Aug. 11, 2025

What Happens When Students Plot to Get You Fired?

The player is loading ...
What Happens When Students Plot to Get You Fired?

Between trying to deep-clean grout, almost impulse-buying enough tile to redo my whole house, and befriending an owl that definitely wants nothing to do with me, my life is chaos right now. But teacher besties, we’ve also got some insane listener stories this week.

One caller shares how struggling in school meant being banned from every fun activity, while another almost got fired their first year for the crime of telling a kid to “sit down.” Yep. That’s it. I spiral about IEPs, incentives, dog training parallels (don’t cancel me), and whether candy counts as currency in classrooms. Spoiler: it does.

This episode is messy, hilarious, and just a little bit wise—kind of like my grout.

Between trying to deep-clean grout, almost impulse-buying enough tile to redo my whole house, and befriending an owl that definitely wants nothing to do with me, my life is chaos right now. But teacher besties, we’ve also got some insane listener stories this week.

One caller shares how struggling in school meant being banned from every fun activity, while another almost got fired their first year for the crime of telling a kid to “sit down.” Yep. That’s it. I spiral about IEPs, incentives, dog training parallels (don’t cancel me), and whether candy counts as currency in classrooms. Spoiler: it does.

This episode is messy, hilarious, and just a little bit wise—kind of like my grout.

Takeaways: Andrea’s new house adventures include grout crises, owl obsession, and a kid who roasts her comedy career.

A future teacher calls in about being barred from extracurriculars because of low grades—Andrea has thoughts.

One teacher nearly lost their job over telling a student to sit down, and the dog-training parallels get… way too real.

Candy vs. no candy: the great classroom incentive debate heats up.

Andrea drops a resource that can cut teacher prep time in half—without sacrificing sanity.

Teachers’ night out? Yes, please! Come see comedian Educator Andrea… Get your tickets at ⁠teachersloungelive.com⁠ and ⁠EducatorAndrea.com/tickets⁠ for laugh out loud education! — Don’t Be Shy Come Say Hi: www.podcasterandrea.com Watch on YouTube: @educatorandrea A Human Content Production

 

Learn more about your ad choices. Visit megaphone.fm/adchoices

Andrea: [00:00:00] And most of the time it is a lot easier just to get them motivated to participate. If you, if you got a little carrot, you know, just a little, a little carrot or a clicker. Depending on what you have available.

Have you ever wondered what I would say if my mother and my administrators weren't watching every single thing I do on social media? Well, that's exactly what my standup show is, and I'm gonna be coming to a town near you super soon. You can get tickets@educatorandrea.com slash tickets. Hey, teacher besties.

Welcome to How to Survive the Classroom. I am actually so excited to be here because it feels like the first time that I've gotten to sit down in like three weeks between doing, I've told you guys like I'm in the middle of a move right now and all of that, and I worked so hard on getting the old house up for sale and clean and nice and [00:01:00] all of that good stuff.

Um, and then I finally finished it and I was like, oh, yeah, now I'm gonna have a break, except for now I'm in my new house. And if you guys have been following me on Instagram, you've seen like the saga of trying to deep clean some of these spaces. And it has been so exhausting because every, there's so much grout, first of all, and in the grout is like filth, but then also there's chunks of the grout missing because this house is 30 years old.

And so I'm like, I, I'm really afraid of becoming that person that's like, oh, I'll just clean the grout. Oh, you know what the grout needs replacing. You know, if I'm replacing the grout. I might as well just replace the tile. I'm like one. Day of impulse buying away from retiling all of my bathrooms, which is a, it like, it's not that it would be the worst thing, but like, I need to calm down a little bit because as I'm recording this, July is coming still and in July I'm doing a ton of travel, like a ton of ton of travel.

So if I start a project, I cannot leave just like bare [00:02:00] untied floors for my family to deal with while I'm gone. Um, so I need to calm down a little bit also. Trying to be, uh, you know, budgetary minded and have really tried to focus on, okay, I have all this leftover paint from the last house of colors I liked.

Let's use that stuff first. So I hope, um, you guys are following me on Instagram to, to catch all of this because. It's a lot of like a DHD hyper fixation projects going on. Um, and I've had so many people tell me, 'cause I, I posted one reel of me like Scrubbing Grout and the amount of people that have been like, you need to go follow Go Clean Co.

Um, which is a creator who I think she got started like in the pandemic and she posts like deep cleaning videos 'cause she has a cleaning company. Um, I have followed her since 2020. So like, don't. Don't cite the deep magic to me. I was there when it was written. Okay. I followed her before she had like. 2 million followers, I think is what she's got now.

I [00:03:00] followed her when she had on Instagram, by the way, which is very impressive. I think I followed her when she had like 500,000 followers. So, uh, yeah, if you want some good, really gratifying cleaning videos to watch, and I don't know why that scratches a itch for me, but it really does, um, go to Goling Co because she's phenomenal.

Um, so yeah, so that's what my life has been right now. But also guys in my backyard, there is an owl. In my new, in my new house, and I'm so excited about this owl, I spent all day yesterday googling whether or not I can befriend a wild owl. And, um, according to my research. Yes, it's not impossible to befriend an owl.

However, the things that you have to do to befriend that owl, um, are all things I'm unwilling to do, unfortunately, which are things like keeping your yard dark and encouraging pests. And rodents to live in your yard. If you would like to make it a habit, like a very like hospitable place for an owl. It's gotta be dark [00:04:00] and it's gotta have lots and lots of like critters.

And I was like, oh, it turns out I don't wanna befriend an owl that badly. Um, but our new yard has like, it kinda like slopes down and then we've got our gate and then there's like a pond behind our house. And so I think that's where the owl hunts and we've seen him out a couple of times, or her out, I actually don't know.

Um, but we were, my husband and I were very excited. We were like out there. Birdwatching. So now we're, we've gotten to birdwatching age, I think, where, uh, I am in my yard and we're hooting at the owl that lives in our yard. I got so excited about this. I don't know why I got so excited, but like, owls are so beautiful and they're so big and I just, ugh, very exciting.

Um, and I actually, I know that I had somebody send in a story that we'll hopefully get to eventually on here, um, about their partner who has been attacked by owls twice. Which I'm like, what are you doing to piss off the owls? Owls are not generally going around and trying to attack people. Um, but you guys have that to look forward to.

Not today, but pro, but [00:05:00] another day. Um, also my son, you guys, so I, my son has been reading this joke book, or actually, he, he's, he can't read yet. He's literate, he's four. Um, but he's been asking us to read him this joke book, but all the jokes are like pun based, right? Because it's a kid's joke book. And so I'm reading it to him.

And he looked at me and he's like, mama, these are not funny when you read them. And I was like, sorry Bud. And he's like, you do funny joke shows. Are you funny at your funny joke shows? And I was like, I think so. People pay money to see 'em. And he is like, oh, do I need you? Do I need to give you money so that you can be funny?

I was like, I'm mean, it might help like joking. And he is like, okay, I, in my dinosaur piggy bank, I think I have some dollars. And I was like, no, you don't have to pay me. I'll just try and do better. He's like, okay. Well, he did not seem, uh, very convinced, um, he, this child is going [00:06:00] to give me a run for my money.

Like truly, there's quite a bit in my standup set that is. Regarding things he has said or done for his kindergarten pre-K teachers. And you know, like my husband and I both grew up in families where spanking was something that happened, right? And there was one thing that my husband said his mom always did.

She would always like have a wooden spoon with her. And so if she were like messing around anywhere, she would just take the spoon out and she'd like set it on the table as like an implied threat, right? So the other night my son was being so naughty and I was like, do we need to go get the spoon? Like joking obviously.

And my son was like, why are you gonna eat something? It did not land. It did not land as a threat at all. And I was like, okay, yeah. All right, well no, I just go to bed. Like, just go to bed kid. Um, but yeah. So met this, this kid he is. Truly so funny and sometimes intentional ways and sometimes [00:07:00] unintentional ways.

So if you have not yet been to my show, you absolutely need to because you're gonna hear a lot more stories just like that, uh, about my, my wonderful child who brings so much laughter to my life. Both of them do, but my daughter is. Far more, you know, she's silly, but she also has like far more of like a serious streak to her.

Um, so yeah, there's stories from both of 'em at my show, so I cannot wait for you guys to hear them if you're able to come through. Alright, let's jump in to the fan stories slash questions that were sent in this week. 

Voicemail: Hey Andrea. I'm thinking of getting into teaching. I'm actually trying to get a degree right now for it.

I had a quick question about education. Um, when I was growing up, I was really good at school. At, at school I was really good at music and singing. Um, and gym class was all right, but most of the main subjects, unless it was history or English, I was really bad at couldn't take tests. My mind [00:08:00] just went blank.

Um, because of that, I wasn't allowed to do plays. I wasn't allowed to participate in trips for. Like chorus or band. I wasn't even allowed to go to dances or special events because they wanted me to focus on school work, which I mean, I get, but at the same time, whenever they give me extra resources, I just, my brain would not process it.

Um, so as a teacher going forward, and what I would like to do is find ways to help students overcome that issue or. So what advice is a teacher would you give if you had a student that struggled in this way? Because I just, I remember it was very traumatizing and embarrassing not to be able to do fun things growing up with school because the grades weren't there.

Thanks again. Love the podcast a good day. Bye. 

Andrea: I am, I'm really interested in who it was that said that, um, this gentleman couldn't attend those things. I don't know if that was [00:09:00] a parent thing, because as far as I know, it was pretty rare for schools to say you could not do, like, go to a dance or be a part of a production or something like that, purely based on performance in classes.

Um. I, I feel like I need like more information to better kind of understand the situation that was happening. Was there an IEP or a 5 0 4 in place that had some kind of goals associated with that and so those were supposed to be rewards? I don't know though, because I don't know of any situation where I had a.

Student. Student with an IEP or a 5 0 4 that wasn't encouraged to participate in extracurricular activities. And in fact, a lot of times when I had a student that was struggling and I found out they were in an extracurricular activity, I was actually delighted by that because it's really powerful for students who struggle in certain subjects, especially if it's like core academic subjects, which it kind of sounds like that was the case for some of yours.

Um. That it [00:10:00] was those extracurriculars that would motivate you to maybe do a little bit more in those classes that you struggled in to make sure that you were still able to do them. Because I know for athletics at least, there are league rules, right? And so I just, as I was working on my book this week, I was talking a little bit about how to better support students who have other things going on in their life other than.

Just being a student, which is all of our students. Right. But I kind of broke it down into like, hey, if your student has a job, if your student has, um, responsibilities with their family where they're in charge of childcare or you know, if they are also gonna be working through, um, you know, also balancing sports and stuff like that, which some sports can be a little bit less of a time suck, but I mean, I remember there were some sports where there was like twice a week where a student.

Would miss class. And so if they were missing class, they had to be super, super motivated to stay on top of all of that. And so I talked a little bit in my book about the [00:11:00] different approaches you could take to support those students from a teacher perspective. And since it sounds like that's what you're going for, I'll kind of give you a little bit of a snapshot of some of the things I talked about.

Um, number one is if you know you have a student that is gonna be missing class because of any kind of out of. The curriculum activities, or if you have a student who does have a 5 0 4 or an IEP and needs a little bit more support, I would record the lectures or I would record like a condensed version that gives like the bullet points of what they had to do with that information.

'cause a lot of times I would notice, especially for me in math class. I would hear the instructions. I felt like I understood it when the teacher was explaining it, and then I sat down to do it myself, and my mind went completely blank. Like, and then I felt so dumb because I couldn't, I could not get there in the same way that some of my peers did.

And. So I think that that's number one is maybe recording lectures, recording other [00:12:00] resources so that students can access them outside of the classroom without having to access you outside the classroom, right? Because we cannot be available 24 7 for our students. But over time you might find that having specific topics that you've prerecorded and creating like a library for yourself of like, Hey, here is this assignments explanation, and you keep that on there.

That is incredibly powerful. Um. That would be number one. Number two would be to find out a little bit more about what the needs of your students are and why they maybe aren't allowed to participate in those things. Because sometimes it's within the school's policies and sometimes it's not the school at all.

Sometimes it's the family, and I did know quite a few. Families that if their kids were not performing at the level that the family wanted, then they were not allowed to join whatever it was. Right. And I'm not sure if that was the scenario for you. Um, it kind of sounded like you were saying that it, it seemed like it was coming from the school side, [00:13:00] but, um, I would find that out because you never want to be pushing up against the parents' wishes in a way that seems very obvious to the student.

Like you want the parents to always feel like you guys are a team and you're. A team in supporting the student's success. And that success I would think should include things like socializing with their peers, attending events, going to dances, going to be a part of a play and stuff like that. Um, and I mean, some of the ways that you can support that is always to just over-communicate to the parents.

That's something else that I think is incredibly important and very hard to do when we're burned out. Um, I, the way I do it and have found is incredibly. Easy and successful once you get it set up is I would always start out the year by recording a video of myself explaining everything that I felt like they needed to know about the first couple of weeks, and like also introducing myself, kind of giving a little bit more of just like a face to the name along with the syllabus, and then going over different policies and expectations.

In [00:14:00] that way, when I did have to reach out again, it didn't feel like this random person who I've only seen a piece of paper from was calling me. It's like, oh yeah, that's that teacher that sent me that video, introducing herself. Oh, okay. Kind of know who, who she is somewhat. Right. Um, so there's a lot of little things that you can do, but it really depends on the specific situation of the student and what their needs are.

Um, because it could also be a situation, um, if a student has a learning disability or something like that where overstimulation can exacerbate their. Condition and can make it more challenging for them to be successful. So that like, I'm just, as, as I'm talking through this, I'm kind of going through some of the things that pop in my head as, um, reasons and motivations that they might have had for something like that.

But I mean, I, I. I, there are very, very, very few, if any, I can't think of any right now, situations where I would be like, oh yeah, like a student's doing poorly in this class, therefore they should have no extracurriculars and not get to go to the dances or to school events or the barbecues or anything like that.

Like it, [00:15:00] it feels like that seems a bit extreme, um, especially without knowing the context a little bit more. Um, but yeah, I mean, I, I would encourage you that students or teachers that were. Students that struggled make for very empathetic teachers. I am one of them. I did not do well in school. That is no secret.

I told you guys a lot about that. I think it's even in like my bio is that like I, I sucked as a student. Um. And then, you know, my, my brother was an is, is an aerospace engineer and you know, my sister got her degree, her master's degree in public health and nutrition. Um, and so like I, and I have a younger brother who's like in business, and so like all of my siblings were very high performing.

I, by far had the lowest GPA when I graduated high school. I think I was the only one who had. Less than like a 3.5. I think one of my siblings had like that, but I had like a 2.8 when I graduated high school. Okay. And now they all have to call me Doctor. So your success or [00:16:00] struggles in, I don't make them call me doctor, just.

But now I kind of might have to sign off all of our family cards, just Dr. Andrea f. Um, but I, I say that just to say that your success or struggles in high school, middle school, elementary school, that does not dictate your success as a teacher. Um, in fact, a lot of times it enables you to see students a little bit clearer because you can see their motivations.

You can see why they're struggling. You can see their coping strategies for what they are. Um, because for. A lot of people when they see students who are struggling and are like doing different things to cope, it's like, why are you acting out like this? Why are you like drawing and doodling and doing all of this?

And it's like, oh, I know I did that right? Like I was avoiding work too, or I felt stupid and I would've rather felt like I was in trouble with you than feel stupid in front of all of my classmates. So all of those things put together really don't mean anything other than like. If you wanna be a good teacher and you're willing to work really hard at [00:17:00] like helping your students be successful, I really hope you're not discouraged by, um, any kind of negative memories you have of your own time as a student, because it could be the thing that helps you reach students that are really, really hard to reach.

So, um, all right. Let's go ahead and listen to the second thing that was sent in this week. 

Voicemail: My first year teaching, I had this crazy, um, group of. They were sixth graders in my class. And after I told one of them to sit down in class, I just said, go sit down. Because she was wandering around. Uh, they got together to go to the principal to get me fired for treating them like dogs.

And the craziest part is they were discussing it, this group of five students while walking down the hallway. And another kid was walking to the office at the same time, and that kid [00:18:00] was talked to by the principal first before the larger group. And that kid said, oh, you know that other group of kids who's out waiting to talk to you?

Well, they're here. And they said. That they were going to make up a lie to get a teacher fired. So just so you know, so that's always fun to think about. I almost got fired my first year for telling a kid to sit down. 

Andrea: I really, really hope that the administrators did not buy into that in the least. I mean, I cannot even fathom having a bunch of students come tell me that like, oh, they told me to sit down and they were talking to me like I was a dog.

Like. I mean, I, I guess I could see it because you're like, you're like, Hey, sit. And I could, I could say that both to a dog or a student. Um, you know, here's the thing is I have often said that my students, especially students who [00:19:00] have. Brains like mine where they're very A DHD and bouncing off the walls behave a lot like having a puppy in class because if you don't give them some kind of task, if you have not given them some kind of job, it is likely they're going to destroy the furniture and be the center of attention.

The entire time. And so kind of like when you have a new puppy and you're training that new puppy to behave itself, um, a lot of times that requires giving them special tasks and stuff like that, and sometimes telling them to sit. Um, not saying that you should talk to your students like their dogs. Ah, man.

The more I think about this, the more the, the dog training and the student training, there's a lot of crossover there. I mean. Giving them treats is helpful. Making sure that they're just tired enough, not too tired, that they can't focus, um, giving little rewards so that they do what they're supposed to do.

Um, I think you should have leaned into it actually. Just been like, yeah, I did. And you know what? They still couldn't listen [00:20:00] unfortunately. So I think we're gonna have to work on, you know, the, uh. What do they call it when you're training a dog? There's like a, a specific name for like the dog training system, like a clicker.

Have to get like a little clicker for them, like, oh. Tell me that wouldn't be effective. I feel like there were definitely some kids I've taught the little clicker would be really, really effective to train them to act right in class. Um, we can't clip this part, otherwise I'm definitely get canceled and be like Dr.

Andrea for says we should click train students to behave only if it works. All right. Only if it works. That's the only time I think that we should do that. I actually, when I first started working at Wegmans, the, the grocery store I got a job at many, many years ago. Um. I got this job as a service team leader, which is like a front end night manager kind of a person.

And one of the things that they did there was they gave you a book called Whale [00:21:00] Done. So W-H-A-L-E Done. Okay. And it was a book about management and it was about how to incentivize employees by giving them little treats. So listen. If Wegmans and other successful business corporations can use whale training as an analogy for how to better implement management strategies, I feel like it's fine for us to talk about how there's, there's some overlap here that we could probably.

Um, and I will say in that book, well done, it did talk a lot about different ways of viewing challenges and behavior issues and struggles when you're dealing with an an employee and how you need to view all of those mistakes and errors as learning opportunities. So also a lot of, you know, crossover there.

And it did help me kind of reframe some things. I remember I've had. People that would come and they were so angry [00:22:00] about something a cashier had done, and they'd be yelling at me about it and I would just be like, oh, thank you so much. It's a great learning opportunity for us. Thank you for sharing this information, blah, blah, blah, blah, blah.

Right? And then I would go to that cashier, we'd talk about it, and we really would try and make it a learning opportunity in the same way that in the classroom, we're always trying to make it. A learning opportunity, um, and try and incentivize hard work and incentivize, um, good behavior from our students.

I do wonder, and this is something that I, I posted a few times that I had given candy to students for good behavior and I got kind of a lot of pushback on that. So I wanna hear from you guys. Are you team candy or team? No candy in the classroom because obviously there are some kids who have health concerns and you have to keep that in mind, like nut allergies and stuff like that.

But none of us like to do anything. On our own until we've been like incentivized to do so, right? Like we go to work because [00:23:00] we get paid. There are some things we just have to do and we do 'em, but like for the most part, we all like to be incentivized. And so it always bothered me when people were like, you should not have any kind of reward based system in your classroom because it, you know, then that means if the reward is gone.

So is there incentive to do, like, I'm like, well, yeah, but like also if my paycheck is gone, so is my incentive to do the thing. So. And I know students aren't employees and we're teaching them to think and blah, blah, blah, blah, blah. But realistically, like, let's be so for real right now. How many students do we have that love to learn for the sake of learning?

Because those students are the very few and far between who also have everything else. Going great for them, right? Like, students who love for the sake of learning usually are students who are well fed, come from a safe home, don't have any drama going on with all of their friends right now. Have every, like, all, all else, is good for them.

And most of the time it is a lot easier just to get them motivated to participate. If you, if you got a little [00:24:00] carrot, you know, just a little, a little carrot or a clicker. Depending on what you have available. If you had carrot, students are absolutely not going to answer questions for you, but they might if, if you have Jolly Ranchers.

So, um, speaking of getting students to do things for you, I have a really, really cool resource I am going to share with you right after this break.

Hey, teacher besties. Welcome back to How to Survive the Classroom, and I am giving you just a little tidbit of what I share with my students over the summer class that I teach. I'm wrapping it up right now, and, um, it is essentially setting up all of these teachers who are in a transition to teaching program.

A lot of them are stepping foot in the classroom for the first time in August as an emergency licensed teacher, which is how I did it. And so I'm trying to give them. Everything I possibly can to help them be successful and make teaching sustainable. And one of the things that I force them to do, it's, I start out that class, by the way, by saying like, you're [00:25:00] gonna hate me probably for the next month, because I teach them for a full month and it's a very, like, squished in four weeks semester.

And I tell them at the beginning, like, you're, you're gonna hate me now, but as long as you hate me now and love me when August comes, I'm fine with that. That's totally fine. So. Um, but it's not because of this resource that they hate me. In the meantime, I get a lot of positive feedback, um, from them about this resource.

It's called Edgy Protocols, and it is a, it's, this is the, I'll say, let me just up top, let, the biggest struggle of implementing edgy protocols is explaining to people what edgy protocols are, and there's actually like full podcasts about edgy protocols, but. What it is, is it is creating these lesson frames that you can use to plug in other topics, and the lesson frame itself stays the same, so that way the students are [00:26:00] able to think, okay, I don't need to learn a whole new lesson frame.

I just need to learn this new thing, this new concept. So let me give you an example. This is the easiest way of sharing with you. Okay? So they have something, um, called, let's see if I can say it right. Book Acha. See the terms that they chose for this are honestly, it's like either Kucha or Book Acha. But the idea behind it is you are giving one minute slideshows with like three slides each.

Over a topic. Okay? And so you're teaching your students the EDU protocol of, okay, you're gonna create these three slides. You're gonna have 10 minutes to create these slides, and then you're gonna present 'em to your groups, go. And having students kind of in the rhythm where they know how to create the slides, they know where to get 'em, they know the template, they can plug in all the information.

And having that part done takes away some of the mental load of the activity so they can just focus on whatever it is you're having them focus on for what those slides are. So, for [00:27:00] example, in my classes, I will say like, okay guys, you're gonna do a book of Ccha on yesterday's reading, and I want you to take out three pieces, three quotes, and I want you to explain the three quotes.

And so then everybody is taking little pieces from their reading and being able to explain it. And all I have had to do. For creating this activity, which is gonna probably end up being like a 20 to 30 minute activity, is I taught them about what that like the book of Ccha is, and then I've given them a new prompt.

So when you think about doing EDU protocols, the idea is you're teaching them basically these lesson frames early on in the year, and then as you go through the year, your prep time. Is way cut down because you're not having to start over and give them like a whole worksheet and be like, here you go.

Here's your massive worksheet you gotta go through and you gotta do X, Y, Z. And you might have some of that, but this way the frame is already there and you're plugging something into it. And edgy protocols are a bunch of lesson [00:28:00] frames like that, where it's like, okay, here is the strategy for. This topic.

I'm sorry guys. My brain is like so done right now. I've probably inhaled too many paint fumes. Let me, as I'm talking about this, I'm gonna pull up some of the templates so that I have it off of the top of my head. Um, and by the way, EDU protocols does have free templates online. So you can go on, you can take a look at a bunch of the different slideshow templates.

They have a bunch of YouTube videos that are out. Um, and the idea is you are going through and creating these. Skeleton frames that you can use over and over again regardless of what subject you teach, regardless of what unit you're on, it all can relate to a, an, an edgy protocol that allows you to not have to do as much work in the long run because your students are used to doing it this way.

Um, they have. Some of these I'm not even familiar with. They have something called a random emoji power paragraph, [00:29:00] and I'm very intrigued on that. Um, I've read both of the books. There's the field guides one and two that you can buy and all of that, and they're really, really good. Um, those are the ones I force my students to read in the month.

I make them read both of them, and then I make them create templates and I make them create slides and all of that. Introducing EDR protocols so that when school starts in fall, they've already got like the framework created for themselves. Um. So highly recommend edgy protocols are very, very helpful.

Once you get your brain wrapped around it, it is helpful In the same way that routines in your class are helpful because it gives you a sense of just kind of like gives kids a sense of like safety when they know like, okay, I am gonna show up and I'm gonna sit down and we're gonna do six minutes of writing, or we're gonna read, or we're gonna do whatever.

Like, same thing with edgy protocols, where you are setting up these lesson frames that you can go back and revisit and it's gonna take less time for you in the long run because you have those kind of routines in place. But these are routines that tie [00:30:00] in to different learning strategies. So I would check it out.

Edgy protocols, they've got a lot of free resources online. Again, you can also buy the books and all that good stuff. Um, but it's, you know. They got some good stuff out there, so check it out. I, I do in fact make my students create them. So, you know, you're, this was free tuition learning for you, so you're welcome.

Um, if you have thoughts about what we talked about today or you have a resource that you wanna point towards, like maybe there is something that you're like, oh my gosh. I used this this week. It was amazing, and it saved me a ton of time. Email me, please, or DM me on Instagram or TikTok at educator.

Andrea. Also, if you have an insane story and you haven't shared it with us yet, what are you doing? Um, you can go onto podcast or andrea.com and there is a link that says, leave a voicemail. And that's where I want you to send it. Okay. 'cause I really, really wanna hear all of your chaotic stories. Um, you know, as I'm recording this, it's summer, so now your brains have had a chance to like process the year and you're [00:31:00] probably starting to get the itch to get thi get things ready for fall.

Um, so that's the perfect time to revisit some of those. Insane stories. Um, and if you wanna contact us in other ways, you can email me, andrea@humancontent.com, or you can contact the whole Human Content Podcast family at Human Content pods. And thank you so much for all of you wonderful listeners who have left reviews.

And if you haven't yet, that is your homework. Get a review in there, give us five stars, and share the podcast with a friend, a teacher who just is getting ready to go in the classroom, who needs all these free resources and advice you need to send them this episode. So that they can like, prepare their hearts and minds and souls.

Um, and if you wanna catch the entire YouTube episode, they are up every week at educator. Andrea, thank you so much for listening. I'm your host, Andrea Forche. Our executive producers are Andrea Forche, Aaron Corny, Rob Goldman and Shanti Brook. Our editor is Andrew Sims. Our engineer is Jason Zo. Our music is by Omer Ben-Zvi.

Our recording [00:32:00] location is Indiana State by College of Education. To learn more about our How to Survive the Classrooms program disclaimer and ethics policy. And submission verification and licensing terms. You can go to podcast or andrea.com. How to Survive the Classroom is a human content production.

Thank you so much for watching. Want more of how to Survive the classroom? You can watch more episodes right now. Just click on that little box over there, you see it, and if you haven't yet, please subscribe. Okay, bye.