Start With the End: The First Week of School

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You are now tuned into Virtually Impossible Presents Lazy Learning Land Podcast,
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where we teach teachers how to be lazier, yet more effective,
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to increase student performance to decrease teacher burnout and stress.
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I'm S-Dot, your hostess that always gives you the mostest while doing the least,
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also Also known as the queen of working and not working.
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With over 15 years of experience working at the hood schools.
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And I absolutely love it.
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I'm here to share with you the tricks of the trade that I've developed over
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the years. That will make your life as a teacher so much easier.
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And even help you fall back in love with the profession again.
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Today's episode is sponsored by the Lazy Learning Land podcast.
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Podcast, where we skip all the fluff and give you the real deal applicable stuff.
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You can listen to episodes on Apple podcast, Spotify, our heart radio,
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Amazon and Samsung music.
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And of course on the pod bean app now for today's episode.
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Hello, hello, everyone. Welcome back to another episode of Lazy Learning Land podcast.
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Today's podcast episode is dedicated to talking about the first week of school
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for teachers and starting the way you want to end.
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I promise you by this episode, you guys are going to be so inspired and just
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ready to go ahead and plan out that first week. You're going to know what your goals are.
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You're going to know what you want to train your students to do because you
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are going to set them up for the rest of the school year.
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So let's get into it.
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Now, we all know the first week of school, it is like a really rare occasion
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for any teacher to feel 100% ready when the first day of school comes.
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The biggest mistake I feel that teachers make during the first week of school
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is they put all this time and energy into icebreakers, getting to know their students' activities.
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Activities, kumbaya, all this stuff, right?
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Or even worse, they spend majority of their time deciding that they are going
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to dive directly into content.
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I mean, people are doing full-blown lessons the first week of school that are on grade level.
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To me, that is so cray-cray, but we'll get into why I feel that way in a moment.
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Now, to me, the only content that you should be concerned with is the content,
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the task that you are going to expect your student and how you're going to expect
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your students to carry those tasks out.
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So what tasks are they going to be doing throughout the year?
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And what are the expectations that go along with it?
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That is the only content in my book that you should be teaching.
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So to me, what really should be taking place the first week of school is modeling
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any routines and activities you plan to do at any point during your school year,
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as well as modeling, saying,
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writing, repeating.
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All the expectations that go along with those different activities.
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So I'm glad you guys are still with me. We are going to work on how to start
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the way you want to finish.
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So this is going to be a combination of my experiences, plus asking you to kind
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of plug in your thoughts and your experiences, because by the time this episode is over,
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I promise you, you are going to feel so inspired and so ready to plan out that
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first week because you're going to know exactly what you want to accomplish.
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So let's take a moment. I want you to sit and visualize. alive?
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If your classroom was the perfect classroom, if it was running the most perfect
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way possible, what would your classroom look like? What would it sound like?
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And how would you like for your classroom to run? What is the fluidity?
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How are things going from task to task? And I want you to write these things down.
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So if you need to pause, pause, pause, I guess, and write these these things
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down. Really take a moment before you move forward because I promise you having
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that information as we go through the next things is really going to help.
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But in case you're kind of still trying to figure it out, is there a specific
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theme you want your classroom to look like?
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Are your students sitting in rows or are they in groups?
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Do you have alternative seating or cool down zones?
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What are your students saying? Are your students collaborating or are they working individually?
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Are they teaching each other? Are your students making presentations?
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Are you in control of everything or are the students more independent,
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more hands-on in helping the classroom run by completing various tasks, including teaching?
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So I'm going to chime in with some of my goals that I tend to have for each
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year in my secondary math class.
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Now, I did say a math class, but again, a lot of the stuff can truly be tailored
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to any subject area, especially as long as it's in the secondary.
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But even for those of you in primary, this exercise is still very beneficial,
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even though your day today may look a little bit different.
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So my five goals. So the first one is I need a silent first five minutes of
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class, which is usually their bell work time.
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The second one is I need adherence to my golden rules.
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The third thing, I have a goal of wanting a collaborative culture.
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My fourth thing is I absolutely love rotations and stations. expectations.
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And the fifth thing is I want to create a risk-free learning environment that
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is just highly involved with the growth mindset.
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And once I know my goals, I then strategically plan out how to fit them into my first week.
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And certain goals have to be modeled on a daily basis that first week of school.
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So once you know what your goals are, you have to implement them starting that
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first week, essentially because they are going to be daily practices and requirements,
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for my class or for your class throughout the entire school year.
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So now we're going to get into, now that you know your goals,
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how can you start to implement your goals in the first week so that you can
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have a smoother sailing rest of the school year?
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Okay, so my first goal is a silent first five minutes of class,
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especially during the bellwork time.
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So my vision for this, how I vision this happening in my perfect classroom is
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I need to steal a few moments to take attendance, respond to emails, answer phone calls.
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And as soon as students enter my classroom, I need them to read the smart board
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and begin working on whatever their bellwork assignment is. while they are working,
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I also need my students to be working quietly and independently.
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And I would like for my students to use their notes if the bell work is actually content related.
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So the implementation. Now that I know what I want to see throughout the year,
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how can I start implementing that the first week of school to make it happen?
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And the key to that is the students must know that the SMART Board is their go-to upon entry.
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And in order to foster that culture, the very first day of school,
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I have bellwork posted for them.
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So as they're coming into the classroom and I'm greeting them,
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I'm saying, hey, take a seat, get out your supplies, go ahead and read the SMART
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Board and start working on the tasks that's on the SMART Board.
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So from day one, from the jump, they are working off of that smart board.
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And sometimes for that first, you know, first day, first week stuff,
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I have them fill out an information card, like their name, their birthday,
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you know, sports activities, favorite color, just little information cards.
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Some people may have those like information sheets, but either way,
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it's just something that they know that they are to do when they come in.
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Other times I just have them write on a specific topic.
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Yes, it's a a math class, but I do have my students write. But regardless of
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what it is, my students just need to know that there is something for them to
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do and how they figure out that there's something to do is by reading it off that smart book.
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The type of bell work I give varies the first week of school.
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I try to mix it up. I include the different variations of bell work that they're
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going to see kind of throughout the school year.
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So I never keep it exactly one thing.
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So I may start off with the first day with the index card. Then I may include
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some math problems that they should have been able to solve from two or three
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years, two or three math classes earlier in their education.
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It may be a digital task like filling
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out a google form or getting set
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up with specific materials for the activity for the
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day just a list of materials to get out you know labeling their piece of paper
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or certain way you know something but either way just to know that they have
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instructions and I also lay out the expectation that during the first five minutes
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of class during that bell work time,
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it is to be done quietly and independently.
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I let them know that from day one. And as a matter of fact, I repeat that every
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single day at the beginning of every single class period, because I want to
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make sure that they know that I'm in business with that.
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And I even told them that whispering still counts as talking,
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even if they need to borrow something to write on or to write with from a classmate,
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that there's some universal gestures just for pen, pencil, paper.
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I need them to use those universal gestures during my first five minutes.
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Now, the key to me implementing this or you implementing something similar is
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to continue this daily for the first week of school.
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And well, honestly, you're gonna continue it daily for the entire year.
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Even if your bell work sometimes is take out a piece of paper,
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take out a piece of pencil, label the paper this and sit quietly until I start the class.
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That's still bell work and they should still be expected to do that quietly and independently.
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So just every day, always have something for them to do, whether it's academically
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based, whether it's setting up for the day based, writing based,
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whatever the case may be.
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But just make sure that you keep that consistent, because if that's your expectation
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for the entire year, you really want to set that tone the first week.
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All right. So now my second goal, my second goal is adherence to my classroom golden rules.
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So the vision. I like to say I run a pretty tight ship.
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I mean, yes, I work in the hood, but I write less than five discipline referrals
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every single school year.
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My students, they self-correct or their classmates assist in redirecting each other.
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When I get new students, they seamlessly fall in line with the classroom culture
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that's already established.
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Now, how do I go from that vision to actually implementing it,
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to making it happen in real life?
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Well, prior to the first week of school, I post my numbered,
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all my golden rules have numbers on them. Okay. They're numbered.
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I post my numbered golden rules
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at the front of the class, above my smart board, above my whiteboards.
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It's at the front, honey, where their eyes usually are the majority of the day or the class period.
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And after bell work the first day, I go over my golden rules,
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but I don't just go over those golden rules the first day.
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I go over them explicitly like the first three days.
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And then I go over them explicitly the first day of the second week of school.
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Because, you know, we get that revolving door, students, the guidance counselors
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making schedule changes.
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But I make sure that I go over those.
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And if you would
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like to know more about how posting
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your classroom basics or your golden rules is
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a game changer you have to absolutely check out my post on avoid looking like
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a fool and post your golden rules well post your classroom rules but anyways
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so my top rules that seem to save me a great deal of headache now I do have
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11 golden rules I'm going to share with
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you my top golden rules that do save me a lot of headache during the year because I have them posted.
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Game changers. My tardy policy. What does being tardy look like or what does
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being on time to my class look like and what's the expectation for my students when they are tardy?
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My limited restroom passes and my no-go parts of the period.
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So I limit my restroom passes to two passes per her nine weeks.
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That's me. Some teachers do three. Cool. Good for you.
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But I also have no-go parts to the period where I tell my students,
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hey, I'm not letting you go to the restroom.
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If up at the board teaching a lesson or addressing the entire class,
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that's not restroom time.
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Because that's something that every student needs to hear, including you.
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I post the personal electronics policy, the school policy, the county policy,
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my classroom policy, the food and drink policy, whether they're allowed to eat
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or drink, have gum or candy, et cetera. All that is posted.
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And the growth mindset and effort policy is also one of my golden rules that I have posted.
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But the key, you know, how do I get my students to self-correct?
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How do I get my students to correct others?
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How do I write less than five referrals per school year?
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And referencing your
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posted golden rules daily the
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first week of school is really really important and even
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touching on them again during the second week is important and hitting them
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again after you've come back from a break you know if you had a three-day weekend
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or if we just came back from the Thanksgiving holiday the winter break spring
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break I go back over those jokers again but But whenever I'm going over those
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golden rules the first week.
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I make my redirection of students general.
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So I don't call specific people out and quote unquote shame them about not following my rule.
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I make it very general. I give general reminders as I see my students out of
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compliance, allowing them that window of opportunity to check themselves.
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I reference the rule number and I point to it as I give the redirection.
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So I say, you know, hey, I see a few of you guys are not following rule number
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four. So just go ahead and take a look up here.
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Remind yourself of what rule number four is. And if you see that you are not
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in compliance with that, just go ahead real quick and just kind of shift gears.
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But throughout the year, you know, redirect your students with ease.
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Like by having your golden rules posted, it makes redirection so easy because
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all I have to say without missing a beat is Jenny, rule number three.
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Now, Jenny's going to look up at rule number three. Jenny's going to read it.
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She's going to reflect on how she's breaking rule number three,
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and then she's going to fix it.
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And I get to keep going with whatever I was doing.
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And whenever I get new students, I usually pick a neighboring classmate of theirs
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to go over the golden rules with them.
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So now they're kind of making a little friend, but it's, you know,
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it's reiterating what culture I have in my classroom for those students that are just joining us.
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All right, the next one, goal number three, a collaborative classroom culture.
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Goal number three, a collaborative classroom culture.
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The vision of this, okay, what this looks like in my mind is my students are
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working harmoniously together.
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My stronger students are tutoring.
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My not so strong students, my lower performing students are actively asking
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questions and getting help from their peers.
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Everyone in the group works together using critical thinking and problem-solving
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skills in order to complete academic-based tasks.
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So again, how do I move from a vision into implementation?
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The easiest way to foster a highly collaborative culture is to start group conversations,
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group activities, group games, all of that stuff during the first week.
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Having your students work collaboratively two to three days during the first
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week seems to be the sweet spot.
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Make note that the activities do not have to take the entire period in order
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to be considered collaborative.
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Collaborative so you can mix those in and take 15 minutes
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and do a collaborative activity does not have to be the entire period but you
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just want them to get accustomed to group conversations group activities group
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games collaboration and ideally you kind of want to start small that first week
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and build yourself up because you know you've got those kids that have anxiety,
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sometimes it's a new school they don't know people in the class because their
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friends sit and get your class period, so on and so forth.
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So you don't want to just, you don't want to make it extremely uncomfortable.
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Do start small and talk to your students about what good collaboration looks
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like, what good collaboration sounds like.
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I tend to circulate the classroom during those activities and I go to each group
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and I make sure I give praise for things that I see and hear that show good collaboration.
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And then I also make sure that I redirect if I see some things that I,
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you know, are not favorable to, you know, good collaboration and group work.
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I also make it known daily during that first week that they will be working
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together on a regular basis,
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on a weekly basis, at least two to three times per week, if not more,
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Or throughout the entire school year, they're going to be working in groups.
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So they should go ahead and try to be open-minded because it's not going anywhere.
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But again, for tips on how to seamlessly incorporate small group games into
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your class, I do have a post.
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It's called the rules to rule playing games in small groups.
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So if you're trying to create that collaborative culture and you're not quite
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sure how to implement it seamlessly without all of those extra classroom management
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issues, you definitely want to check that one out.
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Or if you're like, yeah, lady, that sounds great in theory that your whole class is kumbaya.
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Working together. But what about those jokers that absolutely refuse to work
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in groups because they don't like people, they don't like this person or that person specifically?
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Whatever. How do you handle that, missy? Well, don't worry. I got a post for you too.
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And it is called Collaborate or Else.
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So you can find both of these after you finish this podcast episode.
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Go ahead and scroll through and find those.
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And I'm sure there's something in there for you. But I want to tell you the
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key to creating that collaborative culture.
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You want to keep the focus on how to properly collaborate.
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That first week, if the content is too challenging, meaning you're trying to
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have these students work on grade level material while they're still learning
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your procedures and expectations,
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a lot of your students are going to shut down in order to avoid feeling embarrassed
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because it's something that they, the content is freaking them out.
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Being in a new class is freaking them out.
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Having you as a new teacher is freaking them out. It's just a lot going on.
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So you have to be willing to take away some of that anxiety.
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Please, please, please, please, please avoid having content that is too difficult.
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Make sure that you reiterate your expectations repeatedly, heatedly, that you give feedback,
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positive feedback and redirective feedback as the kids are learning what your expectations are.
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Reiterate what you want to see, what you want to hear. Make sure to give the
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feedback and make sure you circulate in order to be able to do that.
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But in terms of content, I cannot stress this enough.
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Try using something that allows each student to share their thoughts,
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process each other's ideas and start building towards a solution.
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So if you're going to absolutely feel like you have to use academic content,
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consider using items that are at least two grade levels below what you should
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be teaching those particular students.
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Now, for me, I tend to do things like brain teasers,
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puzzles, riddles, things that are just a little bit more fun that they just,
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you know, it's fun fun for them to try to figure out while they're learning
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how to operate in my collaborative classroom environment.
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The fourth goal I have is to implement rotations or stations,
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however you like to call it.
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But my vision for this is I have a minimum of three different stations going on at the same time.
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And usually there's a digital station, a collaborative station that's more so
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paper-based and a teacher-led station.
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Students are working on the task at their specific stations without me having
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to prompt them or to go to each specific station to get them started.
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While the students are working, they are on task, they are on topic.
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Groups are able to rotate to the next station in a non-chaotic manner.
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That's my visions in a perfect classroom. Now, how do I go from that vision
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into actual implementation?
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Well, what is taking place at each of the stations can be mixed and matched
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based on teacher preferences, content, so on and so forth.
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But what I make sure to model for my students is when they come into the classroom,
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they need to know that they are looking at the SMART board.
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And from the board, they are going to find their name and they are going to
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move to sit and start working at the appropriate location on the appropriate assignments.
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When they come in, they find their name. They're like, oh, I'm supposed to be
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sitting at the green group. Green group is over here.
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Awesome. And at each station, I have instructions posted on the wall or the
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task is already on the desk in the area that they're going to be working at.
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And I make sure that I list any supplies that they need. I let them know if
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it is an individual or collaborative assignment.
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I let them know whether it is going to be digital based, paper based or a combination of both.
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I also put the protocol for getting help.
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So maybe they have questions or they're confused or they need help on the problem.
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What is the protocol for getting help from myself or from their peers?
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And I also let them know on that same sheet what I will be checking as part of their grade.
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So I'll outline everything is at their station and I try to make sure that they
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don't really need me for nothing.
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Because, again, I have a teacher led station that I'm running,
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so I'm not available on call. so I try to do my best to minimize that.
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I make sure that there is a timer displayed so that the students are aware of
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how much time they have remaining at that particular station.
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And prior to rotating to that next station, I restate the direction or the order that they're going in.
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I reiterate how much time they have to be seated, settled, and starting on their
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new station assignment.
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I also remind them that the transition should be quiet it and that they should
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also be keeping their hands to themselves.
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Yes, I teach high schoolers, but I can guarantee you that they love to pull
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people's ears, ponytails, poke people, step on people's shoes.
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They still like to do stuff like that. So even in a high school environment,
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I have to say you need to quietly transition and keep your hands to yourself.
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All right. Now, some teachers do like to use a transition song.
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Wrong. Simply put, you know, just have some way to make sure that there's an
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indicator for your students to know that one, it is time to transition and that
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there's an indicator that the transition time is now over and that they should be settled.
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So, you know, some teachers do chants, some teachers do a song,
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some teachers do gestures.
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Make it your own. We just have some indicator to to hold the students accountable.
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And even though I may be utilizing a teacher-led station, always make sure that
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I create points where my group that I'm working with is working on a task.
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And I'd say, okay, I'm gonna give you guys three or four minutes.
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I want you guys to work together and I want you to do this or you're gonna work
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by yourself for the next three to four minutes. I'm gonna go check on my other groups.
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And when I come back, I expect to see this problem either fully done or at least
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partially done so I can give you some feedback,
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something along those lines, but just a way where I can step away from my teacher-led
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group and still go and check in on the other groups.
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Once I'm done checking on those other groups, again, I pop back and I check
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on my teacher-led group.
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So what is the key to implementing these rotations and stations,
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especially setting it up during the first week of school?
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Again, people, the focus should be on the process of what and how to do rotations,
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not so much on the content.
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Stop trying to give these kids great level work the first week of school.
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Make the task something they can complete in the time allotted.
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You could have them doing origami at one station, coloring a page on this station,
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doing a journal entry at this station, whatever.
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Just making sure that they understand how to get to their station,
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how to know what they're supposed to do at their station, go through the process
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of working at the station and going through the process of transitioning to the next station.
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That's the focus, not so much the content.
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Another key to implementing these rotations and stations that first week,
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monitor, give praise and redirect your students as you circulate.
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You have to be hands on, y'all. Try to keep redirection general and praise specific.
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So if you see someone doing something wrong, make a general statement.
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Hey guys, remember that you're supposed to be reading your task card at your
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station to know what you're supposed to be doing.
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That's where you get your instructions but that's general
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even though there are only maybe one kid that's lost and
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confused of what they're supposed to be doing keep redirection general
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but keep praise specific man i want
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to give a shout out to the ucf group because they are all seated got seated
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on time they're reading the task card together and they're really trying to
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make sure they understand what they're supposed to be doing great job ucf group
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something like that so the The reason why you want to keep redirection general,
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but your praise specific is it allows students to self-correct themselves without feeling isolated.
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But then it also motivates them because now their group is like,
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okay, let's get it together because we want the next shout out.
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And just be willing to sound like a broken record. Another key to implementing
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something this complex is just repetition is pertinent and know that you're
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going to repeat yourself 101 times per period.
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Also, another key to implementing this is try to be as organized as possible
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ahead of time. Have the instructions already posted.
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Have the materials provided.
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The more organized you are, the easier it will be for your students to fall in line.
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When you are frantic, when you are confused, when you are chaotic,
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I promise you, your darling students that want you to love them so very,
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very much, because it's the first week and everybody wants to be like my new
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teacher, They are going to start, and I'm using quotations, y'all.
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They're going to start helping you by making up their own things,
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which we all know turns out to be the farthest thing from helpful.
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So keep your kids from helping you by making sure that you're organized as possible
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during these implementation stages.
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All right. All right. Goal number five. My last goal.
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Last but not least is creating a culture of growth mindset and a risk-free learning environment.
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So those both kind of are enmeshed. The vision I have for that is students are
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willing to try any question I put in front of them.
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They may not like making mistakes, but they understand mistakes are great learning tools.
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When given feedback, students are willing to make corrections and willing to
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reflect on their errors. They are determined and persistent to understand the
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process and not simply trying to get the quick answer.
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So that's my vision. How do I move from vision into implementation?
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It looks a little bit like this.
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The first week of school, as my students work on various styles of tasks,
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I always drive home a very specific idea.
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And that is the idea that I do not give two flying flippity flips about the right answer.
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My goal and my focus is not on the right answer.
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I only care that they tried, that they corrected and that they reflected.
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I teach my students early on that I primarily care about them participating
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in the learning process and keeping a positive mindset.
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Because sidebar, if they are willing to participate fully in the learning process
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and are willing to keep a positive growth mindset, the learning will naturally happen anyway.
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But back to implementation. We discuss the growth mindset.
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We discuss what does that look like? What does growth mindset sound like?
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We also watch a couple of videos on it, and I try to soothe their anxiety about
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school being based on right or wrong.
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I try to get them comfortable with making mistakes, including making some mistakes of my own.
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And let me tell you, some of them I make on purpose to see if they're paying attention.
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But other times I just genuinely be messing something up. I'll be wrong.
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And I tell them, you know, this one was not on purpose, y'all.
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All, I was just wrong. Good catch.
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And I even throw them some extra credit if they catch my mistake.
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If they catch my genuine mistake that I really wasn't trying to make,
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I give them extra credit for that.
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Anywho, but when talking about creating a risk-free learning environment,
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it best happens when I make sure that their grade on assignments and their grade
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in the class is primarily based on how much they engage with the learning process
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and how much they demonstrate a growth mindset.
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So part of this happens by only allowing wrong answers to count against them on a quiz or a test.
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And I explain that concept so much more in greater detail in my post,
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no risk, great reward, the risk-free learning environment.
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So if you want to kind of dive a little bit deeper into that and get more details
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on what that really looks like, sounds like, and how to create that in your
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classroom, Feel free to check that out after this episode.
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But the key to creating that growth mindset, that risk-free learning environment,
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starting with the first week, is when utilizing this type of teaching style,
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you cannot be flip-floppy, okay?
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You have to be very consistent with that mindset on a day-to-day basis.
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Majority of your students' grades will need to come from their willingness to
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try, to correct, and to reflect. So, yes, it's like more so participation points,
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but it's based on their participation in the learning process.
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And you subtract points only when they do not fully engage in that learning
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process or they are no longer operating in that growth mindset process.
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If they did not correct their paper or if they just absolutely decided they
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weren't going to try in the first place, or maybe they tried once or twice,
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but then they gave up, they should lose points for that.
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Or maybe they tried and corrected their paper, but they weren't willing to reflect
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on the mistake they made.
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Well, they should lose points for that because they have to reprogram their brain.
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So all of that is a part of the learning process and they get points along the
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way for doing the learning process fully.
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As I like to tell my students, they are throwing away free points when they
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don't fully engage in that learning process or when they refuse to stay in that growth mindset.
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Yes, a quiz or test should be graded for accuracy. I mean, they are actual assessments.
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However, I allow everything else to be practiced. And if you do that,
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too, then the results will blow your mind as far as getting especially low performing
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students or kids that hate your class, hate your subject, hate school in general.
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You will be surprised at how much participation you get out of those students.
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But you are going to have to constantly repeat your growth mindset and your
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learning process expectations.
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And I say you have to repeat that on a daily basis. Reason being is because
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most teachers don't operate in this fashion.
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So the concept is really hard for
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many students to trust it's very foreign to them
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and well at least until
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they see that you mean what you say and say what you mean
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you're gonna have to just repeat that until you've proven yourself to them and
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they trust it and they believe it and they fall into place with it naturally
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but if you are looking for some risk-free secondary math activities check out
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00:34:24,540 --> 00:34:28,180
the virtually impossible teachers pay teacher store for some secondary math,
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00:34:28,420 --> 00:34:31,980
self-checking, self-grading, color change activities.
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00:34:33,020 --> 00:34:38,740
But in conclusion, okay, your first week of school, starting with the end in mind,
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Most states have a nine to 10 month school year. That is a long time to be with your students.
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And you have to decide how you want your school year to look.
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And I am pretty sure no teacher ever sets out to have a chaotic year.
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And I'm talking no teacher sets out to have one of those years where their students
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are just unruly and don't listen.
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The best way to prevent that is to start with the end in mind.
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Do not be so hell-bent on teaching grade-level content the first week of school.
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The first week is when 99% of your students are going to be on their P's and
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Q's, their best behavior.
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They want to make a good impression and win you over.
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So use this time as to your advantage.
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Like while their brains are willing to be sponges, fill their sponges up with
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all the rules, all the procedures and all the expectations for the various activities
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you are going to require of them throughout the school year.
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Use that time to model, to expect and to redirect.
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I'm going to say it one more again. Use that time to model, to expect and to redirect. Correct.
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When you do this early on, it sets a tone and creates all churs.
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00:35:57,140 --> 00:36:01,200
OK, it creates those cultures from those visions that y'all have.
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It makes those visions reality.
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It also eliminates a lot of resistance down the line because you have been doing
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certain things all along from the beginning.
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00:36:13,080 --> 00:36:16,900
Even if you start something out in small doses like the rotations,
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00:36:17,080 --> 00:36:20,100
you start them off the first week of school, but they don't see it again until
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00:36:20,100 --> 00:36:25,900
the third week of school. at least you've already started them out with it. Just starting with,
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The end in mind, even in small doses, they have seen it before,
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they have heard it before, they have experienced before, and they are less likely to resist.
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You are less likely to get backlash or shut down.
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Consistency is key. Your first week of school should be similar to your last
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weeks of school, and so should all the other weeks between.
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Avoid, please y'all, avoid starting things that you know you cannot be consistent
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with. It makes you less trustworthy in the eyes of your students.
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So remember, it is easier to create a classroom culture when it is the only
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culture that your students have ever known you as their teacher to have.
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Thank you for tuning in to today's episode of Virtually Impossible Presents
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00:37:14,745 --> 00:37:17,605
Lazy Learning Land podcast.
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00:37:18,205 --> 00:37:22,725
Comment below some of your goals you want for your classroom and how you plan
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00:37:22,725 --> 00:37:25,165
to start Start them off that first week of school.
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00:37:25,605 --> 00:37:29,425
If you have a goal, but you are unsure how to start setting it up,
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00:37:30,065 --> 00:37:33,805
drop a comment below so our community can love on you with responses.
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00:37:34,745 --> 00:37:40,325
Since there is strength in lazy, be sure to like, follow, and subscribe to this
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00:37:40,325 --> 00:37:47,105
podcast, my blog on virtuallyimpossible.net, no apostrophe, and our social media
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00:37:47,105 --> 00:37:49,705
platforms, Pinterest and Instagram.
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00:37:49,705 --> 00:37:56,085
Instagram virtually underscore I'm underscore possible for IG and virtually
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00:37:56,085 --> 00:37:57,685
I'm possible on Pinterest.
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00:37:57,785 --> 00:38:01,765
So you can feel at home among other lazy learners.
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00:38:02,245 --> 00:38:05,145
This is your girl S-Dot signing off.
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And until next episode, remember to live long and lazy and never, ever work too hard.