July 28, 2025 • 18 mins
Your first 3 days of school activities do so much more than check boxes. They set the tone for the entire year! In this episode, we’re talking about how to use those first few days to answer the three big questions every student is asking: Am I safe? Am I seen? Am I needed? We’ll walk you through how to build your classroom culture from day one, share our favorite ways to teach procedures, and sprinkle in some stories, book recs, and tips you can try tomorrow.
Prefer to read? Grab the episode transcript and resources in the show notes here: https://www.secondstorywindow.net/podcast/first-3-days-of-school-activities/
Resources:
- First Day of School Lesson Plan Guide
- Tell, Try, Tally, Talk Google Slides
- DeleteMe
- Our Favorite Back to School Books: First Day Jitters, When You Go to Dragon School, A Letter From Your Teacher on the First Day of School
- Connect with us on Instagram @2ndstorywindow.
- Shop our teacher-approved resources.
- Join our Teacher Approved Facebook group.
- Leave a review on Apple Podcasts!
Related Episodes to Enjoy:
- Episode 75, Classroom Procedures and Expectations: How They Differ and How to Teach Them
- Episode 205, Use This One-Hour Teacher Trick to Start the School Year Calm and Ready
- Episode 207, No Class List? No Problem - Here’s What to Prep While You Wait
- Episode 209, The Most Important Back-to-School Prep No One Talks About
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Heidi (00:00):
This is episode 211 of Teacher Approved.
You're listening to TeacherApproved, the podcast helping
educators elevate what mattersand simplify the rest. I'm
Heidi.
Emily (00:13):
And I'm Emily. We're the creators behind Second Story
Window, where we give researchbased and teacher approved
strategies that make teachingless stressful and more
effective. You can check out theshow notes and resources from
each episode atsecondstorywindow.net.
Heidi (00:28):
We're so glad you're tuning in today. Let's get to
the show.
Emily (00:36):
Hey there. Thanks for joining us today. In today's
episode, we're talking about thethree biggest goals for your
first three days of school, andsharing a teacher approved tip
for creating classroom jobs thatactually matter.
Heidi (00:50):
But first, it's time for try it tomorrow, a favorite
quick win that you can try inyour life right away. Emily,
what is our suggestion for thisweek?
Emily (00:57):
This week, try writing your future self a little note,
grab a card or a sheet of paperand then just spend five minutes
writing an encouraging note thatyou can read on the first day of
school. In episode 209, wetalked about stocking your first
day survival kit, and adding athoughtful note to yourself can
be the perfect touch.
Heidi (01:14):
And if you want to go above and beyond, take a few
more minutes and write first dayof school notes to your
teammates as well. So often asteachers, we have to cheer for
ourselves, as you well know. Soit can really mean a lot when
someone else makes the effort tocheer for us, too.
Emily (01:30):
If you like this idea or anything else that we share here
on the podcast, would you take asecond and give us a five star
rating and review? Ratings andreviews are one way that new
listeners find us, so everyrating and review is really a
huge help to us, and we see themall, and they make us so happy.
Heidi (01:46):
Now, over the years, Emily and I have created an
extensive library of back toschool products. To help you
find the tools that will makethe start of your new year
easier, today we arespotlighting our first day of
school lesson plan and planningguide for the first week of
school. That's quite the name.
Emily (02:03):
This is the perfect addition to what we are talking
about in today's episode. If youare a teacher who wants to be
intentional about making thefirst few days as impactful as
possible, this planning guide isexactly what you need.
Heidi (02:16):
You start with setting your back to school goals and
making a plan for how to meetthem in the first week of
school, and then we will helpyou craft the perfect schedule
and flesh it out into a minuteby minute script.
Emily (02:27):
And this seems like a lot of work up front, but we will
guide you through it one step ata time, and then you can extend
this process to plan the rest ofyour first week too.
Heidi (02:36):
Alright, you ready to talk about back to school?
Emily (02:38):
Yep, let's do it.
Heidi (02:40):
Before anyone has that little panic attack we all get
when we hear those words inJuly, don't worry. You know we
are not about to load up your todo list with must do's or
complicated suggestions.
Emily (02:52):
Yeah, no way. Around here, we love to dive into the
heart of things, so you'll havethe clarity to cut through all
the competing demands and knowwhat's most worthy of your time
and energy. So in today'sepisode, we're talking about how
to build a foundation that willanchor your classroom culture.
If you want a year where kidsengage, cooperate and thrive,
(03:12):
start here.
Heidi (03:13):
And that foundation is not about filing systems or cute
name tags, it's about how yourstudents answer three crucial
questions in those first fewdays. Am I safe? Am I seen? And
am I needed?
Emily (03:26):
Even though kids can't articulate it, these three
questions are always runningthrough their minds when they
walk into a new classroom. Andif the answer to any of these
questions is no, or I'm notsure, then that student isn't
really available for learning.
Heidi (03:40):
And it does make a lot of sense, if you think about it, if
you walked into a new job andyou weren't sure if your boss
was kind or if your coworkerscared about you, or if your work
actually mattered, how muchwould you be able to focus on
doing your best?
Emily (03:54):
Yeah, probably not very much. So today, we're going to
walk through how tointentionally address each of
these needs in your first threedays. And the beautiful part,
you don't need any specialmaterials or complicated
systems. You just need to bepurposeful about what you're
already doing.
Heidi (04:10):
Now all three of these elements, being safe, being seen
and being needed, shouldobviously be woven through every
single school day, but we'regoing to focus on one primary
goal each day to make sure thatwe are really hitting it home.
Emily (04:25):
Day one is all about safety, day two is all about
being seen, and day three is allabout being needed. So let's
dive into what this looks likein real classrooms with real
kids.
Heidi (04:38):
And we're going to kick off day one with that crucial
question, am I safe? When achild feels unsafe, physically,
emotionally or even justuncertain about what's expected,
their brain goes into survivalmode, and a brain in survival
mode can't learn.
Emily (04:54):
Safety in the classroom isn't just about physical
safety, though that's obviouslyimportant. It's about
predictability, clearexpectations, and knowing that
this adult in charge is calm,kind and competent.
Heidi (05:07):
One of the fastest ways to create that sense of safety
is through teaching proceduresclearly and calmly. I know, I
know, we know, procedures mightsound like the most boring way
to launch a school year. Butthink about how you feel when
you walk into a new restaurantand you aren't sure, are you
supposed to seat yourself? Areyou supposed to wait to be
(05:28):
seated? And maybe the sign saysyou're supposed to wait to be
seated, but there's nobodythere, and so then how long do
you wait around? Yeah, it getsreal awkward, real fast.
Emily (05:34):
Oh, yeah, that is the worst. It's so uncomfortable.
Like, what am I supposed to bedoing? And like, even worse, if
you're at the restaurant and youneed to go to the bathroom and
you don't know where thebathroom is. So that is how our
kids feel when they don't knowthe expectations. So spending
time on day one teaching thingslike how to enter the classroom,
where to put their backpack,what to do if they need a
(05:55):
tissue, that is not time wasted,that is building a sense of
security.
Heidi (06:01):
The way you teach procedures matters just as much
as the procedures themselves.Your voice should be calm and
encouraging. Take your time.We're going to smile. Use
phrases like, let me show youhow we do this in our classroom,
instead of here's the list ofrules for how to do this.
Emily (06:17):
We have a whole system for teaching procedures in a
supportive, collaborative way.We call it the tell, try, tally,
talk method. We talked aboutthis in detail back in episode
75 so revisit that episode ifyou want all the deets.
Heidi (06:30):
We also have a set of tell, try, tally, talk Google
slides that you can edit to usewith any procedure you need to
teach. We give you the fullscaffold for the lesson. So
really, all you have to do isadd your own steps
Emily (06:45):
You can't teach every procedure on day one, obviously,
and you will melt your studentsbrains if you try. So if you
want to create the greatestsense of safety, it's important
to start by teaching theprocedures your students will
need first.
Heidi (06:58):
Yes, and we always recommend leading off with your
bathroom procedures first, andthen your attention signal.
After that, you can introduceeach procedure before students
will need to use it. So youteach your recess procedures
before you send your kids out torecess. Teach students how to
get to specialty classes beforespecialty time. That gives
students a predictable structureand predictability creates
(07:20):
peace.
Emily (07:22):
Another key part of creating safety on day one is
introducing yourself as aperson, not just as the teacher.
So share something aboutyourself. Maybe you have a dog
named Charlie, or you love toread mystery novels, or you're
learning to play the ukulele. Ifany of that is true, you sound
really fun.
Heidi (07:38):
And we definitely want to know more about the ukulele.
Emily (07:41):
Yeah.
Heidi (07:42):
Kids need to see that you're a real human being who's
approachable and kind. I used toalways share a story about
something I was excited about orsomething that made me nervous,
because kids need to know thatadults have feelings too.
Emily (07:53):
Yeah, the book First Day Jitters is great for this,
because it opens theconversation about feelings on
the first day and that theteacher has feelings too.
Heidi (08:00):
And I also really love the book A Letter from your
Teacher on the First Day ofSchool. It helps kids see that
you're on their side and you arecommitted to providing a caring
space for them to learn andgrow. And if you're interested
in either of those books, I willmake sure to put a link in the
show notes.
Emily (08:15):
As you're going through the day, be mindful of your tone
and body language. Kids areincredibly perceptive. They can
sense if you're stressed oroverwhelmed or not really happy
to be there. So take a deepbreath, slow down your speaking
pace, and genuinely show themthat your class is a great place
to be.
Heidi (08:33):
By the end of day one, every child should be able to
walk into your classroomtomorrow morning and know
exactly what to do, where to go,and that you are a safe person
to be around. That is thefoundation that you're going to
build the rest of the week on.
Emily (08:46):
Now let's move on to day two, and helping students know
am I seen. Once kids feel safe,they need to know that you see
them as individuals. So day twois about shifting the focus from
here's how we do things, tohere's who you are, and I'm
excited to know you.
Heidi (09:03):
Start building that bridge by finding ways for
students to tell you aboutthemselves, whether it's a short
writing prompt like three thingsto know about me, or a partner
interview, or a share yourfavorite things circle. Look for
opportunities to invite realsharing and connection.
Emily (09:17):
I always did some get to know you activities on the first
day, but I leaned more heavilyinto it on the second day. I
also gave students opportunitiesto get to know each
Heidi (09:27):
Yeah, that's so important. Community building
isn't just about the teacherstudent relationship, it's about
helping kids feel connected totheir classmates too. So an
activity like Find Someone Whois a classic for a reason, but
any low pressure fun activityworks here too.
Emily (09:43):
One thing to keep in mind is to watch out for your little
introverts. It's so easy to letyour more outgoing students
dominate the sharing time, whileyour quieter kids fade into the
background.
Heidi (09:53):
Yeah, make sure to plan some activities that give
students space to pause beforethey have to answer. As an
introvert, please do this.Having students write their
sharing on a sticky note first,or creating small groups where
everyone gets a turn can relieveanxiety for your quieter kids.
The goal is for every singlechild to have a moment where
they share something aboutthemselves and feel truly heard.
Emily (10:16):
You might not have everyone's favorite color
memorized by the end of day two,but every student should be able
to say, my teacher is interestedin me. That sense of being seen
and known is what transforms agroup of individual kids into
the beginning of a classroomcommunity.
Heidi (10:32):
And that brings us to day three, and that final crucial
question, am I needed? By thispoint, students know they are
safe. They've had moments ofbeing seen, and now we need to
hear you matter to this class,and we are better because you're
Emily (10:45):
And this is the day for talking about how everyone has
here.
something valuable to offer.This might be introducing
classroom jobs, but it's so muchbigger than just who's going to
water the plants.
Heidi (10:56):
It's really about helping kids understand that their
choices, their words, theiractions, they all impact the
kind of classroom community thatyou have together. They're not
just passive bystanders. Theiractions ripple outward to
everyone, helping a classmate,following a routine, showing
kindness. These choices affecteverything.
Emily (11:13):
One thing that fits so well on day three is having a
conversation about what kind ofclassroom you want to create
this year. Have kids reflect onwhat it means to take care of
each other and identify waysthey can contribute positively.
Heidi (11:26):
And don't forget to explicitly tell students that
they're needed and that you'reglad they're there. Try saying
things like, I'm so glad you'repart of our classroom, or your
ideas make us all better, or Ineed your help to make this the
best year ever.
Emily (11:40):
By the end of day three, every student should feel like
they belong, like they matter,and like they have something
important to contribute to yourclassroom community. A class
where kids feel needed becomes aclass where kids help each
other, and that's when the magichappens.
Heidi (11:55):
Now, if you are thinking, Okay, this sounds lovely, but I
have curriculum to cover andstandards to meet. Can I really
spend three whole days onrelationship building? Try to
zoom out your focus a bit. Thisisn't time taken away from
learning. This is learning.You're teaching some of the most
important lessons of the year,how to be part of a community,
(12:17):
how to treat others withrespect, and how to see yourself
as a valuable contributor.
Emily (12:22):
Plus every minute you invest in building this
foundation will save you hoursthroughout the year in behavior
management issues, classroomdisruptions, and trying to
motivate disengaged students. Aclassroom built on safety,
connection and belonging is aclassroom where learning
thrives. It's where kids takerisks, ask questions, help each
other and show up as their bestselves.
Heidi (12:45):
So as you are planning those first few days, ask
yourself, How will my studentsknow they're safe in my
classroom? How will they know Isee them as individuals? And how
will they know that they areneeded and valued?
Emily (12:57):
The activities you choose, the way you structure
your time, the words you use,let it all be intentional about
prioritizing the feeling ofsafety, inviting students to be
seen, and showing them that theyare needed. If you build from
that foundation, the rest ofyour school year will be built
on solid ground.
Heidi (13:15):
We would love to hear how you create that sense of safety,
connection and belonging in yourclassroom. Come join the
conversation in our TeacherApproved Facebook group.
Emily (13:25):
Now for our teacher Approved Tip of the Week, where
we share an actionable tip tohelp you elevate what matters
and simplify the rest. Thisweek's teacher approved tip is
create classroom jobs thatactually matter. Can you tell us
more about this, Heidi?
Heidi (13:39):
I would love to. So at the start of the school year,
one of our main goals is helpingstudents feel needed, and one
way to do that is to assignclass jobs. Now, this does not
mean that every student needs anassigned responsibility every
day, unless that is somethingthat you feel like managing, but
all students should have anopportunity at some point to
(13:59):
contribute to the running ofyour class. You will likely have
jobs like line leader and paperpasser. But don't let that limit
you. Think about the jobs thatyou actually wish someone would
help you with. Maybe it'skeeping track of borrowed
supplies or helping set upmaterials for activities, or,
you know, even making sure thatno one sits alone at lunch.
Emily (14:18):
This can be so helpful. Some of the most impactful
classroom jobs are about takingcare of the social and emotional
needs of the classroom. Afriendship facilitator who helps
include kids who might be leftout, or a celebration
coordinator who helps the classnotice and acknowledge the good
things that are happening areall great job ideas.
Heidi (14:38):
Now we are mentioning this in July because this is the
perfect moment to reflect on howyour class jobs have been
running. Once you're in thethick of the school year, it can
be really tricky to try and turnthe ship. So take some time now
to reflect on how jobs haveworked in your class in the
past, what you would like to seehappen in the future, and how
you can make that happen.
Emily (14:58):
You could even assign one of your weekly teacher power
hours to sorting this out beforeschool starts. If you want some
support, we did a deep dive intoclassroom jobs back in episode
166, so definitely check thatout.
And we would love to hear aboutyour class jobs, so come join
the conversation in our TeacherApproved Facebook group.
Heidi (15:10):
Alright, to wrap up the show, we're sharing what we're
giving extra credit to thisweek. Emily, what gets your
extra credit?
Emily (15:21):
I'm giving extra credit to Delete Me. It is a
subscription service where theyidentify where your personal
information is being sold onlinethrough, like, data brokers and
people search sites. You knowthose, oh, I'm trying to think
of some of the common ones thatI see. But you know where you
like put in the name of someoneyou're looking for, and it like,
(15:41):
pulls up these, like, seedywebsites that people have to pay
money to, like, look upinformation about people. Oh,
it's so gross.
So Delete Me submits opt outrequests on your behalf. It
searches for where your info is,and then they go through the
process for you to get theinformation removed. And
sometimes that just starts theprocess, and something comes to
(16:01):
you, like you'll get an email ofsomething you have to do on your
end. But for the most part,almost all of the ones they've
removed so far have beenautomated, and I haven't had to
do anything. And they send youreports of where your info has
been removed from, which is justnice peace of mind. So, and I
have a coupon code that gets you20% off, so click the link in
the show notes, and you can save20% on it.
Heidi (16:18):
Oh, that's good. I'm gonna do that because I'm not
signed up. I follow a privateinvestigator on Instagram
because she's a hoot. But Iheard her talking about this and
said it's a really helpful tool.
Emily (16:33):
And I think I read that they even monitor the dark web
for your info. So veryinteresting to see, like, I'll
be, I'll be curious to see if itcuts down on like, spam calls
and stuff like that, because Iget a lot of those, so.
Heidi (16:45):
Yeah, that'd be a nice break.
Emily (16:46):
Yeah, I'll let you know, and I'll send you the link so
you can sign up.
Heidi (16:49):
Yeah, please do.
Emily (16:50):
What are you giving extra credit to, Heidi?
Heidi (16:53):
Well my extra credit goes to a darling new picture book
called When You Go to DragonSchool. And I think this book
could really open up some fundiscussions about how we all
bring our unique talents to makeour classroom better. So the
synopsis is that when the localhuman school is overflowing, a
group of kids find themselvestransferred to dragon school,
(17:14):
naturally, of course, where theylearn that even though you might
not have scales or wings or theability to breathe fire, with a
little bit of courage in yourown special talents, you'll have
no trouble fitting in. This bookis so cute. The pictures are by
one of my favorite illustrators,Charlene Chu, and I love that
the text is short. That's one ofmy favorite parts of picture
(17:37):
books, when it's just like acouple sentences on a page
instead of a couple paragraphs.That's always a winner.
Emily (17:42):
I'm gonna have to check this out. I'm always excited to
add a new book to my back toschool collection.
Heidi (17:47):
It is very fun, and I will also link to that in the
show notes.
And that is it for today'sepisode. Remember those first
three days are about helpingevery single child know that
they are safe, seen, and neededin your classroom.
Emily (17:59):
If this episode gave you something to think about, send
it to a teacher friend who'sprepping for back to school too,
and don't forget to join ourteacher Approved Facebook group
where we're always sharing ideasand supporting each other.
Heidi (18:14):
We hope you enjoyed this episode of Teacher Approved. I'm
Heidi.
Emily (18:18):
And I'm Emily. Thank you for listening. Be sure to follow
or subscribe in your podcast appso that you never miss an
Heidi (18:23):
You can connect with us and other teachers in the
Teacher Approved Facebook group.We'll see you here next week.
Bye for now.
Emily (18:31):
Bye.
This is episode 211 of Teacher Approved.
You're listening to TeacherApproved, the podcast helping
educators elevate what mattersand simplify the rest. I'm
Heidi.
Emily (00:13):
And I'm Emily. We're the creators behind Second Story
Window, where we give researchbased and teacher approved
strategies that make teachingless stressful and more
effective. You can check out theshow notes and resources from
each episode atsecondstorywindow.net.
Heidi (00:28):
We're so glad you're tuning in today. Let's get to
the show.
Emily (00:36):
Hey there. Thanks for joining us today. In today's
episode, we're talking about thethree biggest goals for your
first three days of school, andsharing a teacher approved tip
for creating classroom jobs thatactually matter.
Heidi (00:50):
But first, it's time for try it tomorrow, a favorite
quick win that you can try inyour life right away. Emily,
what is our suggestion for thisweek?
Emily (00:57):
This week, try writing your future self a little note,
grab a card or a sheet of paperand then just spend five minutes
writing an encouraging note thatyou can read on the first day of
school. In episode 209, wetalked about stocking your first
day survival kit, and adding athoughtful note to yourself can
be the perfect touch.
Heidi (01:14):
And if you want to go above and beyond, take a few
more minutes and write first dayof school notes to your
teammates as well. So often asteachers, we have to cheer for
ourselves, as you well know. Soit can really mean a lot when
someone else makes the effort tocheer for us, too.
Emily (01:30):
If you like this idea or anything else that we share here
on the podcast, would you take asecond and give us a five star
rating and review? Ratings andreviews are one way that new
listeners find us, so everyrating and review is really a
huge help to us, and we see themall, and they make us so happy.
Heidi (01:46):
Now, over the years, Emily and I have created an
extensive library of back toschool products. To help you
find the tools that will makethe start of your new year
easier, today we arespotlighting our first day of
school lesson plan and planningguide for the first week of
school. That's quite the name.
Emily (02:03):
This is the perfect addition to what we are talking
about in today's episode. If youare a teacher who wants to be
intentional about making thefirst few days as impactful as
possible, this planning guide isexactly what you need.
Heidi (02:16):
You start with setting your back to school goals and
making a plan for how to meetthem in the first week of
school, and then we will helpyou craft the perfect schedule
and flesh it out into a minuteby minute script.
Emily (02:27):
And this seems like a lot of work up front, but we will
guide you through it one step ata time, and then you can extend
this process to plan the rest ofyour first week too.
Heidi (02:36):
Alright, you ready to talk about back to school?
Emily (02:38):
Yep, let's do it.
Heidi (02:40):
Before anyone has that little panic attack we all get
when we hear those words inJuly, don't worry. You know we
are not about to load up your todo list with must do's or
complicated suggestions.
Emily (02:52):
Yeah, no way. Around here, we love to dive into the
heart of things, so you'll havethe clarity to cut through all
the competing demands and knowwhat's most worthy of your time
and energy. So in today'sepisode, we're talking about how
to build a foundation that willanchor your classroom culture.
If you want a year where kidsengage, cooperate and thrive,
(03:12):
start here.
Heidi (03:13):
And that foundation is not about filing systems or cute
name tags, it's about how yourstudents answer three crucial
questions in those first fewdays. Am I safe? Am I seen? And
am I needed?
Emily (03:26):
Even though kids can't articulate it, these three
questions are always runningthrough their minds when they
walk into a new classroom. Andif the answer to any of these
questions is no, or I'm notsure, then that student isn't
really available for learning.
Heidi (03:40):
And it does make a lot of sense, if you think about it, if
you walked into a new job andyou weren't sure if your boss
was kind or if your coworkerscared about you, or if your work
actually mattered, how muchwould you be able to focus on
doing your best?
Emily (03:54):
Yeah, probably not very much. So today, we're going to
walk through how tointentionally address each of
these needs in your first threedays. And the beautiful part,
you don't need any specialmaterials or complicated
systems. You just need to bepurposeful about what you're
already doing.
Heidi (04:10):
Now all three of these elements, being safe, being seen
and being needed, shouldobviously be woven through every
single school day, but we'regoing to focus on one primary
goal each day to make sure thatwe are really hitting it home.
Emily (04:25):
Day one is all about safety, day two is all about
being seen, and day three is allabout being needed. So let's
dive into what this looks likein real classrooms with real
kids.
Heidi (04:38):
And we're going to kick off day one with that crucial
question, am I safe? When achild feels unsafe, physically,
emotionally or even justuncertain about what's expected,
their brain goes into survivalmode, and a brain in survival
mode can't learn.
Emily (04:54):
Safety in the classroom isn't just about physical
safety, though that's obviouslyimportant. It's about
predictability, clearexpectations, and knowing that
this adult in charge is calm,kind and competent.
Heidi (05:07):
One of the fastest ways to create that sense of safety
is through teaching proceduresclearly and calmly. I know, I
know, we know, procedures mightsound like the most boring way
to launch a school year. Butthink about how you feel when
you walk into a new restaurantand you aren't sure, are you
supposed to seat yourself? Areyou supposed to wait to be
(05:28):
seated? And maybe the sign saysyou're supposed to wait to be
seated, but there's nobodythere, and so then how long do
you wait around? Yeah, it getsreal awkward, real fast.
Emily (05:34):
Oh, yeah, that is the worst. It's so uncomfortable.
Like, what am I supposed to bedoing? And like, even worse, if
you're at the restaurant and youneed to go to the bathroom and
you don't know where thebathroom is. So that is how our
kids feel when they don't knowthe expectations. So spending
time on day one teaching thingslike how to enter the classroom,
where to put their backpack,what to do if they need a
(05:55):
tissue, that is not time wasted,that is building a sense of
security.
Heidi (06:01):
The way you teach procedures matters just as much
as the procedures themselves.Your voice should be calm and
encouraging. Take your time.We're going to smile. Use
phrases like, let me show youhow we do this in our classroom,
instead of here's the list ofrules for how to do this.
Emily (06:17):
We have a whole system for teaching procedures in a
supportive, collaborative way.We call it the tell, try, tally,
talk method. We talked aboutthis in detail back in episode
75 so revisit that episode ifyou want all the deets.
Heidi (06:30):
We also have a set of tell, try, tally, talk Google
slides that you can edit to usewith any procedure you need to
teach. We give you the fullscaffold for the lesson. So
really, all you have to do isadd your own steps
Emily (06:45):
You can't teach every procedure on day one, obviously,
and you will melt your studentsbrains if you try. So if you
want to create the greatestsense of safety, it's important
to start by teaching theprocedures your students will
need first.
Heidi (06:58):
Yes, and we always recommend leading off with your
bathroom procedures first, andthen your attention signal.
After that, you can introduceeach procedure before students
will need to use it. So youteach your recess procedures
before you send your kids out torecess. Teach students how to
get to specialty classes beforespecialty time. That gives
students a predictable structureand predictability creates
(07:20):
peace.
Emily (07:22):
Another key part of creating safety on day one is
introducing yourself as aperson, not just as the teacher.
So share something aboutyourself. Maybe you have a dog
named Charlie, or you love toread mystery novels, or you're
learning to play the ukulele. Ifany of that is true, you sound
really fun.
Heidi (07:38):
And we definitely want to know more about the ukulele.
Emily (07:41):
Yeah.
Heidi (07:42):
Kids need to see that you're a real human being who's
approachable and kind. I used toalways share a story about
something I was excited about orsomething that made me nervous,
because kids need to know thatadults have feelings too.
Emily (07:53):
Yeah, the book First Day Jitters is great for this,
because it opens theconversation about feelings on
the first day and that theteacher has feelings too.
Heidi (08:00):
And I also really love the book A Letter from your
Teacher on the First Day ofSchool. It helps kids see that
you're on their side and you arecommitted to providing a caring
space for them to learn andgrow. And if you're interested
in either of those books, I willmake sure to put a link in the
show notes.
Emily (08:15):
As you're going through the day, be mindful of your tone
and body language. Kids areincredibly perceptive. They can
sense if you're stressed oroverwhelmed or not really happy
to be there. So take a deepbreath, slow down your speaking
pace, and genuinely show themthat your class is a great place
to be.
Heidi (08:33):
By the end of day one, every child should be able to
walk into your classroomtomorrow morning and know
exactly what to do, where to go,and that you are a safe person
to be around. That is thefoundation that you're going to
build the rest of the week on.
Emily (08:46):
Now let's move on to day two, and helping students know
am I seen. Once kids feel safe,they need to know that you see
them as individuals. So day twois about shifting the focus from
here's how we do things, tohere's who you are, and I'm
excited to know you.
Heidi (09:03):
Start building that bridge by finding ways for
students to tell you aboutthemselves, whether it's a short
writing prompt like three thingsto know about me, or a partner
interview, or a share yourfavorite things circle. Look for
opportunities to invite realsharing and connection.
Emily (09:17):
I always did some get to know you activities on the first
day, but I leaned more heavilyinto it on the second day. I
also gave students opportunitiesto get to know each
Heidi (09:27):
Yeah, that's so important. Community building
isn't just about the teacherstudent relationship, it's about
helping kids feel connected totheir classmates too. So an
activity like Find Someone Whois a classic for a reason, but
any low pressure fun activityworks here too.
Emily (09:43):
One thing to keep in mind is to watch out for your little
introverts. It's so easy to letyour more outgoing students
dominate the sharing time, whileyour quieter kids fade into the
background.
Heidi (09:53):
Yeah, make sure to plan some activities that give
students space to pause beforethey have to answer. As an
introvert, please do this.Having students write their
sharing on a sticky note first,or creating small groups where
everyone gets a turn can relieveanxiety for your quieter kids.
The goal is for every singlechild to have a moment where
they share something aboutthemselves and feel truly heard.
Emily (10:16):
You might not have everyone's favorite color
memorized by the end of day two,but every student should be able
to say, my teacher is interestedin me. That sense of being seen
and known is what transforms agroup of individual kids into
the beginning of a classroomcommunity.
Heidi (10:32):
And that brings us to day three, and that final crucial
question, am I needed? By thispoint, students know they are
safe. They've had moments ofbeing seen, and now we need to
hear you matter to this class,and we are better because you're
Emily (10:45):
And this is the day for talking about how everyone has
here.
something valuable to offer.This might be introducing
classroom jobs, but it's so muchbigger than just who's going to
water the plants.
Heidi (10:56):
It's really about helping kids understand that their
choices, their words, theiractions, they all impact the
kind of classroom community thatyou have together. They're not
just passive bystanders. Theiractions ripple outward to
everyone, helping a classmate,following a routine, showing
kindness. These choices affecteverything.
Emily (11:13):
One thing that fits so well on day three is having a
conversation about what kind ofclassroom you want to create
this year. Have kids reflect onwhat it means to take care of
each other and identify waysthey can contribute positively.
Heidi (11:26):
And don't forget to explicitly tell students that
they're needed and that you'reglad they're there. Try saying
things like, I'm so glad you'repart of our classroom, or your
ideas make us all better, or Ineed your help to make this the
best year ever.
Emily (11:40):
By the end of day three, every student should feel like
they belong, like they matter,and like they have something
important to contribute to yourclassroom community. A class
where kids feel needed becomes aclass where kids help each
other, and that's when the magichappens.
Heidi (11:55):
Now, if you are thinking, Okay, this sounds lovely, but I
have curriculum to cover andstandards to meet. Can I really
spend three whole days onrelationship building? Try to
zoom out your focus a bit. Thisisn't time taken away from
learning. This is learning.You're teaching some of the most
important lessons of the year,how to be part of a community,
(12:17):
how to treat others withrespect, and how to see yourself
as a valuable contributor.
Emily (12:22):
Plus every minute you invest in building this
foundation will save you hoursthroughout the year in behavior
management issues, classroomdisruptions, and trying to
motivate disengaged students. Aclassroom built on safety,
connection and belonging is aclassroom where learning
thrives. It's where kids takerisks, ask questions, help each
other and show up as their bestselves.
Heidi (12:45):
So as you are planning those first few days, ask
yourself, How will my studentsknow they're safe in my
classroom? How will they know Isee them as individuals? And how
will they know that they areneeded and valued?
Emily (12:57):
The activities you choose, the way you structure
your time, the words you use,let it all be intentional about
prioritizing the feeling ofsafety, inviting students to be
seen, and showing them that theyare needed. If you build from
that foundation, the rest ofyour school year will be built
on solid ground.
Heidi (13:15):
We would love to hear how you create that sense of safety,
connection and belonging in yourclassroom. Come join the
conversation in our TeacherApproved Facebook group.
Emily (13:25):
Now for our teacher Approved Tip of the Week, where
we share an actionable tip tohelp you elevate what matters
and simplify the rest. Thisweek's teacher approved tip is
create classroom jobs thatactually matter. Can you tell us
more about this, Heidi?
Heidi (13:39):
I would love to. So at the start of the school year,
one of our main goals is helpingstudents feel needed, and one
way to do that is to assignclass jobs. Now, this does not
mean that every student needs anassigned responsibility every
day, unless that is somethingthat you feel like managing, but
all students should have anopportunity at some point to
(13:59):
contribute to the running ofyour class. You will likely have
jobs like line leader and paperpasser. But don't let that limit
you. Think about the jobs thatyou actually wish someone would
help you with. Maybe it'skeeping track of borrowed
supplies or helping set upmaterials for activities, or,
you know, even making sure thatno one sits alone at lunch.
Emily (14:18):
This can be so helpful. Some of the most impactful
classroom jobs are about takingcare of the social and emotional
needs of the classroom. Afriendship facilitator who helps
include kids who might be leftout, or a celebration
coordinator who helps the classnotice and acknowledge the good
things that are happening areall great job ideas.
Heidi (14:38):
Now we are mentioning this in July because this is the
perfect moment to reflect on howyour class jobs have been
running. Once you're in thethick of the school year, it can
be really tricky to try and turnthe ship. So take some time now
to reflect on how jobs haveworked in your class in the
past, what you would like to seehappen in the future, and how
you can make that happen.
Emily (14:58):
You could even assign one of your weekly teacher power
hours to sorting this out beforeschool starts. If you want some
support, we did a deep dive intoclassroom jobs back in episode
166, so definitely check thatout.
And we would love to hear aboutyour class jobs, so come join
the conversation in our TeacherApproved Facebook group.
Heidi (15:10):
Alright, to wrap up the show, we're sharing what we're
giving extra credit to thisweek. Emily, what gets your
extra credit?
Emily (15:21):
I'm giving extra credit to Delete Me. It is a
subscription service where theyidentify where your personal
information is being sold onlinethrough, like, data brokers and
people search sites. You knowthose, oh, I'm trying to think
of some of the common ones thatI see. But you know where you
like put in the name of someoneyou're looking for, and it like,
(15:41):
pulls up these, like, seedywebsites that people have to pay
money to, like, look upinformation about people. Oh,
it's so gross.
So Delete Me submits opt outrequests on your behalf. It
searches for where your info is,and then they go through the
process for you to get theinformation removed. And
sometimes that just starts theprocess, and something comes to
(16:01):
you, like you'll get an email ofsomething you have to do on your
end. But for the most part,almost all of the ones they've
removed so far have beenautomated, and I haven't had to
do anything. And they send youreports of where your info has
been removed from, which is justnice peace of mind. So, and I
have a coupon code that gets you20% off, so click the link in
the show notes, and you can save20% on it.
Heidi (16:18):
Oh, that's good. I'm gonna do that because I'm not
signed up. I follow a privateinvestigator on Instagram
because she's a hoot. But Iheard her talking about this and
said it's a really helpful tool.
Emily (16:33):
And I think I read that they even monitor the dark web
for your info. So veryinteresting to see, like, I'll
be, I'll be curious to see if itcuts down on like, spam calls
and stuff like that, because Iget a lot of those, so.
Heidi (16:45):
Yeah, that'd be a nice break.
Emily (16:46):
Yeah, I'll let you know, and I'll send you the link so
you can sign up.
Heidi (16:49):
Yeah, please do.
Emily (16:50):
What are you giving extra credit to, Heidi?
Heidi (16:53):
Well my extra credit goes to a darling new picture book
called When You Go to DragonSchool. And I think this book
could really open up some fundiscussions about how we all
bring our unique talents to makeour classroom better. So the
synopsis is that when the localhuman school is overflowing, a
group of kids find themselvestransferred to dragon school,
(17:14):
naturally, of course, where theylearn that even though you might
not have scales or wings or theability to breathe fire, with a
little bit of courage in yourown special talents, you'll have
no trouble fitting in. This bookis so cute. The pictures are by
one of my favorite illustrators,Charlene Chu, and I love that
the text is short. That's one ofmy favorite parts of picture
(17:37):
books, when it's just like acouple sentences on a page
instead of a couple paragraphs.That's always a winner.
Emily (17:42):
I'm gonna have to check this out. I'm always excited to
add a new book to my back toschool collection.
Heidi (17:47):
It is very fun, and I will also link to that in the
show notes.
And that is it for today'sepisode. Remember those first
three days are about helpingevery single child know that
they are safe, seen, and neededin your classroom.
Emily (17:59):
If this episode gave you something to think about, send
it to a teacher friend who'sprepping for back to school too,
and don't forget to join ourteacher Approved Facebook group
where we're always sharing ideasand supporting each other.
Heidi (18:14):
We hope you enjoyed this episode of Teacher Approved. I'm
Heidi.
Emily (18:18):
And I'm Emily. Thank you for listening. Be sure to follow
or subscribe in your podcast appso that you never miss an
Heidi (18:23):
You can connect with us and other teachers in the
Teacher Approved Facebook group.We'll see you here next week.
Bye for now.
Emily (18:31):
Bye.
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