for future guest teachers. So tell us more
17:21
about it, Heidi.
17:22
Heidi: Okay, this is a tip that will pay off every single time
17:26
you need a sub again. Use your most recent experience of having
17:30
a sub to start preparing your students for the next one. Once
17:34
you have reconnected and reflected, take a few minutes to
17:37
talk about what worked well and what could be even better the
17:39
next time that you're out. Keep it positive and collaborative,
17:43
something like, you did a great job getting your work done
17:46
yesterday. What else should we definitely remember to do
17:49
whenever we have a guest teacher? And what could we tweak
17:52
so that the next guest teacher feels even more welcome? Make
17:55
sure to capture those ideas. Maybe it's a chart that you
17:58
could post, or a digital doc you project. You can even have
18:02
students write their responses that you gather to share with
18:04
the class.
18:05
Emily: Some classes even create a when we have a guest teacher
18:07
agreement that they all sign, things like we will follow all
18:11
classroom rules and we will be helpful and kind. Having it
18:14
written down and signed makes it feel more important.
18:16
Heidi: And once you've written down your expectations, here's
18:19
the magic. Refer back to your list or your chart, often not
18:23
just when you're planning to be absent. If you walk by another
18:27
class that has a sub, pause and say, Hey, remember our sub plan?
18:31
How should you come to the carpet when I'm not here? Yep,
18:34
quickly and quietly without touching anybody else.
18:37
Emily: Those quick reminders keep expectations fresh and they
18:39
normalize the idea that a smooth sub day is just part of your
18:42
classroom culture, and you have confidence in their ability to
18:45
represent your classroom well.
18:47
Heidi: Even if you are lucky enough never to get sick, you're
18:49
still going to have a sub day or two during the year. By
18:53
preparing students now, it makes the whole experience less
18:55
stressful for everyone, including you. That way the next
18:59
time you have to be out, whether it's a planned PD day or an
19:02
unexpected sick day, your students already know exactly
19:05
what to do.
19:05
Emily: And that means your guest teacher walks into a class
19:06
Heidi: To wrap up the show, we're sharing what we're giving
19:09
that's calm, welcoming and self managing, and you come back to a
19:12
extra credit to this week. Emily, what gets your extra
19:12
room that doesn't feel like it's been through a tornado. Future
19:16
you will thank present you for laying that ground work now.
19:23
credit?
19:24
Emily: I'm giving extra credit to my old lady habit of my
19:29
favorite show, which is CBS Sunday Morning.
19:32
Heidi: I love CBS Sunday Morning.
19:34
Emily: I picked this up for my parents because this was always
19:37
on on Sundays at our house, and so I just started watching it
19:40
myself, and it is just my favorite little button to the
19:46
start of ,the end of the week, start of the week, whichever you
19:48
want to call Sundays. I like it because it is technically a news
19:52
show, so you will get a little bit of news. But it's not like
19:54
Meet the Press or something, where you're just going to get
19:56
like a fire hose to the face of all the news. We're already all
20:00
getting that. This is more gonna just hit the big stuff, and
20:04
might have, like a story that dives into an aspect of the big
20:08
stories, but otherwise it really is just a collection of
20:12
interesting stories.
20:14
Like, I love learning about like these interesting places in the
20:18
world where they like do an interesting deep dive about
20:21
some, or an occupation I've never heard of, or they have a
20:24
lot of like, human interest stories where there's some guy
20:27
that always does this, I can't remember his name now, Steve,
20:30
maybe Steve something, where he's just, like, highlighting
20:33
the story of, like, the cute kid who, like, made a stand to offer
20:37
free hugs to people. And he goes and interviews the kid and oh,
20:41
gosh, it's so feel good. It just is calming. And I feel like it
20:46
helps me stay informed, but also I just, I love that it teaches
20:51
me random things that I didn't know I didn't know. Like, I
20:53
always like, I feel like a lot of the weird things I know about
20:56
the world I learned from CBS Sunday Morning.
21:00
Heidi: Like Dutch canal jumping or random roadside attractions,
21:05
or an artist that you've never heard of, or an artist you know
21:07
a ton about, but here's that whole new look at their past
21:11
history that you haven't thought about before. It's just always
21:13
eye opening.
21:14
Emily: Yeah, sometimes it'll be like a deep dive into like some
21:17
historical person that you just never knew this whole thing
21:20
about their background, or they'll often do like a
21:22
celebrity interview as well. But it's not, it's not like the
21:27
typical celebrity interview. It's usually a much more
21:31
interesting personal conversation, which I
21:33
appreciate, too. So anyways, if you want a new old lady habit,
21:37
start watching CBS Sunday Morning.
21:40
Heidi: They should sponsor us. We love them so much.
21:42
Emily: Seriously, my kids all know the little trumpet sounds.
21:45
Heidi: That little blurb, until our trumpet sounds again or
21:48
something.
21:48
Yep. What are you giving extra credit to, Heidi?
21:53
I'm giving extra credit to Joshua Radin's new album one day
21:57
home, which is just perfect fall chill vibes, if you're in the
22:02
mood for that. It's like peak Joshua Radin, if, if you were a
22:07
fan back in like 2006, this is all those right points. But it
22:12
also, there's a second version of the album that, instead of
22:15
guitar, is piano and vocal. And I think I almost like that
22:19
better. It's kind of reminding me of like, vintage Billy Joel
22:22
stuff. Like, very, it's the exact same songs, just different
22:26
arrangements, and either way, both a win.
22:30
Emily: I'm excited to check that out, because Joshua Radin is
22:32
quintessentially acoustic guitar. So, hearing it with
22:35
piano, that sounds exciting.
22:36
Heidi: Very different.
22:37
Emily: I heard a Joshua Radin song on like a random commercial
22:40
the other day, and I was like, whoa, this is weird. It always
22:42
reminds me of how I think I was 22 when we went and saw that
22:46
concert that he did. And I remember at the time thinking, I
22:49
am too old for concerts. And I was 22.
22:52
Heidi: We had to stand the whole time. We're like, no.
22:54
Emily: We are not cut out for this life. As much as we love
22:58
music, we are not cut out for standing in bars for concerts.
23:04
Heidi: I know, I think at the time, we were complaining, like,
23:06
by the time, like you had to get there an hour early. No wonder
23:13
we like a CBS Sunday mornings.
23:14
Emily: I know, I think we've always been middle aged, it
23:17
turns out.
23:18
Heidi: Or we're just not dumb.
23:20
Emily: No, we know what we like.
23:22
Heidi: Nobody wants to be standing around for four hours
23:25
on a concrete floor. No, it's not fun. Does not make the music
23:28
any better.
23:29
Emily: Amen. But I will check out his new album, so I'm
23:32
excited.
23:33
Heidi: Much more enjoyable than standing around.
23:35
Emily: Amen.
23:36
Heidi: That is it for today's episode. Whether you're dealing
23:40
with your first sub day of the year, or you're a seasoned pro
23:43
at this, remember that every experience is a chance to
23:46
strengthen your classroom community.
23:50
We hope you enjoyed this episode of Teacher Approved. I'm Heidi.
23:54
Emily: And I'm Emily. Thank you for listening. Be sure to follow
23:57
or subscribe in your podcast app so that you never miss an
24:00
episode.
24:01
Heidi: You can connect with us and other teachers in the
24:03
Teacher Approved Facebook group. We'll see you here next week.
24:06
Bye for now.
24:07
Emily: Bye.