September 22, 2025 • 23 mins
The back-to-school honeymoon is over, and if your once angelic class is now fidgety and distracted, don’t panic. You haven’t lost your classroom magic! In this episode, we break down the September slump, why it’s normal, and how to use it as an opportunity to boost engagement without burning yourself out. You’ll learn five simple, low-prep ways to bring back the spark, plus how to spot the “check engine” lights that signal it’s time to revisit routines. These micro-novelties keep curiosity alive while maintaining the structure students need.
Prefer to read? Grab the episode transcript and resources in the show notes here: https://www.secondstorywindow.net/podcast/september-slump-in-the-classroom/
Resources:
- Digital Seating Chart Tool
- Glass pot
- The New York Times Game: Pips
- The Holiday Headstart Podcast
- Join the Teacher Approved Club!
- Connect with us on Instagram @2ndstorywindow.
- Shop our teacher-approved resources.
- Join our Facebook group, Teacher Approved
- Leave your review on Apple Podcasts!
Related Episodes to Enjoy:
- Episode 97, 3 Secrets For Using Your Classroom Seating Arrangement to Boost Classroom Management
- Episode 99, Get Students Engaged with 3 Types of Active Participation Strategies
- Episode 156, Starting the School Year with Surprise and Delight: 5 Easy Ideas
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Heidi (00:01):
This is episode 225 of Teacher Approved.
You're listening to TeacherApproved, the podcast helping
educators elevate what mattersand simplify the rest. I'm
Heidi.
Emily (00:14):
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 are talking aboutthe mid-September slump. What
happens when that back to schoolhoneymoon period officially
ends, and how you can keep yourstudents engaged without
completely exhausting yourselfin the process.
Heidi (00:53):
Let's start with a try it tomorrow, where we share a quick
win that you can try in yourclassroom right away. Emily,
what's our suggestion this week?
Emily (00:59):
This week, try switching up your Monday morning question.
Instead of asking students howtheir weekend went, ask what
they're looking forward to thisweek.
Heidi (01:08):
This small change can make a really big difference for
some kids. Not everyone hasgreat weekends, and starting
Monday by asking them to thinkabout something that might have
been hard can really set a toughtone for the day.
Emily (01:20):
Plus, for kids who struggle with being at school,
reminding them about the funthey had at home can make it
even harder to settle into theschool week. Asking them to
focus forward instead ofbackward helps them get mentally
ready for what's coming.
Heidi (01:31):
It's a simple way to help kids regulate their emotions and
start the week thinking aboutpositive possibilities rather
than dwelling on what they'releaving behind.
Emily (01:40):
If you like this idea or anything else we share here on
the podcast, could you take amoment and give us a five star
rating and review in yourpodcast players?
Heidi (01:48):
Well, we're in late September now, and if you're
noticing that your adorablelittle angels are, well, maybe
acting a little less angelic,you're probably not imagining
it.
Emily (01:59):
No, because the honeymoon is officially over. Those first
few weeks when kids wereactually excited about your
pencil sharpening procedure,when they hung on your every
word about how to line up forthe bathroom? Well, we hate to
be the bearers of bad news, butthat's done.
Heidi (02:16):
Oh yeah, it's long done. This was always a bittersweet
transition for me. It was niceto feel like life was settling
into a routine after the chaosof back to school, but there was
something so sweet about theirwide eyed enthusiasm for
everything. It's so endearingwhen getting to use new glue
sticks is the highlight of theday.
Emily (02:36):
Yeah, but it wears off fast, doesn't it? But the thing
to remember is that this shiftis supposed to happen. If
everything stayed brand new andexciting all the time, then kids
would be constantly overwhelmed.Their little brains need this
shiny excitement to wear off sothat they can focus on learning.
Heidi (02:54):
Which, you know, is not as endearing, but I guess, is
probably more important. Thatmeans that once the rhythm of
the normal school day is settingin, those little brains start
scanning the room like, Hmm,okay, I've mastered the morning
work situation. I know exactlywhat happens during math time.
What else is happening aroundhere?
Emily (03:15):
Yeah, it's like they have this internal radar that's just
searching for the nextinteresting thing. You can just
hear it beeping in your mind.And then if they don't find
it...
Heidi (03:25):
Oh yeah, oh yeah, they will create their own
entertainment. And I can promiseyou that their version of
entertainment is not what youwant to have happening during
your reading lesson.
Emily (03:36):
No, definitely not. So if you're seeing more fidgeting
kids rushing through work justto have something to do, or that
glazed over look during lessons,their brains are simply saying,
I need something worth payingattention to.
Heidi (03:48):
But don't let that get you down. We promise this is not
a depressing episode. In fact,we think this dip in energy is
actually a good thing, becauseonce you understand this
pattern, you can harness itinstead of letting it run the
show.
Emily (04:03):
And you don't need to overhaul anything to do it. A
few simple tweaks can changeeverything. One of our favorite
things to talk about on thispodcast is the balance of
structure and novelty in theclassroom. We did a deep dive on
this back in episode 99 if youwant all the details. But as a
refresher, picture one of thoseold fashioned scales, you know,
like the ones you see in acourtroom that have like the two
(04:23):
hanging buckets on it.
Heidi (04:25):
One of those buckets represents structure. This is
your procedures, yourexpectations, your daily
schedule, and anything else thatgives shape to your day. The
other bucket is spark. This isnovelty, surprise, excitement
and anything else that adds alittle flair to the normal.
Emily (04:41):
When structure and spark are balanced, your students are
engaged. Too much structure, andkids get bored and check out,
too much spark, and they'recompletely overwhelmed.
Heidi (04:50):
At the beginning of the school year, that spark bucket
is overloaded. Every singlething is brand new, new desks,
new crayons, new routines and awhole lot of new faces. To
balance all of that novelty, welean heavily into structure at
the start of the year. We workon getting to know each other,
teaching procedures and settlingeveryone into the routine.
Emily (05:11):
Yeah, we're just working overtime, on loading up that
structure bucket. And that wasperfect for back to school
season, but now that bucket isgetting pretty heavy, so it's
time to add some spark tobalance things back out.
Heidi (05:22):
And we are using the word spark on purpose because we are
talking about tiny, littleglints, not a full fireworks
show.
Emily (05:31):
Yeah, think small, intentional moments that signal
to kids, Hey, learning is prettyfun. And the best part is that
most of these cost nothing andtake almost no prep. All they
need from you is a bit ofintention.
Heidi (05:44):
So let's talk about five simple ways to add that spark
back into your day. And thesereally are simple. Think micro
novelties, little effort, bigpayoff. And the first one is to
change something.
Emily (05:58):
Changing something can be as basic as moving your read
aloud to a different corner ofthe room, or it can be letting
kids do their spelling practicewith markers instead of pencils.
Suddenly, spelling feelsspecial, even though it's the
exact same words.
Heidi (06:10):
A simple way to make a change is switching up where you
teach lessons. Instead ofstanding at the front board, try
teaching math back at the carpetone day. Your lesson plan can
stay exactly the same, but yourstudents will instantly be more
tuned in.
Emily (06:25):
A great way to create that, oh, something's different
feeling at the end of Septemberis to rearrange your desks. You
are probably going to changeseats at some point soon anyway,
you might as well use itstrategically.
Heidi (06:37):
And we have lots of thoughts about how to do this
process strategically.
Emily (06:41):
Who us, have lots of thoughts?
Heidi (06:43):
I know. You might even say we have all of the thoughts
about this. So your seatingarrangement is one of your
greatest classroom managementtools. So let it work for you.
You can find the details inepisode 97 where we walk you all
the way through all of thedetails for our teacher approved
seating system.
Emily (07:02):
Also check out our digital seating chart tool that
lets you try out lots ofdifferent strategic
arrangements. Twenty minutes ofplanning a well balanced seating
chart can buy you two months ofdecreased management issues.
It's a very smart investment,and there's a link to it in the
show notes.
Heidi (07:19):
Okay, besides changing something. The second way to
increase Spark is to add to whatyou're already doing. Add a
quick brain break betweensubjects, add a funny prop or a
sound effect. You can even tryout a new accent for a few
minutes. And if your accent isterrible, that's even better.
Emily (07:38):
Thank you, Pepe Le Pew.
Heidi (07:40):
Should I do the whole episode like this?
Emily (07:43):
I'm gonna say no on that one.
Heidi (07:45):
Spoilsport.
Emily (07:46):
Or you can add movement to something that's usually done
sitting down. So instead ofreviewing math facts at their
desk, you can have kids stand todo jumping jacks while they
practice. You're still meetingyour math goals, but with a
totally different energy.
Heidi (07:59):
You could also think about adding something
unexpected to your routine. Forexample, maybe you add comedy
captain to your class jobs. Thatperson's job is to read the
day's joke to the class at thestart of morning meeting. Or you
could try ending the day with asilly clap or a chant.
Emily (08:14):
Adding a new element makes old routines feel like an
upgrade, but don't feel like youhave to make this a year long
commitment. We want novelties tostay novel. So once everyone in
the class has had a turn to becomedy captain for the day, you
can retire that position untilyou need it in February, because
then you can bring it back as away to enliven the dreary winter
days.
Heidi (08:35):
Yeah, the goal is to sprinkle in just enough newness
to keep things fresh, and thentake it away so it keeps feeling
fun.
Emily (08:44):
That sounds mean, but it's not mean. We're not giving
them something and then rippingit away.
Heidi (08:48):
We're doing it out of love.
Emily (08:50):
We're just pulling it back a little for later.
So the third way to add Spark isto celebrate something. And
before you panic, we are nottalking about classroom parties.
Heidi (09:00):
No, we would need three episodes to talk about classroom
parties. Check out episodes 33,34 and 96 if you don't believe
me, but the celebrations that weare talking about today are much
more low key.
Emily (09:12):
Much, much, much, much more low key. Think 30 second
dance break because it'sWednesday afternoon, or, you
know, one of those sillywhatever the daily holiday is,
like, you know, did you knowthere's a National Cheese Day?
Heidi (09:28):
Of course, there is. There's a national day for
everything.
Emily (09:31):
Yeah, and I think we just missed Talk Like a Pirate Day
for this year. But NationalRandom Acts of Poetry Day,
American Touch Tag day andNational Grouch day are all in
October.
Heidi (09:43):
Oh, put those on your calendar. And also in October,
if you're looking for more of apersonal celebration, there is
National Bra Day and National NoBra Day.
Emily (09:55):
Oh my gosh. Maybe don't put those on the classroom
calendar, though. I think youcan just keep that one to
yourself.
Heidi (10:03):
Yeah, probably for the best. But you aren't limited to
the calendar when it comes toplanning celebrations. Pick a
day this week and have everyonewhisper for the entire morning
just because. Kids eat thatstuff up.
Emily (10:15):
Yep. The fourth simple way to increase spark is to add
choice, and this is somotivating for kids. Maybe you
let them pick where to work forone assignment, they can sit at
their desk or under their desksor in the reading corner.
Heidi (10:27):
Just make sure that whatever choices you give them
are choices you can live with.Don't offer the choice to work
under their desks unless you'reactually okay with kids crawling
around down there.
Emily (10:39):
Yeah, you can only be the fun teacher, or if you're also
okay being the lay down the lawteacher. For choice to work, you
have to hold students to highexpectations. It's that warm
demander mentality that we weretalking about. I don't know if
that was last week or two weeksago. So it'd be saying like, Oh,
it sounds like you're playingunder your desk instead of
working, so time to move back toyour chair. You can decide if
(11:00):
you want to give the student asecond chance after a few
minutes, or if it's just betterfor them to be done for the day.
Heidi (11:05):
With classroom structure, the boundaries are clear for
students. Adding spark, however,can come with some boundary
pushing. Kids naturally want tosee how far they can go,
because, as we like to say hereon the podcast, the minimum
standard of behavior in anyclassroom is, what can the
students get away with?
Emily (11:25):
The potential payoff from adding spark to your day is
worth some hassle, but also bewilling to walk it back if it
sends your kids into overwhelm.And if a big choice like
choosing where in the room towork is too big for your
students to handle, just keep itsmall.
Heidi (11:38):
Yeah, even something like letting students choose between
solving their math problem on awhiteboard or on a sticky note,
can make the whole day feelfresh and exciting. Either way,
they're doing their work, whichis a win for you, but the kids
feel like they got a treat,which is a win for them.
Emily (11:53):
And that brings us to the fifth way to add spark to your
day, and that is to solvesomething. Kids love a good
mystery or challenge. So startphonics with a riddle, or
present your science lesson as aproblem that they need to figure
out.
Heidi (12:07):
You could write clues on the board and have them guess
what today's vocabulary wordwill be, or create a simple
classroom mystery, like someonehas stolen our pencil sharpener.
Let's examine the evidence.
Emily (12:18):
A great way to add a little mystery in math is to
give students story problemswith no numbers. You can cover
up the numbers in the problem orjust leave a blank space. At the
park, Devin saw some birds in atree and some in the grass. How
many more birds were in the treethan in the grass?
Heidi (12:34):
Because the students are missing key information, their
brains are much more interestedin figuring things out, instead
of just solving for a quickanswer. And if you have taught
this type of story problembefore, that is especially
helpful, because when they hearhow many more, how often do kids
just jump to addition, eventhough it's a subtraction
problem?
Emily (12:52):
Yeah.
Heidi (12:53):
This bit of mystery slows everybody down and it gets them
thinking before you reveal thenumbers.
Emily (12:58):
Solving something can also look like meeting a
challenge. Activities likefinish before the timer beeps,
find three mistakes in my work,or solve the puzzle before the
bell can be extremelymotivating.
Heidi (13:09):
Just make sure that you've included accommodations
for any learners who might findthis type of activity more
pressure than pleasant. We don'twant to stress kids out in the
name of having fun.
Emily (13:19):
You really don't have to add something big to spark
curiosity. Even small surprisessignal, Hey, pay attention,
something different is happeninghere.
Heidi (13:27):
But while you are adding these moments of spark to your
day, you also want to keep aneye out for any early warning
signs that your structure mightalso need some attention. As our
procedures become routines,little cracks can start to show.
Emily (13:40):
Think of these as your check engine lights. Yes, you
can probably drive for a whilewith that light on, but
eventually you're going to havebigger problems if you don't
deal with it soon.
Heidi (13:49):
And it's the same thing in your classroom. If you notice
that you are giving the samereminders over and over and
over, or the same kids keepmaking the same mistakes with
procedures, that is your warninglight blinking.
Emily (14:01):
For example, maybe morning work completion is
getting sloppy. A few kidsaren't finishing, others are
rushing through withoutthinking. It's easy to just
remind those kids individuallyand keep moving.
Heidi (14:12):
But if you find this happening, step back and really
look. If it really is just acouple of kids, you can find
ways to support themindividually. But if it's more
widespread, that's your signalto hit the brakes and reteach.
Emily (14:26):
I know the last thing any of us wants to do is go
backwards and reteach somethingwe covered in detail just a few
weeks ago, but trust us, takingtwo days to reset expectations
now will save you weeks offrustration later.
Heidi (14:37):
When I taught second grade, I learned this the hard
way. I would notice my morningroutine getting a little loose
about this time of year. And Iwould think, Oh, I know they've
got it. They're just being kids.They'll settle in and things
will be fine. But a few weekslater, my whole morning would be
chaotic, because when one piecegoes, it takes the whole system
down with it.
Emily (14:57):
This is not the fun part of teaching. And the kids don't
enjoy it any more than you do,but when they know exactly
what's expected, kids are freeto focus on learning, instead of
trying to figure out the rulesor figure out a way around the
rules.
Heidi (15:11):
So as you navigate this mid-September transition,
remember that what's happeningis totally normal. It's a signal
that your new students are readyfor the next level.
Emily (15:21):
Keep those solid routines, that structure is
still super important, but startsprinkling in some small
surprises and choices and payattention to the warning signs
before they become biggerissues.
Heidi (15:32):
These aren't huge overhauls, they're just tiny
tweaks that can make a bigdifference in keeping your
students engaged as you settleinto your school year rhythm.
And if you want more ideas forincreasing engagement at the
start of the year, make sure togo back and check out episode
156.
Emily (15:48):
We'd love to hear how you handle the September slump. Come
join the conversation in ourTeacher Approved Facebook group.
Now for our Teacher Approved Tipof the Week, where we share an
actionable tip to help youelevate what matters and
simplify the rest. This week'stip is about getting ahead on
parent communication byscheduling emails now. So tell
us about this, Heidi.
Heidi (16:08):
Well, this one is such a time saver. If you know you're
going to need to send the sametype of email to parents
multiple times throughout theyear, sit down and draft those
emails now. So for example, ifyou do a star student each week,
just draft the email. Your childwill be star student in two
weeks, please send me a photofor their poster by Friday, and
then schedule it to send twoweeks before each child's turn.
Emily (16:31):
You can do the same thing for field trip permission slips,
conference sign ups, or anyregular parent communication.
Draft the email once, thenschedule when it needs to go
out.
Heidi (16:40):
Now if you want some bonus points, cc yourself on
these emails. That way you get acopy in your inbox as a reminder
that the email went out and thatyou should expect responses.
Emily (16:51):
Oh so smart. This is a great way to save time and make
sure you stay on top ofimportant communication. Most
email systems let you schedulemessages. You just compose the
email like normal, then look forthe option to schedule it
instead of sending immediately.
Heidi (17:03):
The key to making this work is having your important
dates mapped out ahead of time.If you know when your
conferences are, when fieldtrips are happening, or any
special events that are comingup, like dress up days, you can
definitely schedule thosereminder emails now.
Emily (17:17):
This same system works for positive communication too.
Maybe you want to send a 'greatjob this week' email to three
different parents throughout themonth. Draft those emails now
and schedule them to go out whenyou want.
Heidi (17:27):
This way parents get the information with plenty of
notice, and you're not spendingSunday nights frantically
writing emails. So I think thisis a win all around.
Emily (17:35):
Yeah, maybe you want to consider setting aside one of
your planning times this week toset up your scheduled emails for
the next month or two, and yourfuture self will be so grateful
if you do.
Heidi (17:44):
To wrap up the show, we are sharing what we're giving
extra credit to this week.Emily, what gets your extra
credit?
Emily (17:50):
I'm giving extra credit to the new game from the New
York Times that's called Pips.It has a cute name, and it's a
cute game. It's a game where yourotate dominoes to fit into a
game board, but there arecertain parts of the board that
have conditions, like all of thenumbers in a certain part of the
board must be the same, orcertain squares must be greater
(18:10):
than or less than a specificnumber. It kind of reminds me
of, like the logical rules ofplaying Sudoku, but this is
probably more fun. Yeah, I'd saythis is more fun. Especially
because it's like visual andthey have three levels of
difficulty that you can playeach day. So it's a new fun
addition to my daily puzzleschedule.
Heidi (18:32):
I could see this being really popular with older
students, like this would be aperfect math warm up.
Emily (18:37):
For sure, yeah.
Heidi (18:38):
Might have to build up to the harder level.
Emily (18:41):
Yes, those take a little bit more brain power.
Heidi (18:45):
Yes, that is a very fun addition to what the New York
Times has offer. I'm just bitterthat they locked up the mini
crossword. It's fine. It's fine.I'll get over it.
Emily (18:53):
I know, I'm so sorry, and I subscribe, but only because it
was only $5 a month. When thatexpires, if they want me to pay
more, I probably won't pay more,but I'm willing to pay $5 a
month to get to play the minievery day. What are you giving
extra credit to, Heidi?
Heidi (19:09):
Well, I'm giving extra credit to simmer pots. Now that
it is finally cooling down, I'mleaning into all things cozy and
fall. I love having a pretty potbubbling away on my stove, and I
have been preparing.
Emily (19:23):
Wow.
Heidi (19:24):
So during this summer, I used my air fryer, oh my gosh, I
can't believe I did this. I usedmy air fryer to dehydrate lemon
and orange slices for thismoment.
Emily (19:34):
Oh my gosh, Martha Stewart.
Heidi (19:36):
I know pretty much. Now, did this make a task of slicing
fruit 4000 times harder and morecomplicated than it should have
been? Yes. But it means that Ican make a simmer pot anytime
the mood strikes, even if Idon't have fruit on hand. And
that was always the hang up forme. I was like, oh, this would
(20:02):
be the perfect day to have, youknow, some orange and cinnamon
going on the stove. I don't haveany oranges.
Emily (20:03):
Uh huh.
Heidi (20:04):
So I was like, oh, add it to the grocery order and then
get it a week later, and that,you know. So this way I'm
totally prepared. Now, I did alittle investigating, Heidi
science corner here. So I did anorange, dehydrated it, and put
it on the stove, and it did nothave any scent.
Emily (20:21):
Oh, no!
Heidi (20:22):
I was very bummed. But then I did a fresh one in it
also did not have any scent in asimmer pot. Like, if, if I put
my face right in it, like closeenough that I was having to hold
my hair back so it didn't catchon fire, like that close, then
it had some orange scent to it.But the fresh ones didn't smell
any stronger than a dehydratedorange. So I just now I'm using
(20:42):
it for esthetics, although I didthen get some orange oil in
there. So we'll see. I turned asimple task into a production.
But that is fully my MO. If youhave been here for more than
five minutes, you know thisabout me. So this is where we're
at.
Emily (21:01):
Well, it could have been this really awesome hack.
Heidi (21:04):
Well, it is, because, like, it's not pretty without
the citrus floating in there.
Emily (21:09):
Oh, for sure. The only thing I hate is that, like, it
doesn't stay pretty for verylong once you've put the the
fruit in, it all turns.
Heidi (21:16):
Especially if you do the cranberries ones.
Emily (21:18):
Yes, yes, that's true. And I do usually do the one with
cranberries. If I did onewithout cranberries, I bet it
would hold up a little longer,but the oranges do turn into a
big mushy mush.
Heidi (21:26):
Yes, and we can tell, because we have glass simmer
pots for this.
Emily (21:31):
Obviously.
Heidi (21:32):
And I did if, if anyone else is on this same kick, I did
put a link in the show notes soyou can find one. But the one
that's the thing too, is notanything special, just look for
something that's about twoliters, I found that's a good
size, because you need it bigenough to hold all the bits and
pieces and then water.
Emily (21:49):
Well, I feel like now is the moment to mention that if
you like this content aboutdehydrated fruit for simmer pots
in your pretty glass pots, thenyou would probably like our
podcast The Holiday Headstart,where we talk all about ideas
for making every day special,especially season changes and
(22:10):
the holidays. So come join usover there, if you like this
riveting content.
Heidi (22:15):
Yes, that's how you will know if you like that podcast.
If this sounded interesting toyou, that podcast is the place
for you.
Emily (22:22):
You know what, if this doesn't sell that podcast, I
don't know what would.
Heidi (22:27):
Well, that is it for today's episode. Remember, the
September slump is completelynormal, but you can make it work
for you and not against you bykeeping routines steady and
adding small moments of surpriseand delight.
We hope you enjoyed this episodeof teacher approved. I'm Heidi.
Emily (22:46):
And I'm Emily. Thank you for listening. Be sure to follow
or subscribe in your podcast appso that you never miss an
Heidi (22:52):
You can connect with us and other teachers in the
episode.
Teacher Approved Facebook group.We'll see you here next week.
Bye for now.
Emily (22:59):
Bye.
This is episode 225 of Teacher Approved.
You're listening to TeacherApproved, the podcast helping
educators elevate what mattersand simplify the rest. I'm
Heidi.
Emily (00:14):
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 are talking aboutthe mid-September slump. What
happens when that back to schoolhoneymoon period officially
ends, and how you can keep yourstudents engaged without
completely exhausting yourselfin the process.
Heidi (00:53):
Let's start with a try it tomorrow, where we share a quick
win that you can try in yourclassroom right away. Emily,
what's our suggestion this week?
Emily (00:59):
This week, try switching up your Monday morning question.
Instead of asking students howtheir weekend went, ask what
they're looking forward to thisweek.
Heidi (01:08):
This small change can make a really big difference for
some kids. Not everyone hasgreat weekends, and starting
Monday by asking them to thinkabout something that might have
been hard can really set a toughtone for the day.
Emily (01:20):
Plus, for kids who struggle with being at school,
reminding them about the funthey had at home can make it
even harder to settle into theschool week. Asking them to
focus forward instead ofbackward helps them get mentally
ready for what's coming.
Heidi (01:31):
It's a simple way to help kids regulate their emotions and
start the week thinking aboutpositive possibilities rather
than dwelling on what they'releaving behind.
Emily (01:40):
If you like this idea or anything else we share here on
the podcast, could you take amoment and give us a five star
rating and review in yourpodcast players?
Heidi (01:48):
Well, we're in late September now, and if you're
noticing that your adorablelittle angels are, well, maybe
acting a little less angelic,you're probably not imagining
it.
Emily (01:59):
No, because the honeymoon is officially over. Those first
few weeks when kids wereactually excited about your
pencil sharpening procedure,when they hung on your every
word about how to line up forthe bathroom? Well, we hate to
be the bearers of bad news, butthat's done.
Heidi (02:16):
Oh yeah, it's long done. This was always a bittersweet
transition for me. It was niceto feel like life was settling
into a routine after the chaosof back to school, but there was
something so sweet about theirwide eyed enthusiasm for
everything. It's so endearingwhen getting to use new glue
sticks is the highlight of theday.
Emily (02:36):
Yeah, but it wears off fast, doesn't it? But the thing
to remember is that this shiftis supposed to happen. If
everything stayed brand new andexciting all the time, then kids
would be constantly overwhelmed.Their little brains need this
shiny excitement to wear off sothat they can focus on learning.
Heidi (02:54):
Which, you know, is not as endearing, but I guess, is
probably more important. Thatmeans that once the rhythm of
the normal school day is settingin, those little brains start
scanning the room like, Hmm,okay, I've mastered the morning
work situation. I know exactlywhat happens during math time.
What else is happening aroundhere?
Emily (03:15):
Yeah, it's like they have this internal radar that's just
searching for the nextinteresting thing. You can just
hear it beeping in your mind.And then if they don't find
it...
Heidi (03:25):
Oh yeah, oh yeah, they will create their own
entertainment. And I can promiseyou that their version of
entertainment is not what youwant to have happening during
your reading lesson.
Emily (03:36):
No, definitely not. So if you're seeing more fidgeting
kids rushing through work justto have something to do, or that
glazed over look during lessons,their brains are simply saying,
I need something worth payingattention to.
Heidi (03:48):
But don't let that get you down. We promise this is not
a depressing episode. In fact,we think this dip in energy is
actually a good thing, becauseonce you understand this
pattern, you can harness itinstead of letting it run the
show.
Emily (04:03):
And you don't need to overhaul anything to do it. A
few simple tweaks can changeeverything. One of our favorite
things to talk about on thispodcast is the balance of
structure and novelty in theclassroom. We did a deep dive on
this back in episode 99 if youwant all the details. But as a
refresher, picture one of thoseold fashioned scales, you know,
like the ones you see in acourtroom that have like the two
(04:23):
hanging buckets on it.
Heidi (04:25):
One of those buckets represents structure. This is
your procedures, yourexpectations, your daily
schedule, and anything else thatgives shape to your day. The
other bucket is spark. This isnovelty, surprise, excitement
and anything else that adds alittle flair to the normal.
Emily (04:41):
When structure and spark are balanced, your students are
engaged. Too much structure, andkids get bored and check out,
too much spark, and they'recompletely overwhelmed.
Heidi (04:50):
At the beginning of the school year, that spark bucket
is overloaded. Every singlething is brand new, new desks,
new crayons, new routines and awhole lot of new faces. To
balance all of that novelty, welean heavily into structure at
the start of the year. We workon getting to know each other,
teaching procedures and settlingeveryone into the routine.
Emily (05:11):
Yeah, we're just working overtime, on loading up that
structure bucket. And that wasperfect for back to school
season, but now that bucket isgetting pretty heavy, so it's
time to add some spark tobalance things back out.
Heidi (05:22):
And we are using the word spark on purpose because we are
talking about tiny, littleglints, not a full fireworks
show.
Emily (05:31):
Yeah, think small, intentional moments that signal
to kids, Hey, learning is prettyfun. And the best part is that
most of these cost nothing andtake almost no prep. All they
need from you is a bit ofintention.
Heidi (05:44):
So let's talk about five simple ways to add that spark
back into your day. And thesereally are simple. Think micro
novelties, little effort, bigpayoff. And the first one is to
change something.
Emily (05:58):
Changing something can be as basic as moving your read
aloud to a different corner ofthe room, or it can be letting
kids do their spelling practicewith markers instead of pencils.
Suddenly, spelling feelsspecial, even though it's the
exact same words.
Heidi (06:10):
A simple way to make a change is switching up where you
teach lessons. Instead ofstanding at the front board, try
teaching math back at the carpetone day. Your lesson plan can
stay exactly the same, but yourstudents will instantly be more
tuned in.
Emily (06:25):
A great way to create that, oh, something's different
feeling at the end of Septemberis to rearrange your desks. You
are probably going to changeseats at some point soon anyway,
you might as well use itstrategically.
Heidi (06:37):
And we have lots of thoughts about how to do this
process strategically.
Emily (06:41):
Who us, have lots of thoughts?
Heidi (06:43):
I know. You might even say we have all of the thoughts
about this. So your seatingarrangement is one of your
greatest classroom managementtools. So let it work for you.
You can find the details inepisode 97 where we walk you all
the way through all of thedetails for our teacher approved
seating system.
Emily (07:02):
Also check out our digital seating chart tool that
lets you try out lots ofdifferent strategic
arrangements. Twenty minutes ofplanning a well balanced seating
chart can buy you two months ofdecreased management issues.
It's a very smart investment,and there's a link to it in the
show notes.
Heidi (07:19):
Okay, besides changing something. The second way to
increase Spark is to add to whatyou're already doing. Add a
quick brain break betweensubjects, add a funny prop or a
sound effect. You can even tryout a new accent for a few
minutes. And if your accent isterrible, that's even better.
Emily (07:38):
Thank you, Pepe Le Pew.
Heidi (07:40):
Should I do the whole episode like this?
Emily (07:43):
I'm gonna say no on that one.
Heidi (07:45):
Spoilsport.
Emily (07:46):
Or you can add movement to something that's usually done
sitting down. So instead ofreviewing math facts at their
desk, you can have kids stand todo jumping jacks while they
practice. You're still meetingyour math goals, but with a
totally different energy.
Heidi (07:59):
You could also think about adding something
unexpected to your routine. Forexample, maybe you add comedy
captain to your class jobs. Thatperson's job is to read the
day's joke to the class at thestart of morning meeting. Or you
could try ending the day with asilly clap or a chant.
Emily (08:14):
Adding a new element makes old routines feel like an
upgrade, but don't feel like youhave to make this a year long
commitment. We want novelties tostay novel. So once everyone in
the class has had a turn to becomedy captain for the day, you
can retire that position untilyou need it in February, because
then you can bring it back as away to enliven the dreary winter
days.
Heidi (08:35):
Yeah, the goal is to sprinkle in just enough newness
to keep things fresh, and thentake it away so it keeps feeling
fun.
Emily (08:44):
That sounds mean, but it's not mean. We're not giving
them something and then rippingit away.
Heidi (08:48):
We're doing it out of love.
Emily (08:50):
We're just pulling it back a little for later.
So the third way to add Spark isto celebrate something. And
before you panic, we are nottalking about classroom parties.
Heidi (09:00):
No, we would need three episodes to talk about classroom
parties. Check out episodes 33,34 and 96 if you don't believe
me, but the celebrations that weare talking about today are much
more low key.
Emily (09:12):
Much, much, much, much more low key. Think 30 second
dance break because it'sWednesday afternoon, or, you
know, one of those sillywhatever the daily holiday is,
like, you know, did you knowthere's a National Cheese Day?
Heidi (09:28):
Of course, there is. There's a national day for
everything.
Emily (09:31):
Yeah, and I think we just missed Talk Like a Pirate Day
for this year. But NationalRandom Acts of Poetry Day,
American Touch Tag day andNational Grouch day are all in
October.
Heidi (09:43):
Oh, put those on your calendar. And also in October,
if you're looking for more of apersonal celebration, there is
National Bra Day and National NoBra Day.
Emily (09:55):
Oh my gosh. Maybe don't put those on the classroom
calendar, though. I think youcan just keep that one to
yourself.
Heidi (10:03):
Yeah, probably for the best. But you aren't limited to
the calendar when it comes toplanning celebrations. Pick a
day this week and have everyonewhisper for the entire morning
just because. Kids eat thatstuff up.
Emily (10:15):
Yep. The fourth simple way to increase spark is to add
choice, and this is somotivating for kids. Maybe you
let them pick where to work forone assignment, they can sit at
their desk or under their desksor in the reading corner.
Heidi (10:27):
Just make sure that whatever choices you give them
are choices you can live with.Don't offer the choice to work
under their desks unless you'reactually okay with kids crawling
around down there.
Emily (10:39):
Yeah, you can only be the fun teacher, or if you're also
okay being the lay down the lawteacher. For choice to work, you
have to hold students to highexpectations. It's that warm
demander mentality that we weretalking about. I don't know if
that was last week or two weeksago. So it'd be saying like, Oh,
it sounds like you're playingunder your desk instead of
working, so time to move back toyour chair. You can decide if
(11:00):
you want to give the student asecond chance after a few
minutes, or if it's just betterfor them to be done for the day.
Heidi (11:05):
With classroom structure, the boundaries are clear for
students. Adding spark, however,can come with some boundary
pushing. Kids naturally want tosee how far they can go,
because, as we like to say hereon the podcast, the minimum
standard of behavior in anyclassroom is, what can the
students get away with?
Emily (11:25):
The potential payoff from adding spark to your day is
worth some hassle, but also bewilling to walk it back if it
sends your kids into overwhelm.And if a big choice like
choosing where in the room towork is too big for your
students to handle, just keep itsmall.
Heidi (11:38):
Yeah, even something like letting students choose between
solving their math problem on awhiteboard or on a sticky note,
can make the whole day feelfresh and exciting. Either way,
they're doing their work, whichis a win for you, but the kids
feel like they got a treat,which is a win for them.
Emily (11:53):
And that brings us to the fifth way to add spark to your
day, and that is to solvesomething. Kids love a good
mystery or challenge. So startphonics with a riddle, or
present your science lesson as aproblem that they need to figure
out.
Heidi (12:07):
You could write clues on the board and have them guess
what today's vocabulary wordwill be, or create a simple
classroom mystery, like someonehas stolen our pencil sharpener.
Let's examine the evidence.
Emily (12:18):
A great way to add a little mystery in math is to
give students story problemswith no numbers. You can cover
up the numbers in the problem orjust leave a blank space. At the
park, Devin saw some birds in atree and some in the grass. How
many more birds were in the treethan in the grass?
Heidi (12:34):
Because the students are missing key information, their
brains are much more interestedin figuring things out, instead
of just solving for a quickanswer. And if you have taught
this type of story problembefore, that is especially
helpful, because when they hearhow many more, how often do kids
just jump to addition, eventhough it's a subtraction
problem?
Emily (12:52):
Yeah.
Heidi (12:53):
This bit of mystery slows everybody down and it gets them
thinking before you reveal thenumbers.
Emily (12:58):
Solving something can also look like meeting a
challenge. Activities likefinish before the timer beeps,
find three mistakes in my work,or solve the puzzle before the
bell can be extremelymotivating.
Heidi (13:09):
Just make sure that you've included accommodations
for any learners who might findthis type of activity more
pressure than pleasant. We don'twant to stress kids out in the
name of having fun.
Emily (13:19):
You really don't have to add something big to spark
curiosity. Even small surprisessignal, Hey, pay attention,
something different is happeninghere.
Heidi (13:27):
But while you are adding these moments of spark to your
day, you also want to keep aneye out for any early warning
signs that your structure mightalso need some attention. As our
procedures become routines,little cracks can start to show.
Emily (13:40):
Think of these as your check engine lights. Yes, you
can probably drive for a whilewith that light on, but
eventually you're going to havebigger problems if you don't
deal with it soon.
Heidi (13:49):
And it's the same thing in your classroom. If you notice
that you are giving the samereminders over and over and
over, or the same kids keepmaking the same mistakes with
procedures, that is your warninglight blinking.
Emily (14:01):
For example, maybe morning work completion is
getting sloppy. A few kidsaren't finishing, others are
rushing through withoutthinking. It's easy to just
remind those kids individuallyand keep moving.
Heidi (14:12):
But if you find this happening, step back and really
look. If it really is just acouple of kids, you can find
ways to support themindividually. But if it's more
widespread, that's your signalto hit the brakes and reteach.
Emily (14:26):
I know the last thing any of us wants to do is go
backwards and reteach somethingwe covered in detail just a few
weeks ago, but trust us, takingtwo days to reset expectations
now will save you weeks offrustration later.
Heidi (14:37):
When I taught second grade, I learned this the hard
way. I would notice my morningroutine getting a little loose
about this time of year. And Iwould think, Oh, I know they've
got it. They're just being kids.They'll settle in and things
will be fine. But a few weekslater, my whole morning would be
chaotic, because when one piecegoes, it takes the whole system
down with it.
Emily (14:57):
This is not the fun part of teaching. And the kids don't
enjoy it any more than you do,but when they know exactly
what's expected, kids are freeto focus on learning, instead of
trying to figure out the rulesor figure out a way around the
rules.
Heidi (15:11):
So as you navigate this mid-September transition,
remember that what's happeningis totally normal. It's a signal
that your new students are readyfor the next level.
Emily (15:21):
Keep those solid routines, that structure is
still super important, but startsprinkling in some small
surprises and choices and payattention to the warning signs
before they become biggerissues.
Heidi (15:32):
These aren't huge overhauls, they're just tiny
tweaks that can make a bigdifference in keeping your
students engaged as you settleinto your school year rhythm.
And if you want more ideas forincreasing engagement at the
start of the year, make sure togo back and check out episode
156.
Emily (15:48):
We'd love to hear how you handle the September slump. Come
join the conversation in ourTeacher Approved Facebook group.
Now for our Teacher Approved Tipof the Week, where we share an
actionable tip to help youelevate what matters and
simplify the rest. This week'stip is about getting ahead on
parent communication byscheduling emails now. So tell
us about this, Heidi.
Heidi (16:08):
Well, this one is such a time saver. If you know you're
going to need to send the sametype of email to parents
multiple times throughout theyear, sit down and draft those
emails now. So for example, ifyou do a star student each week,
just draft the email. Your childwill be star student in two
weeks, please send me a photofor their poster by Friday, and
then schedule it to send twoweeks before each child's turn.
Emily (16:31):
You can do the same thing for field trip permission slips,
conference sign ups, or anyregular parent communication.
Draft the email once, thenschedule when it needs to go
out.
Heidi (16:40):
Now if you want some bonus points, cc yourself on
these emails. That way you get acopy in your inbox as a reminder
that the email went out and thatyou should expect responses.
Emily (16:51):
Oh so smart. This is a great way to save time and make
sure you stay on top ofimportant communication. Most
email systems let you schedulemessages. You just compose the
email like normal, then look forthe option to schedule it
instead of sending immediately.
Heidi (17:03):
The key to making this work is having your important
dates mapped out ahead of time.If you know when your
conferences are, when fieldtrips are happening, or any
special events that are comingup, like dress up days, you can
definitely schedule thosereminder emails now.
Emily (17:17):
This same system works for positive communication too.
Maybe you want to send a 'greatjob this week' email to three
different parents throughout themonth. Draft those emails now
and schedule them to go out whenyou want.
Heidi (17:27):
This way parents get the information with plenty of
notice, and you're not spendingSunday nights frantically
writing emails. So I think thisis a win all around.
Emily (17:35):
Yeah, maybe you want to consider setting aside one of
your planning times this week toset up your scheduled emails for
the next month or two, and yourfuture self will be so grateful
if you do.
Heidi (17:44):
To wrap up the show, we are sharing what we're giving
extra credit to this week.Emily, what gets your extra
credit?
Emily (17:50):
I'm giving extra credit to the new game from the New
York Times that's called Pips.It has a cute name, and it's a
cute game. It's a game where yourotate dominoes to fit into a
game board, but there arecertain parts of the board that
have conditions, like all of thenumbers in a certain part of the
board must be the same, orcertain squares must be greater
(18:10):
than or less than a specificnumber. It kind of reminds me
of, like the logical rules ofplaying Sudoku, but this is
probably more fun. Yeah, I'd saythis is more fun. Especially
because it's like visual andthey have three levels of
difficulty that you can playeach day. So it's a new fun
addition to my daily puzzleschedule.
Heidi (18:32):
I could see this being really popular with older
students, like this would be aperfect math warm up.
Emily (18:37):
For sure, yeah.
Heidi (18:38):
Might have to build up to the harder level.
Emily (18:41):
Yes, those take a little bit more brain power.
Heidi (18:45):
Yes, that is a very fun addition to what the New York
Times has offer. I'm just bitterthat they locked up the mini
crossword. It's fine. It's fine.I'll get over it.
Emily (18:53):
I know, I'm so sorry, and I subscribe, but only because it
was only $5 a month. When thatexpires, if they want me to pay
more, I probably won't pay more,but I'm willing to pay $5 a
month to get to play the minievery day. What are you giving
extra credit to, Heidi?
Heidi (19:09):
Well, I'm giving extra credit to simmer pots. Now that
it is finally cooling down, I'mleaning into all things cozy and
fall. I love having a pretty potbubbling away on my stove, and I
have been preparing.
Emily (19:23):
Wow.
Heidi (19:24):
So during this summer, I used my air fryer, oh my gosh, I
can't believe I did this. I usedmy air fryer to dehydrate lemon
and orange slices for thismoment.
Emily (19:34):
Oh my gosh, Martha Stewart.
Heidi (19:36):
I know pretty much. Now, did this make a task of slicing
fruit 4000 times harder and morecomplicated than it should have
been? Yes. But it means that Ican make a simmer pot anytime
the mood strikes, even if Idon't have fruit on hand. And
that was always the hang up forme. I was like, oh, this would
(20:02):
be the perfect day to have, youknow, some orange and cinnamon
going on the stove. I don't haveany oranges.
Emily (20:03):
Uh huh.
Heidi (20:04):
So I was like, oh, add it to the grocery order and then
get it a week later, and that,you know. So this way I'm
totally prepared. Now, I did alittle investigating, Heidi
science corner here. So I did anorange, dehydrated it, and put
it on the stove, and it did nothave any scent.
Emily (20:21):
Oh, no!
Heidi (20:22):
I was very bummed. But then I did a fresh one in it
also did not have any scent in asimmer pot. Like, if, if I put
my face right in it, like closeenough that I was having to hold
my hair back so it didn't catchon fire, like that close, then
it had some orange scent to it.But the fresh ones didn't smell
any stronger than a dehydratedorange. So I just now I'm using
(20:42):
it for esthetics, although I didthen get some orange oil in
there. So we'll see. I turned asimple task into a production.
But that is fully my MO. If youhave been here for more than
five minutes, you know thisabout me. So this is where we're
at.
Emily (21:01):
Well, it could have been this really awesome hack.
Heidi (21:04):
Well, it is, because, like, it's not pretty without
the citrus floating in there.
Emily (21:09):
Oh, for sure. The only thing I hate is that, like, it
doesn't stay pretty for verylong once you've put the the
fruit in, it all turns.
Heidi (21:16):
Especially if you do the cranberries ones.
Emily (21:18):
Yes, yes, that's true. And I do usually do the one with
cranberries. If I did onewithout cranberries, I bet it
would hold up a little longer,but the oranges do turn into a
big mushy mush.
Heidi (21:26):
Yes, and we can tell, because we have glass simmer
pots for this.
Emily (21:31):
Obviously.
Heidi (21:32):
And I did if, if anyone else is on this same kick, I did
put a link in the show notes soyou can find one. But the one
that's the thing too, is notanything special, just look for
something that's about twoliters, I found that's a good
size, because you need it bigenough to hold all the bits and
pieces and then water.
Emily (21:49):
Well, I feel like now is the moment to mention that if
you like this content aboutdehydrated fruit for simmer pots
in your pretty glass pots, thenyou would probably like our
podcast The Holiday Headstart,where we talk all about ideas
for making every day special,especially season changes and
(22:10):
the holidays. So come join usover there, if you like this
riveting content.
Heidi (22:15):
Yes, that's how you will know if you like that podcast.
If this sounded interesting toyou, that podcast is the place
for you.
Emily (22:22):
You know what, if this doesn't sell that podcast, I
don't know what would.
Heidi (22:27):
Well, that is it for today's episode. Remember, the
September slump is completelynormal, but you can make it work
for you and not against you bykeeping routines steady and
adding small moments of surpriseand delight.
We hope you enjoyed this episodeof teacher approved. I'm Heidi.
Emily (22:46):
And I'm Emily. Thank you for listening. Be sure to follow
or subscribe in your podcast appso that you never miss an
Heidi (22:52):
You can connect with us and other teachers in the
episode.
Teacher Approved Facebook group.We'll see you here next week.
Bye for now.
Emily (22:59):
Bye.
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