District Doubled Planning, Teachers Decided to Stay. Here's How to Get MORE Time in Your Day | S4E8 の全文書き起こし

00:04:21.920 I'm sorry, they went from 87% to 91% teacher retention at the end of that year. 00:04:22.000 --> 00:04:31.600 And the middle school saw even more, they went from 88% teachers retained to 94% during that year of teachers that returned. 00:04:31.759 --> 00:04:32.639 And that makes sense. 00:04:32.879 --> 00:04:42.800 If you were in a school that had double the planning of every other school in the neighboring cities and towns, I'm pretty sure if you want to be a teacher that this is the school that you would choose to work in. 00:04:42.879 --> 00:04:47.439 So they did that, and as a matter of fact, they also saw student achievement go up. 00:04:47.759 --> 00:04:48.160 Why? 00:04:48.399 --> 00:04:55.040 Because now teachers are having more time to spend and to spend in planning and preparing and grading and providing feedback and all those great things. 00:04:55.120 --> 00:04:57.279 So they did that with four schools. 00:04:57.360 --> 00:05:08.720 That district did it with four schools over the 2025-2026 school year, and they're expanding to 11 of its 25 schools in the next upcoming school year 2027-2028. 00:05:08.879 --> 00:05:17.759 So, what I'm saying is they're seeing that it's working, and they're saying, man, if we give teachers more time throughout the day to do the things that teachers need to do, then teachers will stick around. 00:05:17.920 --> 00:05:19.360 Ding ding ding ding ding. 00:05:19.600 --> 00:05:23.120 I mean, teachers have been saying that for years, but I'm glad that there's a district that's listening. 00:05:23.279 --> 00:05:31.920 What I'm most excited about is if this district is doing it and doing it effectively and seeing results, we have other copycat districts that are going to do this as well. 00:05:32.000 --> 00:05:36.240 So hopefully a district near you is going to come down this path. 00:05:36.399 --> 00:05:43.120 But until that happens, you're gonna be in a school 40 hours a week and you're not gonna have 40 hours worth of planning time. 00:05:43.279 --> 00:05:44.959 Not gonna have 40 hours worth of prep time. 00:05:45.040 --> 00:05:47.120 You know, this district, they were able to get up to 8, 12. 00:05:47.199 --> 00:05:49.519 Some of you may have three and a half, right? 00:05:49.839 --> 00:05:53.680 So, how do we use that time effectively? 00:05:53.920 --> 00:06:02.160 Because what ends up happening is we don't have time for the things I was saying earlier for for uh grading, for planning, for preparation. 00:06:02.319 --> 00:06:05.120 So, what we end up doing is we cut out things. 00:06:05.279 --> 00:06:10.480 We cut out things like uh checks for understanding because you know I don't want to grade it, right? 00:06:10.560 --> 00:06:19.920 Or I don't have time to even think of what the check for understanding is gonna be or prepare the questions, much less collect 170 papers that I gotta breeze through. 00:06:20.079 --> 00:06:24.879 I don't have students, I'm not collecting their journals, I'm not collecting their workbooks and going through the classwork. 00:06:24.959 --> 00:06:30.079 So I'm not able to give you know highly effective feedback because I'm not seeing all the work that they're doing. 00:06:30.240 --> 00:06:43.120 The lack of time is in is hurting our instructional results, and that's why we're not seeing as much student achievement because we don't have enough time to work with the information and data and things like that. 00:06:43.199 --> 00:06:55.759 So, what we're gonna do is I'm actually going to give you some of my favorite, my top three checks for understanding that are quick to apply, have low resources, and are easy to get the data from. 00:06:55.839 --> 00:06:56.800 All right, that's the goal. 00:06:57.040 --> 00:07:00.240 Quick, little resources, and easy to get the data from. 00:07:00.319 --> 00:07:04.639 So I'm gonna give you those three, and as a matter of fact, I'm going to link seven more in the description. 00:07:04.720 --> 00:07:06.240 I'm just gonna share my favorite three. 00:07:06.319 --> 00:07:09.439 Now, these are my favorite, they may not be your favorite, there are seven more. 00:07:09.519 --> 00:07:14.399 You have a total of ten that you can check out, but these are my three, and I'm going to tell you why. 00:07:14.639 --> 00:07:19.199 Okay, uh, but the reality is the goal is that we're trying to help you save time. 00:07:19.360 --> 00:07:27.759 And one of the reasons why some of us don't take the time to think of a creative solution for ours, checks for understanding, is because we don't have time. 00:07:27.920 --> 00:07:32.319 It's kind of like if you're the other day, my car tire was flat. 00:07:32.399 --> 00:07:36.560 So I went in the garage, my car tire was flat, and I said, I need I need air in my tire. 00:07:36.720 --> 00:07:39.199 Well, the gas station two miles away has free air. 00:07:39.279 --> 00:07:44.879 I was gonna go there, but I can't drive to the gas station because my tire needs air. 00:07:45.120 --> 00:07:48.480 So I need air, but I need my car to go get the air. 00:07:48.800 --> 00:07:51.120 But the air is for my car, which needs air. 00:07:51.199 --> 00:07:51.839 You see what I'm saying? 00:07:51.920 --> 00:07:53.040 And it's kind of the same thing. 00:07:53.199 --> 00:08:00.240 We don't have time, but we need time to plan the checks for understanding that are going to help save us time. 00:08:00.480 --> 00:08:02.399 All right, it's it's like a cycle. 00:08:02.560 --> 00:08:04.240 So I've done the work for you. 00:08:04.399 --> 00:08:07.680 I have the plan, I have the checks for understanding that are gonna help save you time. 00:08:07.759 --> 00:08:11.040 I'm gonna teach them to you right now so that you can just implement them. 00:08:11.199 --> 00:08:14.000 And again, it's quick, easy, and low resources. 00:08:14.079 --> 00:08:26.319 Um, but right before we dive into that, make sure that you are subscribed, make sure that you like, make sure that you share this with a teacher

that needs to hear it, uh, because we are giving away an impactful educator t-shirt, just like we give away to every other guest of the podcast. 00:08:26.480 --> 00:08:34.480 And if we get 25 likes, 25 likes on this, then I'll choose somebody who has liked and subscribed and we'll randomly give that to you, okay? 00:08:34.559 --> 00:08:41.840 So make sure you subscribe, make sure you like it, and if we get to 25 likes, then I'll make sure that we send that out to a lucky subscriber. 00:08:42.080 --> 00:08:42.960 So here we go. 00:08:43.120 --> 00:08:46.559 Here are my top three checks for understanding. 00:08:46.799 --> 00:08:48.639 Teachers are burning out faster than ever. 00:08:48.799 --> 00:08:54.480 Confidence is dropping, imposter syndrome is rising, and too many classrooms feel like survival instead of transformation. 00:08:54.559 --> 00:08:55.919 But what if it doesn't have to be this way? 00:08:56.080 --> 00:08:58.480 Great teaching isn't magic, it's a method. 00:08:58.639 --> 00:09:09.039 And inside the Impact Playbook, you'll discover the six principles that thousands of teachers are already using to reignite their passion, engage their students, and build classrooms that thrive on. 00:09:09.360 --> 00:09:11.759 This isn't just another book that collects dust on the shelf. 00:09:12.080 --> 00:09:18.159 It's a complete system that helps teachers step into their strengths, prevent burnout, and create learning that sticks. 00:09:18.320 --> 00:09:23.600 So if you're looking to see a drop in teacher turnover and a boost in student engagement, the principles are right here inside the book. 00:09:23.759 --> 00:09:30.960 So if you're a teacher ready to reclaim your confidence or a district leader ready to transform entire schools, click the link to get the Impact Playbook today. 00:09:31.039 --> 00:09:36.080 Because when teachers win, students win, and entire communities win, and the world has changed forever. 00:09:36.320 --> 00:09:39.360 The first one I'm gonna share is called A, B, or Both. 00:09:39.440 --> 00:09:44.480 And this one's really cool, really simple, again, really low lift, because all you really need is your hands, right? 00:09:44.559 --> 00:09:55.679 So you can show what you're gonna do is you're gonna put two statements or two strategies there on the board, and students are going to decide whether they agree with A, whether they agree with B, or whether they agree with both. 00:09:55.759 --> 00:10:01.360 And the way that they're gonna show their responses is you can just show them with your hands in sign language, either A, B, or both. 00:10:01.600 --> 00:10:09.519 So what you do is put two statements on the board, and throughout these, I'm just gonna give super simple examples so that is really clear, but obviously modify it for your classroom. 00:10:09.679 --> 00:10:31.549 So let's just say statement A says a triangle has three sides. 00:10:31.870 --> 00:10:34.590 Statement B says a hexagon has five sides. 00:10:34.750 -->

00:10:42.509 Either you can let students think about it for a moment independently, or you can have them turn and talk, you can talk to their elbow partner, talk about it with your groups, however you want to do it. 00:10:42.590 --> 00:10:46.830 Um, but then when time is up, you call them back and you say, all right, A, B, or both. 00:10:46.990 --> 00:10:50.909 And you let's say one, two, three, look around the classroom and let them choose. 00:10:51.149 --> 00:10:58.429 Now, hopefully, a lot of them will choose A, a triangle has a triangle has three sides, not B because the hexagon has six sides, not five. 00:10:58.590 --> 00:11:00.509 Hope nope, nobody got tripped up by that. 00:11:00.669 --> 00:11:02.429 But you might see some students that say, Oh, both. 00:11:02.509 --> 00:11:05.950 The triangle has three sides, the hexagon has six, uh, five, right? 00:11:06.110 --> 00:11:08.350 They might be saying that, which would be they were incorrect. 00:11:08.509 --> 00:11:18.669 But now you can look around the classrooms quickly and see not which students got it and which students did it, because that's a lot of data to gather all at once, but about how many, right? 00:11:18.830 --> 00:11:27.470 This might not be the strategy that you want to use if you want specific student data, but if you need a general idea of understanding before you move on, this would be good. 00:11:27.549 --> 00:11:28.830 I can see boom boom, okay. 00:11:28.909 --> 00:11:33.070 I had about two people that thought it was both, and um now everybody else got it right, right? 00:11:33.149 --> 00:11:43.870 So now you can kind of see that that's a quick way to check for understanding, doesn't require any resources, and it still allows students to think and you know make sure that they were internalizing and paying attention. 00:11:43.950 --> 00:11:47.070 So that's one of them, one that I definitely recommend. 00:11:47.309 --> 00:11:51.230 Let me know in the comment section what grade level you think that would work for. 00:11:51.309 --> 00:11:52.990 Is this more of a younger student grade? 00:11:53.070 --> 00:11:57.149 Don't get caught up on the example, but think about just the movement and responsibility of it. 00:11:57.230 --> 00:12:02.750 Because a question that you might be asking is, well, what if they just look around the classroom and and choose what somebody else had, right? 00:12:02.909 --> 00:12:05.070 You know how we do that, or students do that. 00:12:05.149 --> 00:12:08.990 Sometimes they'll look at the student that always gets the answer right, and I'll just do whatever they do, right? 00:12:09.230 --> 00:12:14.269 Well, if you're worried about that, maybe early on, you can start with them closing their eyes and doing it. 00:12:14.429 --> 00:12:20.189 All right, let them turn and talk, or let them do it independently, and then say, all right, on account of three, show me A, B, or both. 00:12:20.269 --> 00:12:21.230 Everybody close your eyes. 00:12:21.389 --> 00:12:23.230 One, two, three. 00:12:24.189 --> 00:12:26.029 All right, hands down, got it, right? 00:12:26.110 --> 00:12:26.830 Something like that, okay? 00:12:26.990 --> 00:12:35.070 The reason why we're closing our eyes is so that I can be confident, one, to give my response regardless of who's watching, and two, because I don't want anybody copying off of me. 00:12:35.230 --> 00:12:40.909 But I will urge you that over time you want to build the capacity for believing that it's okay to be wrong. 00:12:40.990 --> 00:12:46.110 So I'm gonna choose my answer, and regardless of what everybody else chooses, I'm gonna be confident in my response. 00:12:46.189 --> 00:12:47.950 But that's something that you can build over time. 00:12:48.110 --> 00:12:50.909 Here is the second one, and I really, really like this one. 00:12:50.990 --> 00:12:53.629 It's called true, false, fix it. 00:12:54.029 --> 00:12:59.309 In this case, what you're gonna do is you're gonna give a statement, students are gonna signal whether it is true or false. 00:12:59.389 --> 00:13:01.149 If it is true, we'll move on. 00:13:01.309 --> 00:13:03.309 If it is false, they have to fix it. 00:13:03.470 --> 00:13:07.950 So this is something that you can do potentially with whiteboards, or maybe they do it on their own paper. 00:13:08.029 --> 00:13:10.830 Um, but again, maybe they're talking about it in groups or collaborative. 00:13:10.990 --> 00:13:12.029 Every class is different. 00:13:12.189 --> 00:13:14.029 This depends on what your goal is. 00:13:14.269 --> 00:13:18.429 If you want to specifically see what they can do independently, it can definitely be done independently. 00:13:18.590 --> 00:13:25.870 But if you allow them to turn and talk and challenge each other and you have good peer collaboration, this can definitely be a turn and talk or talk at your table. 00:13:26.110 --> 00:13:27.549 So again, simple example. 00:13:27.629 --> 00:13:33.389 I'll put it on the board and maybe the statement will be the Pythagorean theorem works for all scaling triangles. 00:13:33.549 --> 00:13:34.750 True, false, fix it. 00:13:34.830 --> 00:13:37.870 Okay, give them some time to think about it and go. 00:13:38.189 --> 00:13:42.509 Now, whether they're gonna say true or it's gonna say false, uh, then they'll have the chance to fix it. 00:13:42.590 --> 00:13:43.870 In this case, it's false. 00:13:44.110 --> 00:13:48.110 It doesn't work for all scalene triangles, it works for right triangles. 00:13:48.189 --> 00:13:59.389 So the students should say false, and by fixing it, they just say we need to replace the word scalene with right, because the Pythagorean theorem works for all right triangles, and that's how we can find the length of the missing side. 00:13:59.549 --> 00:14:02.590 If that went over your head, just know that it's true, okay? 00:14:02.830 --> 00:14:06.029 Just just believe me, believe that it is true. 00:14:06.269 --> 00:14:12.669 Here we go, number three, and again, the other seven

are linked in the description so they can see the full list of 10. 00:14:12.750 --> 00:14:24.269 But I really wanted to highlight these three so that you can see they are low lift, they are quick and easy to implement, and that they do not have um resources, a lot of resources that go along with it, right? 00:14:24.429 --> 00:14:25.470 It's super low lift. 00:14:25.629 --> 00:14:39.149 Here's a third one spot the mistake, and this is one that a lot of us do, but here's a great way that I like to do it, which is to have three different tiers, if you would, or three different segments of a problem. 00:14:39.629 --> 00:14:46.429 You can have the worked example, and you're gonna have three different segments, and then you're going to show, or and one of them has the error. 00:14:46.669 --> 00:14:54.750 What students are gonna do is they're going to look at the board, look at the three segments, and they're gonna have to decide which segment the error came in. 00:14:54.909 --> 00:15:05.789 So we're not just putting one problem up on the board and saying what's the error, but we're putting out the worked problem, all right, and we're having them decide which section the error came in. 00:15:05.870 --> 00:15:07.789 Was it section one, section two, section three? 00:15:07.950 --> 00:15:11.549 Let me kind of break it down like this again, using a super broad and simple example. 00:15:11.710 --> 00:15:22.750 Let's say that you are a science teacher and you are teaching the scientific method, and you say, All right, so first you put on your protective gear, second, you taste all the materials, third, you proceed with the experiment. 00:15:23.070 --> 00:15:29.470 I know those are not really the steps of the scientific experiment, but of the scientific method, but hopefully you saw where the error was. 00:15:29.549 --> 00:15:31.389 So the students are looking up at the board. 00:15:31.549 --> 00:15:37.149 One, um, all right, put on protective gear, two, taste the materials, three, uh, proceed with the experiment. 00:15:37.309 --> 00:15:42.990 Now we ask students, you know, on a count of three, show me which step the error came in. 00:15:43.070 --> 00:15:43.789 One, two, three. 00:15:43.870 --> 00:15:49.629 Hopefully everybody puts up two because we should not be testing and taste testing any materials, right? 00:15:49.870 --> 00:15:56.110 Don't really use this example because you don't want students to be silly and try to taste some things, but I just wanted to make it really obvious for you. 00:15:56.269 --> 00:16:01.470 So they should be able to call out, oh, it's step two that has the error, they should hold up two fingers and then you can move on. 00:16:01.629 --> 00:16:12.669 Obviously, you use this with your content area to see if they can tell where the error was, which shows obviously that they were understanding what it is that you were teaching. 00:16:12.830 --> 00:16:18.909 We know that pointing out errors and mistakes is a super high level of Bloom's taxonomy, right? 00:16:18.990 --> 00:16:20.350 Think about it as a teacher. 00:16:20.590 --> 00:16:27.950 I have to understand something not just enough to be able to get the answer right, but when you get the answer wrong, I have to be able to tell why. 00:16:28.110 --> 00:16:36.429 So students that understand the content enough to be able to spot the mistake are showing you that they are understanding the lesson objective that you have been teaching. 00:16:36.590 --> 00:16:36.909 Okay? 00:16:37.309 --> 00:16:38.269 So there we go. 00:16:38.509 --> 00:16:47.710 Now, this is again something that you can use that is quickly implemented so that you can still be able to receive student data. 00:16:47.789 --> 00:16:52.189 Because I always say you have to determine what students know so that you can decide what they need. 00:16:52.350 --> 00:17:02.269 And they're super quick and don't take a whole lot of time in collecting papers and grading and things like that, because not every school district is like the one that gave their teachers to uh I mean double planning. 00:17:02.350 --> 00:17:05.950 So you might not have a whole lot of time for planning and grading and all those types of things. 00:17:06.029 --> 00:17:14.269 So a quick check for understanding can give you the information that you need to determine what students know, so then you can then decide what they need to do next. 00:17:14.590 --> 00:17:22.750 But what I really want you to encourage you to do, you may be a person who says, Listen, I have tried checks for understanding before, I've tried this, it takes a lot of time. 00:17:22.910 --> 00:17:24.590 I tried this, I don't have time to grade. 00:17:24.750 --> 00:17:29.630 I tried this, my students are always silly, they just copy off each other, their answers are not accurate. 00:17:29.710 --> 00:17:39.870 Like you may be the person that says, I tried this before, I don't necessarily want to try it again, but I just want to encourage you that you know, sometimes giving it another shot can be highly effective. 00:17:40.110 --> 00:17:45.470 I can remember when I was in middle school, my very first attempt at dating somebody. 00:17:45.550 --> 00:17:46.750 I was in sixth grade. 00:17:46.830 --> 00:17:51.950 My very first attempt at dating somebody led to me being embarrassed in the cafeteria. 00:17:52.110 --> 00:17:56.830 Granted, I probably shouldn't have asked her out publicly in front of everybody, but she said no. 00:17:57.070 --> 00:17:58.350 I was crushed. 00:17:58.510 --> 00:18:00.270 I was crushed in the cafeteria. 00:18:00.430 --> 00:18:07.550 It might have had something to do with the fact that she was in seventh grade and I was sixth grade, and you know how those things go in middle school, but she shut me down in front of the whole cafeteria. 00:18:07.630 --> 00:18:08.670 I was embarrassed. 00:18:08.910 --> 00:18:11.150 But in seventh grade, I had that urge again. 00:18:11.230 --> 00:18:12.510 I gotta go find me a

girlfriend. 00:18:12.590 --> 00:18:14.590 This time I did find a girlfriend. 00:18:14.670 --> 00:18:20.910 I had my first girlfriend in seventh grade, but then I lost her in a bet on a basketball court. 00:18:21.070 --> 00:18:23.310 Now, side note, please never do that. 00:18:23.390 --> 00:18:25.230 Like, please never bet humans. 00:18:25.310 --> 00:18:26.670 That's not that's not a good thing. 00:18:27.150 --> 00:18:30.190 We should not have been doing that, but we were dumb 12-year-old boys, right? 00:18:30.430 --> 00:18:36.750 So this boy said he wanted to date the girl that I was dating, and he said if he beat me in a basketball game, she would be his girlfriend. 00:18:36.910 --> 00:18:41.390 And the worst part is not the fact that he beat me seven to zero, although that was bad. 00:18:41.550 --> 00:18:49.790 The worst part is that after he beat me seven to zero, she willingly was like, okay, and just left with him and started dating him, right? 00:18:49.950 --> 00:18:52.510 I was crushed, heartbroken. 00:18:53.390 --> 00:19:00.110 In high school now, I went to high school, I remember it was my first day, literally the first day in the high school. 00:19:00.270 --> 00:19:03.790 I was sitting down in class and the girl behind me, she was talking, and I could turn around. 00:19:03.870 --> 00:19:06.910 The first day the teacher was going through the syllabus and answering questions and things like that. 00:19:06.990 --> 00:19:10.510 I turned and talked to the girl behind me, and we were having a good rapport, feeling chemistry. 00:19:10.590 --> 00:19:12.910 I was making her laugh, she was giggling all those great things. 00:19:13.070 --> 00:19:17.950 The I was like, after this, I'm gonna get her Instagram, like we're gonna, you know, gonna start something. 00:19:18.030 --> 00:19:20.430 This first day of high school is going amazing. 00:19:20.670 --> 00:19:26.510 If you would like for your school district to be empowered as well, you can click the link down below and our team will reach out to you. 00:19:26.750 --> 00:19:29.310 The bell rang, it was time for us to go to the next class. 00:19:29.470 --> 00:19:30.270 We stood up. 00:19:30.430 --> 00:19:34.750 At that point in my life, I was about five foot two or three or so. 00:19:34.830 --> 00:19:41.150 She was about five foot nine or ten or so, and she stood up, looked down at me, and said these words. 00:19:41.390 --> 00:19:44.430 Oh, I thought you were normal sized. 00:19:45.310 --> 00:19:47.630 I thought you were normal sized. 00:19:47.710 --> 00:19:48.510 That's what she said to me. 00:19:48.590 --> 00:19:51.070 And that was one of the last conversations we ever had. 00:19:51.150 --> 00:19:53.790 Although we sat next to each other for the whole rest of the school year. 00:19:53.950 --> 00:19:54.990 I was crushed. 00:19:55.070 --> 00:19:58.830 I said, Oh my gosh, I'm never talking to another girl again. 00:19:59.390 --> 00:20:05.230 And then I got to college and I saw a girl that I could not

help but talk to. 00:20:05.550 --> 00:20:07.870 And I'll give you the long and short of it. 00:20:08.110 --> 00:20:14.910 Eventually I introduced myself and we formed a relationship and we dated all four years of college, and now we've been married for 12 years. 00:20:15.230 --> 00:20:19.470 What I need you to understand is sometimes things don't work initially. 00:20:19.710 --> 00:20:22.030 Sometimes things don't work at first. 00:20:22.190 --> 00:20:26.190 Sometimes things don't go according to plan, but that doesn't mean that you stop trying. 00:20:26.350 --> 00:20:29.790 That doesn't mean that you uh say that it's never gonna work for me. 00:20:29.950 --> 00:20:37.550 It means that didn't work that time, and you are resilient enough to bounce back, to recover, and to stick with it until you find what does. 00:20:37.710 --> 00:20:41.310 I told myself I would never date again, but eventually I found a love of my life. 00:20:41.390 --> 00:20:47.070 And what I need you to understand is maybe you tried checks for understanding before and it did not go according to plan. 00:20:47.230 --> 00:20:50.670 Maybe you look at these list of 10 and you say, I don't know if any of them are gonna work. 00:20:50.910 --> 00:20:51.550 Try. 00:20:51.950 --> 00:20:52.590 Try. 00:20:52.990 --> 00:20:53.310 Right? 00:20:53.710 --> 00:20:57.550 Because you never know when you find a thing that changes the game for you. 00:20:57.710 --> 00:20:58.430 You've got this. 00:20:58.510 --> 00:20:59.790 You've got what it takes, okay? 00:20:59.950 --> 00:21:01.470 Alright, so you know how we're gonna do this. 00:21:01.630 --> 00:21:04.910 I've got a question, I've got a question, I've got a question, I'm gonna answer it. 00:21:04.990 --> 00:21:06.190 Here's a question from a user. 00:21:06.270 --> 00:21:12.670 This one came from TikTok, actually, and the question is asked what are some good exit tickets if students can't write? 00:21:12.910 --> 00:21:18.670 I'm assuming that they mean that we have younger students, um uh, but I mean maybe potentially it's students that can't write. 00:21:18.750 --> 00:21:22.670 Either way, some great exit tickets for students that cannot write. 00:21:22.750 --> 00:21:26.990 I would definitely look at these checks for understanding that I just mentioned and the 10 that are linked down below. 00:21:27.230 --> 00:21:34.510 But I would always say to make it fun, if we're talking about younger students, you can incorporate hand signals or facial expressions. 00:21:34.670 --> 00:21:40.830 So, hand signals again, hold up a one, two, three, maybe hold up A, B, C, um, uh, or facial expressions. 00:21:40.990 --> 00:21:42.350 I sometimes I'll do this. 00:21:42.510 --> 00:21:49.310 I would say smile if you think it's A, give me a straight face if you think it's B, or give me a surprise face if you think it's C. 00:21:49.470 --> 00:21:50.910 Ready, go, right? 00:21:51.150 --> 00:21:53.950 Things like that, or or using the body. 00:21:54.110 --> 00:21:59.070 So sometimes you can say, you know, go to this corner if you believe A, if you believe B, B, C, D. 00:21:59.230 --> 00:22:00.590 That's honestly not one of my favorites. 00:22:00.670 --> 00:22:03.950 And I think students definitely by the time they get to middle high school are a little bit over it. 00:22:04.030 --> 00:22:09.310 But maybe in the younger grades, you know, they can still move around, or um, stand, sit, squat. 00:22:09.390 --> 00:22:17.630 So stand up if you think it's this choice, A, uh, sit down if you think it's B, and squat if you think it's C, whatever it is, right? 00:22:17.790 --> 00:22:25.950 So just ways that you don't necessarily need them to write down, but based on their actions, you're able to see what their response is. 00:22:26.110 --> 00:22:34.670 That's that's my go-to for when students can't write because they are younger students and uh they don't they don't write too well just yet, pre-K kindergarten, first grade, things like that. 00:22:34.990 --> 00:22:35.870 So now's your turn. 00:22:36.110 --> 00:22:36.830 Exit ticket. 00:22:36.910 --> 00:22:44.110 I'm gonna give you your exit ticket and you answer this question, and uh it's going to really help solidify the things that we spoke about here today. 00:22:44.270 --> 00:22:55.470 Which of the 10 check for understandings, the three that I gave and the seven that are linked in the description, which of the 10 check for understandings are you gonna try and why does that one fit your class? 00:22:55.710 --> 00:22:59.230 Mart, are you gonna try the uh ABC? 00:22:59.550 --> 00:23:01.310 Are you gonna try the A B both, right? 00:23:01.390 --> 00:23:05.630 Are you gonna try the the uh true, false, or fix it? 00:23:05.710 --> 00:23:07.070 Like which one are you gonna try? 00:23:07.230 --> 00:23:12.910 Which one seems like it would be appropriate for your grade level that you teach and your classroom dynamic and why? 00:23:13.070 --> 00:23:13.790 Really let me know. 00:23:13.950 --> 00:23:18.430 But again, I want you to try it because this is going to help you save time. 00:23:18.590 --> 00:23:23.390 It's not gonna take a whole lot of resources, but it's gonna give you the information you need to inform future instruction. 00:23:23.550 --> 00:23:26.270 And when we do that, we know that we're helping students grow. 00:23:26.430 --> 00:23:29.230 And when we help students grow, we can help them reach their full potential. 00:23:29.310 --> 00:23:31.710 And when they reach their full potential, they can be happy. 00:23:31.790 --> 00:23:37.710 And when they are happy, that's why we are here doing what we're supposed to do. 00:23:37.950 --> 00:23:44.750 When you implement these things, I know that not only will you become the teacher you've always wanted to be, but you make the impact your students deserve. 00:23:44.910 --> 00:23:46.430 I'll see you on the next one. 00:23:48.110 --> 00:23:52.830 I help new teachers become the teachers they've always wanted to be and make the impact our students deserve. 00:23:52.990 --> 00:23:53.950 Because I've been there. 00:23:54.110 --> 00:24:01.710 I know what it's like to struggle, to feel like I'm not enough, but I also know what's on the other side: excitement, fulfillment, and the ability to change lives. 00:24:01.870 --> 00:24:12.430 Every great teacher was once a new teacher, and new teachers are often excited and eager and anxious, but a lot of times new teachers lack the foundational skills of effective instruction. 00:24:12.670 --> 00:24:20.670 Every teacher that I work with, I carry them through this journey, helping them master the principles of effective instruction so that they know how capable they are. 00:24:21.630 --> 00:24:24.110 I can't wait to see these teachers enact. 00:24:24.270 --> 00:24:27.230 They're 1% amazing and make the difference that only they can. 00:24:27.390 --> 00:24:32.910 If you would like for your school district to be empowered as well, you can click the link down below and our team will reach out to you.