September 1, 2025 • 15 mins
Let’s talk about the part of the lesson where the wheels often fall off — the final five minutes.
You know the one. The bell's about to go, some students are packing up early, others are zoning out, and you’re standing at the door doing your best nightclub bouncer impression. 🚪🕺
In this final episode of the Kickstart series, we're talking exit routines — specifically, how to manage early finishers so the end of the lesson feels calm, purposeful, and controlled (instead of sweaty chaos).
I'll walk you through the exact routine I teach students every time they finish early — no matter the subject, age, or task. Plus, I’ll show you how to build a self-sustaining structure that keeps students engaged right up to the bell… without needing 10 clones of yourself to manage the room.
Because classroom management isn’t just about how you start — it’s also about how you finish.
What you’ll learn:
- Why the last 5 minutes of your lesson matter more than you think
- What’s really going wrong when early finishers cause chaos
- The exact self-assessment routine I teach to anchor students in reflection
- How to set up a simple “What to Do Next” system students follow on their own
- 6 low-lift early finisher tasks that actually work (and require zero tech or prep)
- Why this structure reduces disruptions and raises the quality of student work
Have a question, comment, or just want to say hello? Drop us a text!
RESOURCES AND MORE SUPPORT:
- Shop all resources
- Join The Behaviour Club
- My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management
- The Low-Level Behaviour Bootcamp
- Free guide: 'Chats that Create Change'
Connect with me:
- Follow on Instagram @the.unteachables
- Check out my website
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Oh, hi there, teachers.
Welcome to the Unteachablespodcast.
I'm your host, claire English,and I am just a fellow teacher,
a toddler mama and a big oldbehavior nerd on a mission to
demystify and simplify thatlittle thing called classroom
management.
The way we've all been taughtto manage behavior and classroom
manage has left us playingcrowd control, which is not
(00:22):
something I subscribe to,because we're not bouncers,
we're teachers.
So listen in as I walk youthrough the game, changing
strategies and I mean the thingsthat we can actually do and
action in our classrooms thatwill allow you to lean into your
beautiful values as acompassionate educator and feel
empowered to run your room witha little more calm and, dare I
(00:43):
say it, a lot less chaos.
I will see you in the episode.
Hello, lovely teacher, andwelcome back to the Unteachables
podcast.
I have been for the last fiveweeks now going through five
really quick, actionable thingsthat you can do immediately in
(01:04):
your classroom to sprinkle a bitof classroom management magic
into every day, everything thatyou do.
I started out with your teacherpresence and we moved on to our
entry routine.
Then we spoke about how to taskeffectively so students aren't
popping their hands up every twoseconds saying, hey, what are
we doing?
Then we went on to buildingrapport and not in like a hey,
(01:28):
build a relationship kind of way, like in a really genuine like
how can we actually action thatin the day to day?
And now the natural conclusionof that is our exit routine.
What do we do at the end of thelesson to have a really smooth
and wonderful finish?
Because it can be tough Like Ifeel like the wheels can really
fall off at the end of thelesson.
So I am going to ask you a fewquestions now and I want you
(01:50):
just to sit and reflect on whatyour answer might be.
The first is do your studentsstay engaged right up until the
bell, yes or no?
Do your early finishes have aclear, purposeful routine they
know to follow if they finishearly, or are they kind of like
just left to the wind?
You know, like are they kind ofpacking up or one foot out the
(02:12):
door?
Do you feel calm and in controlin those final five minutes?
Or do you feel like you justkind of bounce like a bouncer at
the door when the bell rings?
Do your students leave the roomfeeling settled or are they
kind of like busting out and youknow, running out and doing so
in a way that makes you feelkind of chaotic, and when the
(02:33):
lesson ends, do you just feellike it ended well, like are you
going, yeah, that was a good,that was a good end, or are you
kind of sitting at your deskgoing, oh, that was really
exhausting.
I'm asking you those questionsbecause if you asked me to
reflect on them at one point inmy career, it would have exposed
one thing, and that one thingis that I had no exit routine,
(02:54):
and I guess the exit routinethat I did have was not strong,
it was not one that was helpingme at all, and I didn't know
where to start.
I had no idea because there areso many moving parts to the
exit routine that I now teach,and for day five of the
kickstart I really wanted tozoom in on one bolt that starts
(03:17):
to fall off the wheel when theend of the lesson nears, and
that is early finishes.
So one of the questions was doyour early finishes have a clear
routine?
Do they know what to do If theyfinish something like five
minutes earlier than the rest ofthe class?
Like what is happening there?
Are they starting to drift off?
Are they starting to get chatty, disruptive?
Are they just sitting therebored like not sure what to do?
(03:39):
Not every student who finishesearly is in the same boat, by
the way.
But understanding why they'refinished early and giving them a
bit of a routine to do whenthey do finish early is going to
not only support them but it'sgoing to help you a hell of a
lot in that final five minutesbut all through the lesson.
(04:00):
Obviously, students finishthings early all the time.
Of course this is an exitroutine, like that's what I'm
focusing on, but this particularroutine is going to transform
the way that you have thoseearly finishes kind of like
engage in the lesson.
So, whatever the reason earlyfinishes are finishing early,
(04:21):
one thing is clear we do need aconsistent routine that supports
students in that moment withoutletting things kind of unravel,
and the best way to do that isto start with some simple
reflective questions for thosestudents.
So this helps students to pauseand self-assess, stay anchored
in that learning process beforethey decide to zone out or
(04:42):
disrupt or start packing up fiveminutes early.
We're kind of catching itbefore that happens.
They're not just going done,flipping their book closed,
popping in their bag and thenthey're out right Because they
know that there's an expectedroutine to follow every time
they finish early.
And they'll know they finishearly because if you've got like
a task card there from day twoor sorry, oh sorry, day three,
(05:04):
you've got a good time of like,you've got a you know time there
.
They have to follow.
Everything's really nice andclear from the task.
So if they know they finishedearly, then they can do this.
This routine here will make thelast 10 minutes of the lesson
just feel as intentional as thefirst and something that you
feel like you can have morecontrol over.
(05:25):
My gosh.
Honestly, like that last five,10 minutes of the lesson, I felt
like I was sweating.
I'm like, oh my God, what am Igoing to do here?
Because every lesson I'd have30 kids kind of milling by the
door.
So anyway, here are the simplequestions that I get my students
to work through every time theyfinish a task early.
(05:46):
I've corrected any mistakesthat I found.
I've reread my work to checkfor mistakes, I've ticked off
the success criteria and if youlisten to day three task, that
will be on the task card, whichis why a task card is also so
powerful.
I've asked for help.
If I was confused aboutanything, I've put my name and
the date on the page and I thinkthis is my best work.
(06:07):
There's just some simplequestions.
They can tick through thisroutine and these questions do
three really powerful things.
The first thing is itre-engages early learners with
the task, so they're not therejust getting it done, they're
reflecting and they're refiningit.
The second thing is it buildsindependence and accountability
so students learn how to assesstheir own learning and take
ownership of their work.
(06:27):
And third, if students haverushed through their work, this
process makes it crystal clearfor you and empowers them to go
back and make some tweaks.
So, instead of letting studentskind of float into chaos or
start distracting others, we canbuild a self-assessment routine
that gives them a meaningfulnext step.
(06:48):
But it's also reinforcing yourhigh expectations around task
completion, quality of work andtheir behavior.
Remember that everything we doin the day-to-day, in our
practice, is reinforcing andsending messages about the
expectations we have of ourstudents, and this is definitely
(07:08):
a huge example of that.
For day five of the kickstart, Ihave included two quick win
resources.
The first is one to help youwith this particular part of the
routine, which is an are youreally finished slip.
So it's a little slip that hasthose questions that I have just
spoken through.
Um, there's got that there.
It's like a little slip thathas those questions that I have
just spoken through.
It's got that there.
It's like a little reflectionhow I felt about the work.
So it's all embedded onto thatone slip so you can give it to
(07:30):
students when they finish early.
You can have it in a centrallocation so they can go and pick
it up.
Like it can just be like atotally autonomous like hey, I'm
finished my work, I've got abit of time on the clock.
I know that I need to go andget the are you really finished
slips.
It consistently embeds thelanguage of reflection to
hardwire that skill.
It encourages students to beindependent in their learning
(07:50):
and to really takeaccountability for their
learning and it just gives youyour time back.
So when I say that there'sreflection questions there, I'm
not saying you go up to eachstudent who's finished early and
ask them these questions.
It should be something thatstudents are autonomous in being
able to reflect on.
Like, if you have hardwiredthis particular routine, they'll
know how I'm done.
I'm going to grab the slip, I'mgoing to reflect and I'm going
(08:12):
to make sure I've done thisproperly.
Of course, in a perfect world,that is, we know that that's not
always the case.
So let's just say they havedone their work and they've done
it well, they've done theirreflections and it's all great
right.
But there's still plenty oftime remaining, like five, 10
minutes on the clock.
This is where you deploy yoursecond early finisher routine,
which is your early finishertasks.
(08:34):
Early finisher tasks it's justhaving some pre-prepared things
for them to do in a centrallocation so they can go and
choose from when they have thesethings to choose from.
Again, it reinforces yourexpectations of engagement with
the lesson until the bell.
It's just sending them themessage that, yes, you've got
five minutes left, yes, youfinished your task early.
(08:56):
But that doesn't mean thatwe're sitting there and zoning
out and chatting to our friendsor packing up or disrupting the
lesson.
It means that we're going tospend the next five to 10
minutes purposefully engaging insomething.
When we do that, we'remitigating challenging behaviors
from boredom that do arise andis helping you remain calm and
prepared and still present withthe rest of the whole class.
(09:17):
So instead of you having to,you know, then deal with
behaviors that might pop up fromstudents finishing early,
students being bored students.
I'm telling you, if we're notengaging our students, something
else is going to engage them,like their brains are just going
to attach to something else,right, so it just mitigates
those challenging behaviors andmakes your life so much easier.
(09:38):
You've got the reflection there.
They do the reflection.
Okay, I'm done with my work.
You can tick it off for them.
They go and they pick a task todo.
How I do this is through a menuof early finisher tasks.
It might be a little bit hardfor you to visualize this if you
haven't seen one before, whichis why I encourage you to come
into the kickstart.
(09:59):
And I encourage you to comeinto the kickstart as well,
because I hand over a Canvatemplate that you can use to
create your own.
So I give you my template andthen you can just change the
wording.
You can change the um the tasksthat they have to do.
You can change the routine up.
It just depends on what yourcontext is.
But my menu of early finisherI'm going to try to explain this
(10:20):
in the best way I can so youcan visualize it right Um, up
the top there it just says whatto do next when I'm finished.
It says first, and it has liketwo boxes First thing is go
through your am I reallyfinished checklist.
So they go through a checklistAm I really finished this.
When they're done, they poptheir hand up.
Teacher will check your work andthen you can move on to the
(10:43):
below.
So that's the first part.
That's like the first earlyfinisher routine part.
That's really clear.
First early finisher routinepart.
That's really clear for them upthe top there.
Then underneath that I've gotsix tasks for students to choose
from.
The tasks that I use are first,choose one of your early
finisher activities from thefolder.
So what I do is I keep a folderof you know really easy tasks
(11:07):
for students to grab.
They might be like creativetasks, writing tasks, something
that's related to other lessons,something that they can.
You know, just anything thatthey can grab and go Like.
Just anything that I can printout in a folder that's going to
be purposeful, that I'm going to.
You know that's going to begood for students to do.
So that's one option.
The next option is read a bookof your choice, practice a
(11:30):
mindfulness strategy, finish offsome classwork or get some
homework done, design a posterto summarize the lesson, tidy up
your resources, so make sureeverything's labeled or glued,
et cetera.
Those are the things that Ihave there as an option on the
menu for students to choose from.
That's, if they've got threeminutes, they might just tidy up
their resources.
(11:50):
If they've got 10 minutes, Imight encourage them to do one
of the early finisher activitiesor read a chapter of a book.
It just depends on how longthey have.
But these options here superflexible Look.
You can, if you've got reallygreat tech in your classroom,
you could embed other things onhere, which is why the template
that I'm including for thekickstart is editable and you
(12:11):
can just, depending on yourcontext, just pop other things
on there.
But I like to keep it as lowrisk as possible for me.
I don't want to have to bemucking around with technology.
I don't want to be having tothen manage another thing in the
room.
I just want to keep it assimple as humanly possible.
But you know what's going to beleast disruptive and easy to do
(12:33):
immediately for you and yourcontext.
So that is the early finisherroutine.
So first up, have studentsreflect by themselves.
They've got like just havesomething somewhere in the room
whether it's like an anchorchart where they look up and
they do those reflectivequestions, or whether it's the
included um am I really finishedslip where they can reflect on
(12:54):
their work.
Have that somewhere where theycan do it without needing to ask
you, without needing to youknow, without needing you to go
through and do a bunch of extrathings when you're already
trying to manage a class.
Just like I spoke about when Iwas talking about um tasking in
day three.
The goal for you is because wedon't have a lot of resources,
(13:15):
we don't have 10 of us in a roomand sometimes it can feel like
we need 10, 15, 20 of ourselvesto be able to support our class.
These strategies here it's justthe best way that we can
support every single body inthat room in the best way we can
possibly.
With just us there, we're justcreating scaffolds and
(13:35):
strategies to take the pressureoff our shoulders.
So, in the moment where we'remanaging so many people in a
single room and it's our job tobe doing all of those things,
we've got structures androutines and strategies that
work for us, not against us.
So please implement somethinglike that.
If you're struggling with earlyfinishes, if you would like
(13:56):
those resources, make sureyou're popping in and joining
the kickstart.
Remember it's the dash onteachablescom forward slash
kickstart.
The podcast is a great way tolisten to the kickstart on the
go, but if you want to likewatch the training sessions and
grab the resources, thendefinitely come in and cause.
I go into a little bit moredepth and you'll see everything
visually and it might just thepenny might drop just a little
(14:17):
bit more for you.
So that's that for thekickstart.
Lovely teachers, I hope that nomatter who you are, no matter
where you're teaching, whoyou're teaching, you got a
nugget of classroom managementgold from the last five days.
If you have, if you've listenedto the kickstart, whether it's
on the podcast, on the go, in amore, like you know, a loosey,
(14:39):
goosey way, or if you'veactually jumped into the
kickstart at any point andgotten the resources and
implemented things.
I want to hear about what youhave done to sprinkle that
classroom management magic intoyour practice.
So I would love to hear fromyou.
Reach out, come and chat to meon Instagram I'm at the dot
unteachables or you can send mean email claire, at the dash
(15:02):
unteachablescom.
It would be brilliant to hearfrom you and hear about all of
the beautiful things you'redoing in your practice.
And that is all for thekickstart.
I'll be back next week withmore classroom management,
goodness, and I look forward toseeing you there.
Bye, lovely teacher.
Oh, hi there, teachers.
Welcome to the Unteachablespodcast.
I'm your host, claire English,and I am just a fellow teacher,
a toddler mama and a big oldbehavior nerd on a mission to
demystify and simplify thatlittle thing called classroom
management.
The way we've all been taughtto manage behavior and classroom
manage has left us playingcrowd control, which is not
(00:22):
something I subscribe to,because we're not bouncers,
we're teachers.
So listen in as I walk youthrough the game, changing
strategies and I mean the thingsthat we can actually do and
action in our classrooms thatwill allow you to lean into your
beautiful values as acompassionate educator and feel
empowered to run your room witha little more calm and, dare I
(00:43):
say it, a lot less chaos.
I will see you in the episode.
Hello, lovely teacher, andwelcome back to the Unteachables
podcast.
I have been for the last fiveweeks now going through five
really quick, actionable thingsthat you can do immediately in
(01:04):
your classroom to sprinkle a bitof classroom management magic
into every day, everything thatyou do.
I started out with your teacherpresence and we moved on to our
entry routine.
Then we spoke about how to taskeffectively so students aren't
popping their hands up every twoseconds saying, hey, what are
we doing?
Then we went on to buildingrapport and not in like a hey,
(01:28):
build a relationship kind of way, like in a really genuine like
how can we actually action thatin the day to day?
And now the natural conclusionof that is our exit routine.
What do we do at the end of thelesson to have a really smooth
and wonderful finish?
Because it can be tough Like Ifeel like the wheels can really
fall off at the end of thelesson.
So I am going to ask you a fewquestions now and I want you
(01:50):
just to sit and reflect on whatyour answer might be.
The first is do your studentsstay engaged right up until the
bell, yes or no?
Do your early finishes have aclear, purposeful routine they
know to follow if they finishearly, or are they kind of like
just left to the wind?
You know, like are they kind ofpacking up or one foot out the
(02:12):
door?
Do you feel calm and in controlin those final five minutes?
Or do you feel like you justkind of bounce like a bouncer at
the door when the bell rings?
Do your students leave the roomfeeling settled or are they
kind of like busting out and youknow, running out and doing so
in a way that makes you feelkind of chaotic, and when the
(02:33):
lesson ends, do you just feellike it ended well, like are you
going, yeah, that was a good,that was a good end, or are you
kind of sitting at your deskgoing, oh, that was really
exhausting.
I'm asking you those questionsbecause if you asked me to
reflect on them at one point inmy career, it would have exposed
one thing, and that one thingis that I had no exit routine,
(02:54):
and I guess the exit routinethat I did have was not strong,
it was not one that was helpingme at all, and I didn't know
where to start.
I had no idea because there areso many moving parts to the
exit routine that I now teach,and for day five of the
kickstart I really wanted tozoom in on one bolt that starts
(03:17):
to fall off the wheel when theend of the lesson nears, and
that is early finishes.
So one of the questions was doyour early finishes have a clear
routine?
Do they know what to do If theyfinish something like five
minutes earlier than the rest ofthe class?
Like what is happening there?
Are they starting to drift off?
Are they starting to get chatty, disruptive?
Are they just sitting therebored like not sure what to do?
(03:39):
Not every student who finishesearly is in the same boat, by
the way.
But understanding why they'refinished early and giving them a
bit of a routine to do whenthey do finish early is going to
not only support them but it'sgoing to help you a hell of a
lot in that final five minutesbut all through the lesson.
(04:00):
Obviously, students finishthings early all the time.
Of course this is an exitroutine, like that's what I'm
focusing on, but this particularroutine is going to transform
the way that you have thoseearly finishes kind of like
engage in the lesson.
So, whatever the reason earlyfinishes are finishing early,
(04:21):
one thing is clear we do need aconsistent routine that supports
students in that moment withoutletting things kind of unravel,
and the best way to do that isto start with some simple
reflective questions for thosestudents.
So this helps students to pauseand self-assess, stay anchored
in that learning process beforethey decide to zone out or
(04:42):
disrupt or start packing up fiveminutes early.
We're kind of catching itbefore that happens.
They're not just going done,flipping their book closed,
popping in their bag and thenthey're out right Because they
know that there's an expectedroutine to follow every time
they finish early.
And they'll know they finishearly because if you've got like
a task card there from day twoor sorry, oh sorry, day three,
(05:04):
you've got a good time of like,you've got a you know time there
.
They have to follow.
Everything's really nice andclear from the task.
So if they know they finishedearly, then they can do this.
This routine here will make thelast 10 minutes of the lesson
just feel as intentional as thefirst and something that you
feel like you can have morecontrol over.
(05:25):
My gosh.
Honestly, like that last five,10 minutes of the lesson, I felt
like I was sweating.
I'm like, oh my God, what am Igoing to do here?
Because every lesson I'd have30 kids kind of milling by the
door.
So anyway, here are the simplequestions that I get my students
to work through every time theyfinish a task early.
(05:46):
I've corrected any mistakesthat I found.
I've reread my work to checkfor mistakes, I've ticked off
the success criteria and if youlisten to day three task, that
will be on the task card, whichis why a task card is also so
powerful.
I've asked for help.
If I was confused aboutanything, I've put my name and
the date on the page and I thinkthis is my best work.
(06:07):
There's just some simplequestions.
They can tick through thisroutine and these questions do
three really powerful things.
The first thing is itre-engages early learners with
the task, so they're not therejust getting it done, they're
reflecting and they're refiningit.
The second thing is it buildsindependence and accountability
so students learn how to assesstheir own learning and take
ownership of their work.
(06:27):
And third, if students haverushed through their work, this
process makes it crystal clearfor you and empowers them to go
back and make some tweaks.
So, instead of letting studentskind of float into chaos or
start distracting others, we canbuild a self-assessment routine
that gives them a meaningfulnext step.
(06:48):
But it's also reinforcing yourhigh expectations around task
completion, quality of work andtheir behavior.
Remember that everything we doin the day-to-day, in our
practice, is reinforcing andsending messages about the
expectations we have of ourstudents, and this is definitely
(07:08):
a huge example of that.
For day five of the kickstart, Ihave included two quick win
resources.
The first is one to help youwith this particular part of the
routine, which is an are youreally finished slip.
So it's a little slip that hasthose questions that I have just
spoken through.
Um, there's got that there.
It's like a little slip thathas those questions that I have
just spoken through.
It's got that there.
It's like a little reflectionhow I felt about the work.
So it's all embedded onto thatone slip so you can give it to
(07:30):
students when they finish early.
You can have it in a centrallocation so they can go and pick
it up.
Like it can just be like atotally autonomous like hey, I'm
finished my work, I've got abit of time on the clock.
I know that I need to go andget the are you really finished
slips.
It consistently embeds thelanguage of reflection to
hardwire that skill.
It encourages students to beindependent in their learning
(07:50):
and to really takeaccountability for their
learning and it just gives youyour time back.
So when I say that there'sreflection questions there, I'm
not saying you go up to eachstudent who's finished early and
ask them these questions.
It should be something thatstudents are autonomous in being
able to reflect on.
Like, if you have hardwiredthis particular routine, they'll
know how I'm done.
I'm going to grab the slip, I'mgoing to reflect and I'm going
(08:12):
to make sure I've done thisproperly.
Of course, in a perfect world,that is, we know that that's not
always the case.
So let's just say they havedone their work and they've done
it well, they've done theirreflections and it's all great
right.
But there's still plenty oftime remaining, like five, 10
minutes on the clock.
This is where you deploy yoursecond early finisher routine,
which is your early finishertasks.
(08:34):
Early finisher tasks it's justhaving some pre-prepared things
for them to do in a centrallocation so they can go and
choose from when they have thesethings to choose from.
Again, it reinforces yourexpectations of engagement with
the lesson until the bell.
It's just sending them themessage that, yes, you've got
five minutes left, yes, youfinished your task early.
(08:56):
But that doesn't mean thatwe're sitting there and zoning
out and chatting to our friendsor packing up or disrupting the
lesson.
It means that we're going tospend the next five to 10
minutes purposefully engaging insomething.
When we do that, we'remitigating challenging behaviors
from boredom that do arise andis helping you remain calm and
prepared and still present withthe rest of the whole class.
(09:17):
So instead of you having to,you know, then deal with
behaviors that might pop up fromstudents finishing early,
students being bored students.
I'm telling you, if we're notengaging our students, something
else is going to engage them,like their brains are just going
to attach to something else,right, so it just mitigates
those challenging behaviors andmakes your life so much easier.
(09:38):
You've got the reflection there.
They do the reflection.
Okay, I'm done with my work.
You can tick it off for them.
They go and they pick a task todo.
How I do this is through a menuof early finisher tasks.
It might be a little bit hardfor you to visualize this if you
haven't seen one before, whichis why I encourage you to come
into the kickstart.
(09:59):
And I encourage you to comeinto the kickstart as well,
because I hand over a Canvatemplate that you can use to
create your own.
So I give you my template andthen you can just change the
wording.
You can change the um the tasksthat they have to do.
You can change the routine up.
It just depends on what yourcontext is.
But my menu of early finisherI'm going to try to explain this
(10:20):
in the best way I can so youcan visualize it right Um, up
the top there it just says whatto do next when I'm finished.
It says first, and it has liketwo boxes First thing is go
through your am I reallyfinished checklist.
So they go through a checklistAm I really finished this.
When they're done, they poptheir hand up.
Teacher will check your work andthen you can move on to the
(10:43):
below.
So that's the first part.
That's like the first earlyfinisher routine part.
That's really clear.
First early finisher routinepart.
That's really clear for them upthe top there.
Then underneath that I've gotsix tasks for students to choose
from.
The tasks that I use are first,choose one of your early
finisher activities from thefolder.
So what I do is I keep a folderof you know really easy tasks
(11:07):
for students to grab.
They might be like creativetasks, writing tasks, something
that's related to other lessons,something that they can.
You know, just anything thatthey can grab and go Like.
Just anything that I can printout in a folder that's going to
be purposeful, that I'm going to.
You know that's going to begood for students to do.
So that's one option.
The next option is read a bookof your choice, practice a
(11:30):
mindfulness strategy, finish offsome classwork or get some
homework done, design a posterto summarize the lesson, tidy up
your resources, so make sureeverything's labeled or glued,
et cetera.
Those are the things that Ihave there as an option on the
menu for students to choose from.
That's, if they've got threeminutes, they might just tidy up
their resources.
(11:50):
If they've got 10 minutes, Imight encourage them to do one
of the early finisher activitiesor read a chapter of a book.
It just depends on how longthey have.
But these options here superflexible Look.
You can, if you've got reallygreat tech in your classroom,
you could embed other things onhere, which is why the template
that I'm including for thekickstart is editable and you
(12:11):
can just, depending on yourcontext, just pop other things
on there.
But I like to keep it as lowrisk as possible for me.
I don't want to have to bemucking around with technology.
I don't want to be having tothen manage another thing in the
room.
I just want to keep it assimple as humanly possible.
But you know what's going to beleast disruptive and easy to do
(12:33):
immediately for you and yourcontext.
So that is the early finisherroutine.
So first up, have studentsreflect by themselves.
They've got like just havesomething somewhere in the room
whether it's like an anchorchart where they look up and
they do those reflectivequestions, or whether it's the
included um am I really finishedslip where they can reflect on
(12:54):
their work.
Have that somewhere where theycan do it without needing to ask
you, without needing to youknow, without needing you to go
through and do a bunch of extrathings when you're already
trying to manage a class.
Just like I spoke about when Iwas talking about um tasking in
day three.
The goal for you is because wedon't have a lot of resources,
(13:15):
we don't have 10 of us in a roomand sometimes it can feel like
we need 10, 15, 20 of ourselvesto be able to support our class.
These strategies here it's justthe best way that we can
support every single body inthat room in the best way we can
possibly.
With just us there, we're justcreating scaffolds and
(13:35):
strategies to take the pressureoff our shoulders.
So, in the moment where we'remanaging so many people in a
single room and it's our job tobe doing all of those things,
we've got structures androutines and strategies that
work for us, not against us.
So please implement somethinglike that.
If you're struggling with earlyfinishes, if you would like
(13:56):
those resources, make sureyou're popping in and joining
the kickstart.
Remember it's the dash onteachablescom forward slash
kickstart.
The podcast is a great way tolisten to the kickstart on the
go, but if you want to likewatch the training sessions and
grab the resources, thendefinitely come in and cause.
I go into a little bit moredepth and you'll see everything
visually and it might just thepenny might drop just a little
(14:17):
bit more for you.
So that's that for thekickstart.
Lovely teachers, I hope that nomatter who you are, no matter
where you're teaching, whoyou're teaching, you got a
nugget of classroom managementgold from the last five days.
If you have, if you've listenedto the kickstart, whether it's
on the podcast, on the go, in amore, like you know, a loosey,
(14:39):
goosey way, or if you'veactually jumped into the
kickstart at any point andgotten the resources and
implemented things.
I want to hear about what youhave done to sprinkle that
classroom management magic intoyour practice.
So I would love to hear fromyou.
Reach out, come and chat to meon Instagram I'm at the dot
unteachables or you can send mean email claire, at the dash
(15:02):
unteachablescom.
It would be brilliant to hearfrom you and hear about all of
the beautiful things you'redoing in your practice.
And that is all for thekickstart.
I'll be back next week withmore classroom management,
goodness, and I look forward toseeing you there.
Bye, lovely teacher.
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