Struggling with CI teacher burnout? Learn how to stay sustainable with Comprehensible Input strategies that actually work.

👉 Grab your free CI Survival Kit here: https://imim.us/survival

In this episode of Comprehend THIS!, Scott Benedict sits down with guests Tracey Collazos and David Rice to talk honestly about the not-so-magical side of teaching with CI: burnout. From the early mistakes that made it worse, to the boundaries and routines that keep them sane now, Andy and Pat share real-life strategies, encouragement, and a few laughs along the way. If you’ve ever felt the pressure to be “CI perfect” but secretly just wanted a nap, this conversation will remind you that you’re not alone — and that sustainability matters more than perfection.

#ComprehensibleInput, #worldlanguage, #languageacquisition, #CISurvivalKit, #Spanishteacher, #Frenchteacher, #worldlanguagepodcast, #teachingspanish, #teacherburnout, #CItips

Hosts:

• Scott Benedict - https://www.instagram.com/immediateimmersion
• Tracey Collazos
• David Rice - https://www.facebook.com/DavidScottRice/

Resources & Links:

• CI Survival Kit: https://imim.us/survival
• Webinar Club: https://imim.us/club
• Spin Wheels and other Resources: https://flippity.net
• YouTube Videos in various languages:
• French: Alyce Ayel https://www.youtube.com/@aliceayel
• Easy French: https://www.youtube.com/@EasyFrench
• Spanish: Dreaming Spanish https://www.youtube.com/@DreamingSpanish
• Easy Spanish: https://www.youtube.com/@EasySpanish
• Easy German: https://www.youtube.com/@EasyGerman
• There are many different languages available in the “Easy” format. Just do a YouTube Search for your language and see what’s out there.
• Easy Assessments and Activities: https://imim.us/formative

Join the Conversation:

Got thoughts or your own story? Share it in the comments or tag us @ImmediateImmersion!

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Connect with Scott:

Host: Scott Benedict — Immediate Immersion

🌐 https://immediateimmersion.com

📧 [email protected]

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<b>Good morning, everybody. How's everybody</b>

<b>doing this morning? Welcome to the</b>

<b>Comprehend This podcast this morning. I</b>

<b>hope everybody's having a great Sunday. I</b>

<b>am joined today by the</b>

<b>excellent</b>

<b>Tracy Cuyathos and David Rice is back</b>

<b>with us this week and we</b>

<b>are going to be talking about</b>

<b>CI burnout been there done</b>

<b>that I don't know about you</b>

<b>But I certainly have and</b>

<b>that's gonna be our topic today</b>

<b>Let's go ahead and welcome our guests</b>

<b>right after these short messages</b>

<b>Ever feel like you're clinging to the</b>

<b>edge of your teacher planner just hoping</b>

<b>today's lesson magically appears</b>

<b>Enter the CI survival kit a monthly</b>

<b>membership made for teachers who love</b>

<b>comprehensible input</b>

<b>But also love not reinventing</b>

<b>the wheel every Sunday night</b>

<b>Each month you get fresh ready to use</b>

<b>lessons time-saving tools and just enough</b>

<b>structure to keep your</b>

<b>teaching life together</b>

<b>No stress. No guilt just monthly help</b>

<b>from someone who gets it sign up at mm.us</b>

<b>Survival and let the survival kit do the</b>

<b>heavy lifting for once</b>

<b>Welcome to comprehend this real talk for</b>

<b>real language teachers. No drills</b>

<b>No dry theory just honest stories</b>

<b>practical ideas and a reminder. You're</b>

<b>not alone in the CI</b>

<b>trenches. Let's dive in</b>

<b>And welcome welcome miss Tracy and mr.</b>

<b>David. How are we doing this morning?</b>

<b>We're doing great</b>

<b>So happy to be here. Thanks. Awesome. I'm</b>

<b>so glad to have both of you</b>

<b>Right and early for at least me on the</b>

<b>East Coast. I forgot</b>

<b>Tracy. Where are you from?</b>

<b>I'm in California. So you're the same as</b>

<b>you're saying with me</b>

<b>Yep, and then David is out there on the</b>

<b>East side. So it's a little bit later.</b>

<b>Yeah central. Yeah. Yeah</b>

<b>It's 10 a.m. Here. So we're good 10. Yeah</b>

<b>Yes, so</b>

<b>It's hard to work out when you do the</b>

<b>different time changes it works</b>

<b>differently for you know</b>

<b>We do it too late then it</b>

<b>interferes with everybody else</b>

<b>So it's not the we on the West Coast</b>

<b>always suffer always suffer</b>

<b>all that kind of stuff. So</b>

<b>So today we're gonna be talking about CI</b>

<b>burnout and I know Tracy you've got</b>

<b>something special that you</b>

<b>want to talk about especially</b>

<b>So let's just go</b>

<b>ahead and get started here</b>

<b>When was your first CI burnout wake-up</b>

<b>call like when did you first realize</b>

<b>That CI can burn you out just like any</b>

<b>other approach that you do and what did</b>

<b>the burnout look like for you?</b>

<b>Whoever would like to start?</b>

<b>Did you want to start David?</b>

<b>Hi Tracy</b>

<b>Okay. Um, so let's see</b>

<b>Uh</b>

<b>It was probably the second year I was</b>

<b>doing CI where so the first year</b>

<b>I was training and I found</b>

<b>that extremely exhausting</b>

<b>Um, it just kind of trying to make it all</b>

<b>work in my classroom trying to</b>

<b>learn how to circle questions</b>

<b>Trying to learn what each new fabulous</b>

<b>tool that I was going to</b>

<b>use in my classroom was</b>

<b>and</b>

<b>My second year I thought oh my gosh</b>

<b>I don't know if I can give this much</b>

<b>energy every single day every single</b>

<b>period for the rest of my career</b>

<b>What am I going to do? Um</b>

<b>And so yeah, it looks like</b>

<b>Yeah, so I thought uh, okay</b>

<b>And what did it look like it looked like</b>

<b>me coming home and</b>

<b>wanting to lie on the flowers</b>

<b>My husband happens to work at</b>

<b>the same school where I work</b>

<b>so, uh</b>

<b>Sometimes he would jump in at the end of</b>

<b>the day before he thought it was hard to</b>

<b>go home because we leave separately</b>

<b>And I would just be sitting in my chair</b>

<b>kind of like slumped,</b>

<b>you know like this staring</b>

<b>And he's like are you okay? And i'm like,</b>

<b>uh, just another day. We'll</b>

<b>see. Yeah, i'll i'll be okay</b>

<b>Give me a half an hour</b>

<b>So</b>

<b>Yeah, it looked like you know me looking</b>

<b>totally exhausted like i've been run over</b>

<b>by a math truck and um</b>

<b>Then I needed a good half hour to just</b>

<b>let my brain rest because I found that</b>

<b>the mental acrobatics that are required</b>

<b>For responding to students in real time</b>

<b>the entire period are exhausting. Yeah</b>

<b>Absolutely</b>

<b>How about you david?</b>

<b>So as as we talked about last week my</b>

<b>story is I started uh</b>

<b>Pprs and ci</b>

<b>about</b>

<b>2019 they're in the fourth</b>

<b>quarter of our school year</b>

<b>um</b>

<b>And our district is a ci district, but I</b>

<b>came from a textbook background</b>

<b>So that wasn't unique experience because</b>

<b>I had to learn fast how to teach ci</b>

<b>with no prior ci training</b>

<b>and so</b>

<b>Yeah, um, so spring break came up right</b>

<b>before some fourth quarter spring break</b>

<b>came up and there was</b>

<b>blaine ray's little green book</b>

<b>um, and I decided to</b>

<b>sit down and read it and</b>

<b>to learn them as much as I could about di</b>

<b>and tprs and all that and</b>

<b>And that saved me because I was burning</b>

<b>out quick. I was like, okay. I am</b>

<b>overwhelmed. I don't know what to do</b>

<b>um</b>

<b>and then</b>

<b>so</b>

<b>That fourth quarter I thought my first</b>

<b>um</b>

<b>And I I enjoyed it. It was it was it was</b>

<b>awesome. I enjoyed the interaction</b>

<b>staying in the target language</b>

<b>Uh the entire class period it was great</b>

<b>Um</b>

<b>Then we you know summer gets here. I go</b>

<b>to training in chicago</b>

<b>Come back. We have</b>

<b>You know start the year off i'm doing and</b>

<b>everything and it's great. It's great.</b>

<b>It's great. I am coming home. I am tired</b>

<b>Yes, i'm tired, but</b>

<b>i've had it's a good time</b>

<b>It's like, you know, I just left the dim</b>

<b>time. I feel good. I feel energized</b>

<b>um</b>

<b>My moment of burnout pain because I am</b>

<b>the type of person</b>

<b>who put what I'm saying</b>

<b>I have into what i'm doing.</b>

<b>Um, i'm just so driven and</b>

<b>So that year</b>

<b>Covid hit</b>

<b>And so we took a break and unfortunately</b>

<b>covid hit and so we took</b>

<b>a break in spring of of</b>

<b>2000 yeah 2020</b>

<b>And we came back and we</b>

<b>had to go we were virtual</b>

<b>We came back for the next school year. We</b>

<b>were virtual and I was teaching</b>

<b>Same stuff, but via online platforms and</b>

<b>that was a unique experience. I'm</b>

<b>learning to be to teach cci</b>

<b>virtually</b>

<b>Each stories and that was a challenge</b>

<b>that was stressed. It was</b>

<b>a new experience and then</b>

<b>Then</b>

<b>Blaine ray</b>

<b>He contacted me and asked me to come</b>

<b>teach with them teaching</b>

<b>stories in the afternoons</b>

<b>The adult learners or a group of learners</b>

<b>and it was at that point that I had hit</b>

<b>my limit and I was overwhelmed</b>

<b>I was I was burning out on ci because</b>

<b>there's only so much you can say the same</b>

<b>story over and over again</b>

<b>Asking the same questions</b>

<b>and yeah, that was my moment</b>

<b>Like I was like it's overwhelming</b>

<b>It just matter</b>

<b>Yeah</b>

<b>Mine is a little bit different for</b>

<b>um</b>

<b>Different reasons my first experience</b>

<b>with burnout was my first year of</b>

<b>teaching and it wasn't ci</b>

<b>I was the first semester. I was doing</b>

<b>traditional and you know</b>

<b>You have all those workbook exercises and</b>

<b>the book exercises and I was bringing</b>

<b>those stacks of</b>

<b>things home and I was like</b>

<b>I can't keep up</b>

<b>They're having all this work to do and I</b>

<b>have to grade it every time every kid and</b>

<b>i'm like they're doing five or six</b>

<b>Exercises a day in class and oh my gosh.</b>

<b>I'm not going to keep this up. So I was</b>

<b>glad when I found ci</b>

<b>and</b>

<b>I when I started ci it was only tprs.</b>

<b>There was nothing else.</b>

<b>We didn't have movie talk</b>

<b>We didn't have picture talk. All we did</b>

<b>was originally there were seven steps to</b>

<b>tprs. That's what we did</b>

<b>And so because it was so</b>

<b>prescribed and what you did</b>

<b>It wasn't so overwhelming for me and I</b>

<b>taught levels one and two</b>

<b>So I had enough variety that I wasn't</b>

<b>doing the same thing</b>

<b>over and over and over again</b>

<b>So I did that at that school for four</b>

<b>years and then I went to move to vegas</b>

<b>um, and I did I was in</b>

<b>vegas for seven years and</b>

<b>We started which was I used the tprs</b>

<b>curriculum that went with um</b>

<b>Pasta la pasta, which was</b>

<b>the predecessor to reale dades</b>

<b>So I had those stories when I went to</b>

<b>vegas we started we used blaine stories</b>

<b>from look I can talk</b>

<b>So I didn't get burned out because it was</b>

<b>new stories new ideas</b>

<b>And then we moved schools in vegas</b>

<b>We had an opportunity to</b>

<b>open me and my department chair</b>

<b>Moved to a new school when they opened</b>

<b>the brand new school</b>

<b>We thought it'd be a nice thing to try it</b>

<b>opening a new school</b>

<b>And we didn't use blaine's rate</b>

<b>curriculum. We used um</b>

<b>Carol gobs curriculum quentimemas. So we</b>

<b>use that one. So again</b>

<b>after four years</b>

<b>I'm now on a new</b>

<b>curriculum. So it wasn't so um</b>

<b>So much repetitive for me at that point</b>

<b>and by this time we were starting to have</b>

<b>Um movie talk was starting to come in and</b>

<b>picture talk was starting to come in</b>

<b>So we had some other alternatives to work</b>

<b>with then just doing the same old thing</b>

<b>Then I moved to look back to california</b>

<b>and i'm teaching now middle school and</b>

<b>i'm using my own curriculum</b>

<b>Which already felt old to me because I</b>

<b>wrote all the stories. So, you know, it's</b>

<b>It's a little bit different when you</b>

<b>write the stories and</b>

<b>then you're doing them</b>

<b>And that first year</b>

<b>because we were just starting</b>

<b>The language program that</b>

<b>first year I went to that school</b>

<b>Um, it was all level ones. So we had</b>

<b>Eight there kids had seven periods and we</b>

<b>taught six out of seven</b>

<b>and I had six level ones</b>

<b>That killed me</b>

<b>No variety. I didn't know if I was coming</b>

<b>or going did I already</b>

<b>say this to this kid?</b>

<b>Did I already ask this question?</b>

<b>I couldn't remember if I asked this</b>

<b>question to this class or</b>

<b>last class or next class</b>

<b>It was so I used to have to have as a</b>

<b>job. I used to give kids i'm like, okay</b>

<b>These are the things i'm supposed to be</b>

<b>doing. Please check them off</b>

<b>as I do them for each class</b>

<b>So I had a little checklist because I</b>

<b>couldn't keep it straight</b>

<b>Because it was the same thing. It was</b>

<b>just like, okay, just</b>

<b>reset myself and rewind</b>

<b>I felt like I should just record myself</b>

<b>and just play the recording because it</b>

<b>was so then I started feeling</b>

<b>Very overwhelmed at that point and I</b>

<b>started going if I tell one more story</b>

<b>I am going to lose it because I was just</b>

<b>you know, and I was always on</b>

<b>always on because I</b>

<b>hadn't thought away because</b>

<b>Ci and tprs were on more than were not</b>

<b>We don't give a lot of independent work</b>

<b>because yeah, it's like giving a baby</b>

<b>You know, oh two babies go</b>

<b>ahead and talk to each other</b>

<b>They can't yet they don't have that</b>

<b>ability and that just causes frustration</b>

<b>So you are on much more than a</b>

<b>traditional teacher</b>

<b>would be and it started</b>

<b>hitting me</b>

<b>and so</b>

<b>my</b>

<b>What and it's funny because</b>

<b>it didn't even happen until</b>

<b>Last year so my 23rd</b>

<b>24th year of teaching</b>

<b>The first time it dawned</b>

<b>on me. I don't know why</b>

<b>I now have we do our readings on</b>

<b>thursday. We do two readings a week</b>

<b>thursday's and friday's</b>

<b>We do a class reading</b>

<b>of a story that I wrote</b>

<b>about the kids in my class and then</b>

<b>They have a listening activity that they</b>

<b>have to do afterwards on their own</b>

<b>And then they have the reading activity</b>

<b>comprehension questions that go with the</b>

<b>reading that we just did</b>

<b>As well, so the last 10 minutes of class</b>

<b>I can sit down and go</b>

<b>Because I don't</b>

<b>believe in giving homework</b>

<b>so</b>

<b>Giving these activities in</b>

<b>class in the last you know</b>

<b>10 15 minutes of class for them to do</b>

<b>they have to listen to a</b>

<b>story that i've already recorded</b>

<b>And it's on formative.com i'm telling you</b>

<b>that is the godside everything. I do is</b>

<b>on formative.com. You</b>

<b>know their work their</b>

<b>Um</b>

<b>Warm-ups there their exit</b>

<b>tickets. Everything is there</b>

<b>So it makes life so much easier for me to</b>

<b>go right through and do</b>

<b>And then they can record things if I want</b>

<b>like an exit ticket if</b>

<b>I want them to record</b>

<b>Um, you know</b>

<b>Answer a question in spanish or tell me</b>

<b>this in spanish, you know,</b>

<b>they can do that all on there</b>

<b>So I just love that app so</b>

<b>much. But anyway, they um</b>

<b>With it they can</b>

<b>Work on their own so i've recorded and</b>

<b>i've uploaded the recording</b>

<b>so they can listen on their own</b>

<b>With their headphones and then they can</b>

<b>go ahead and answer the questions</b>

<b>And then they can go do the reading again</b>

<b>And it's the second time reading for them</b>

<b>and i've glossed the words in this</b>

<b>reading when I do it live</b>

<b>I don't gloss the words i'm the glossary</b>

<b>But i'll gloss some of the words that I</b>

<b>don't expect them to know</b>

<b>in the um</b>

<b>In the stories i've</b>

<b>told you before I am the</b>

<b>Worst when it comes to staying in bounds</b>

<b>because my stories can't stay in bounds.</b>

<b>They don't know anything</b>

<b>So I just gloss things that they don't</b>

<b>need to that they need to know for the</b>

<b>story and they can</b>

<b>throw them away afterward</b>

<b>But they were they're able to then work</b>

<b>on that story and do the reading and do</b>

<b>the comprehension questions</b>

<b>And I have 20 questions for each activity</b>

<b>and that takes them about 10 15 minutes</b>

<b>Then they do the exit ticket and then the</b>

<b>class is over and it works really well</b>

<b>because I get that reset</b>

<b>before</b>

<b>The next class and I</b>

<b>feel a little bit different</b>

<b>And now that i'm not just asking a story</b>

<b>every time because asking a story is very</b>

<b>Stressful in a way because you're always</b>

<b>having to come up with cute ideas and</b>

<b>listen and it's a lot</b>

<b>more work for the teacher</b>

<b>But then when you do</b>

<b>picture talk, it's the same thing</b>

<b>It's still asking a story, but I have a</b>

<b>picture to work with so</b>

<b>it's a little bit easier</b>

<b>It's scaffolded a little bit more and</b>

<b>then a movie talk even more</b>

<b>So I don't have to come up with the</b>

<b>story. I don't have to make it funny</b>

<b>I just have to tell the story that's</b>

<b>already there. And so those things</b>

<b>although it's the you know</b>

<b>Filling the listening part of language</b>

<b>where kids have to listen to language and</b>

<b>interpret what's being said</b>

<b>It's all three things</b>

<b>fulfill that same task</b>

<b>But they're slightly different</b>

<b>On the perspective of the kids and on me</b>

<b>So it's a little bit less of a workload</b>

<b>if I need oh, I can't</b>

<b>tell another story today</b>

<b>I'm gonna go ahead and do a movie talk or</b>

<b>I can't do another story today. I just</b>

<b>can't it's just not in me</b>

<b>Today. I don't have the energy</b>

<b>I'm gonna do a story listening today</b>

<b>Or i'll just throw a funny picture up or</b>

<b>a meme and we can talk about that</b>

<b>You know, the kids are always talking</b>

<b>about whatever the meme of the week is</b>

<b>and so those things are</b>

<b>But i'm telling you I don't know why I</b>

<b>didn't think of this one in middle</b>

<b>school. We only had three minutes</b>

<b>A passing period so it was like teach</b>

<b>teach teach teach teach three minutes</b>

<b>teach teach teach teach</b>

<b>Three minutes teach teach teach teach</b>

<b>teach three minutes and we were expected</b>

<b>to be in the hallways in</b>

<b>the three minutes greeting</b>

<b>The kids they walked in the door</b>

<b>So you didn't have a break until your</b>

<b>prep or your lunch was</b>

<b>the times you had your break</b>

<b>You didn't have a p-break</b>

<b>in time for all of that. So</b>

<b>um</b>

<b>Now that I have five minutes i'm like</b>

<b>luxury five minutes between</b>

<b>classes like a luxury for me</b>

<b>But now I have that 10 15</b>

<b>minutes at the end also to kind of</b>

<b>regroup myself</b>

<b>And and center myself so I don't get that</b>

<b>so I highly recommend</b>

<b>Doing some of that some activity because</b>

<b>the only other</b>

<b>downtime I had before this was</b>

<b>The sustained silent</b>

<b>reading that we did every day</b>

<b>So, you know, that was my only time my</b>

<b>piece, but i'm reading as well and</b>

<b>walking around the</b>

<b>clue. So I really wasn't</b>

<b>off</b>

<b>But now that I get that 10</b>

<b>15 minutes at the end of class</b>

<b>On thursdays and fridays only but it's</b>

<b>off. It's my off time and I</b>

<b>like that and it allows me to</b>

<b>reset myself</b>

<b>So let's talk about</b>

<b>um</b>

<b>Well, I thought so much up if anybody has</b>

<b>any questions, I want</b>

<b>to put that out there</b>

<b>Please feel free to put them in the chat</b>

<b>or if you have a problem or a burnout</b>

<b>Thing that you want to know how to get</b>

<b>around let us know as well.</b>

<b>We're happy to answer that</b>

<b>but let's talk about um</b>

<b>Oh maria says can you say the program</b>

<b>that you use? Absolutely.</b>

<b>It's called formative.com</b>

<b>Um</b>

<b>There it is I love this</b>

<b>There is a free version, but you're</b>

<b>limited in the types of questions you can</b>

<b>ask in the free version</b>

<b>Um, I use the paid version and I think</b>

<b>it's like it's 15 a month</b>

<b>But if you buy it for the year, it's like</b>

<b>120 or something like</b>

<b>that. I buy it for the year</b>

<b>Um, I because I use it so much and it</b>

<b>comes out of my own pocket. My school</b>

<b>does not pay for it for me</b>

<b>Um, but what I love</b>

<b>about it, there are so</b>

<b>Many activities and the standards are</b>

<b>already built in so whatever you teach</b>

<b>you can search your</b>

<b>standards IB standards</b>

<b>They're there California standards.</b>

<b>They're there national standards. They're</b>

<b>there so I can attach my</b>

<b>assignments to the standards</b>

<b>So I can see what my kids are doing. It</b>

<b>has true false multiple choice</b>

<b>um video responses</b>

<b>Audio responses I can ask</b>

<b>questions like I can have</b>

<b>I don't have time to have</b>

<b>a dialogue with every kid</b>

<b>But I can record questions and then they</b>

<b>can record a response in a form of a</b>

<b>dialogue as they go along</b>

<b>Works really really well. I can do it as</b>

<b>a video so they can see my</b>

<b>face as i'm talking to them</b>

<b>They can watch the video and I can say go</b>

<b>And then they have to record a video. Oh</b>

<b>Scott and they can go through and do all</b>

<b>those kinds of questions</b>

<b>I can do that. There's</b>

<b>Re-sequencing where you can put a story</b>

<b>and then they've got to re-sequence it</b>

<b>So if we've read a story in class</b>

<b>I can put it, you know,</b>

<b>give like 10 statements</b>

<b>It will scramble them and then they have</b>

<b>to drag and drop them</b>

<b>It has fill in the blank where they can</b>

<b>drag and drop answers into</b>

<b>the blanks that go in there</b>

<b>Um short answer essay questions. You can</b>

<b>create rubrics with this</b>

<b>It is I use it for everything and I even</b>

<b>We um, I got in the habit since covet</b>

<b>like david talked about</b>

<b>Um, we were required to do</b>

<b>what's called a week at a glance</b>

<b>So it was kind of just for</b>

<b>the it was student facing</b>

<b>So we had to create like a little graphic</b>

<b>put what we're doing</b>

<b>What the main activity is every day of</b>

<b>the week and then what was</b>

<b>due for every day of that week</b>

<b>And give that to the kids so they had</b>

<b>some kind of idea what</b>

<b>to expect for the week</b>

<b>I never did that before I always put my</b>

<b>agenda for the day on the board, but</b>

<b>never for the whole week</b>

<b>So now I have this week at a glance. I</b>

<b>also post that on there so</b>

<b>they can go ahead and see that</b>

<b>And then I have them check off when</b>

<b>they're done with it. They click that</b>

<b>they're done with it</b>

<b>Um, because they've done everything that</b>

<b>week that was supposed to be</b>

<b>done. So it really really works</b>

<b>Well, it's what great for um when their</b>

<b>apps and they can check kids can work on</b>

<b>these activities when they're absent</b>

<b>because they're digital</b>

<b>They can access the you know, the the</b>

<b>website at home and you</b>

<b>can turn it on or turn it off</b>

<b>So if I if it's a quiz i'm doing I lock</b>

<b>it so they can't access it</b>

<b>Until i'm ready to have them access it</b>

<b>and they can type in their accents french</b>

<b>german and spanish accents are built in</b>

<b>Automatically in there. So it just works</b>

<b>really really well. It's so versatile</b>

<b>And um, our school uses canvas in google</b>

<b>classroom and i've</b>

<b>replaced both with formative</b>

<b>Just so they don't have</b>

<b>they only have one place to go</b>

<b>They know everything is informative for</b>

<b>me and it really really</b>

<b>works really really well</b>

<b>So thank you for asking maria</b>

<b>It's my go-to and it has saved my sanity</b>

<b>because if it's a true</b>

<b>and false or multiple choice</b>

<b>It will grade it automatically for me</b>

<b>And then I don't even have it grade the</b>

<b>warm-ups because the warm-ups for me</b>

<b>We go over them. So I don't need I just</b>

<b>grade them if they did it</b>

<b>So I don't even put answers in the</b>

<b>warm-up so it won't even grade it</b>

<b>We just go over it together because it's</b>

<b>not necessary for it to grade it</b>

<b>So I don't want to type in all the</b>

<b>answers that say it takes up more time</b>

<b>And then the exit tickets are so nice</b>

<b>because I can have them</b>

<b>Tell me three things you learned today in</b>

<b>english or answer the following questions</b>

<b>in spanish and they</b>

<b>can record their answers</b>

<b>It works so so well. I love it and it's</b>

<b>worth the 120 bucks that I pay a year</b>

<b>For for my sanity plus I can see what</b>

<b>they're answering the questions live</b>

<b>which is really good</b>

<b>And I forgot the other feature</b>

<b>They can ask you questions</b>

<b>privately right on the chat</b>

<b>They can click a chat on a question and</b>

<b>ask a question that comes on your screen</b>

<b>So you can answer it privately instead of</b>

<b>a kid going number four</b>

<b>I think it's this answer a but it might</b>

<b>be b and you're like you're giving away</b>

<b>the answers to the whole class</b>

<b>You know how that always happens</b>

<b>So they can ask the questions privately</b>

<b>and you can give feedback privately like</b>

<b>at the end of an assignment</b>

<b>You can give feedback and it records the</b>

<b>feedback. So you don't once you type it</b>

<b>once you can just click it</b>

<b>For the second time and third time so</b>

<b>don't have to keep writing, you know</b>

<b>This needs to be written in spanish click</b>

<b>and I don't have to keep</b>

<b>typing that over and over again</b>

<b>And they can see their feedback and their</b>

<b>private feedback and I can see as I said</b>

<b>They're answering the questions as they</b>

<b>go. I can see right away</b>

<b>And if there's a mistake that was always</b>

<b>a problem with regular quizzes when they</b>

<b>had a mistake on the on the key</b>

<b>And you already graded them now you had</b>

<b>to go back and regrade all of</b>

<b>them and readjust the scores</b>

<b>You don't hear you fix that thing and it</b>

<b>regrades them all and</b>

<b>updates the grade right away</b>

<b>So it's really I can see right away that</b>

<b>like number four everybody got it wrong</b>

<b>So I go back to the question and I see</b>

<b>well, was it their</b>

<b>problem or was it my problem?</b>

<b>Was it a key error or was it they didn't</b>

<b>understand something in that question?</b>

<b>I can see it right</b>

<b>away. The data is there</b>

<b>I can see the data on individual students</b>

<b>based on the standards and then also how</b>

<b>they perform on every assessment in there</b>

<b>So it's just great and if you know your</b>

<b>administrators like mine</b>

<b>require us to have data</b>

<b>I get the data right here right away. I</b>

<b>can always tell them</b>

<b>exactly based on an</b>

<b>assessment based on a class based on a</b>

<b>Individual student. So sorry, it was a</b>

<b>big I have no affiliation. I</b>

<b>don't make any money with this</b>

<b>um</b>

<b>With this sponsored. Yeah, I'm not</b>

<b>sponsored. Yeah, not sponsored at all</b>

<b>But I love it so much that it is very</b>

<b>worth it for me for um</b>

<b>To use that so thank you for asking maria</b>

<b>So let's go ahead and continue here</b>

<b>Are any of you</b>

<b>perfectionists</b>

<b>and how if so</b>

<b>How did that put pressure on</b>

<b>you and make your burnout worse?</b>

<b>I know david didn't use the word</b>

<b>perfectionist, but he said driven</b>

<b>He's very driven to do the best in there.</b>

<b>So, uh, I can see</b>

<b>exactly how um, you know</b>

<b>That I think that's that's a problem with</b>

<b>probably all of us to some extent</b>

<b>Yeah, i'll take it. Um, I am i'm driven</b>

<b>And i'm not gonna call myself a</b>

<b>perfectionist, but yes, I am</b>

<b>um</b>

<b>that</b>

<b>Every every like as I went my interview</b>

<b>was uh with scott a couple weeks ago. Um</b>

<b>I talked about like fourth quarter for</b>

<b>me. What quarter of the school year is my</b>

<b>experimentation quarter?</b>

<b>it just it kind of</b>

<b>helps me avoid burnout and</b>

<b>um</b>

<b>So i'll take things and</b>

<b>experiment with them. So</b>

<b>In and over the summer I</b>

<b>continue it if it worked well</b>

<b>Well if it worked out well</b>

<b>And so i'll take the same story like and</b>

<b>that part of the ci</b>

<b>burnout is that same story</b>

<b>You're telling it over and over again. If</b>

<b>you've got if like this year I have</b>

<b>I I don't know if i'm</b>

<b>mistakenly asked my principal for it or</b>

<b>Or for it, but I looked at her and I said</b>

<b>please I only won't say I</b>

<b>just want students to here</b>

<b>So i've got six</b>

<b>classes of about 35 students</b>

<b>Uh, i'll space one and hell in the same</b>

<b>story class after class after class</b>

<b>um</b>

<b>Which I kind of enjoy in a way because I</b>

<b>don't I don't stress it says this year</b>

<b>but I will take that</b>

<b>story and I go home and I</b>

<b>Edit it I make it available for myself to</b>

<b>follow in the next coming year</b>

<b>So like that first story that I always</b>

<b>teaches board george</b>

<b>wants that coca-cola and</b>

<b>That story</b>

<b>Has gone through so</b>

<b>many changes since 2019</b>

<b>That it's</b>

<b>I went and took the</b>

<b>story and I put it in 10gpt</b>

<b>God bless chat gpt and I asked can you</b>

<b>give me some images for this story?</b>

<b>um</b>

<b>And chat gpt created images of george and</b>

<b>their life life and it makes it much more</b>

<b>enjoyable than the drawings</b>

<b>No offense to the draw to the artists of</b>

<b>the original george story. Um</b>

<b>But the kids connect much</b>

<b>more with the with that guy</b>

<b>Uh the guy that they see on the screen</b>

<b>now and that makes it</b>

<b>more enjoyable for myself</b>

<b>um, and it saves that</b>

<b>That burnout there. Um</b>

<b>And then yeah, so yeah</b>

<b>perfectionist is taking that story</b>

<b>How can I make it better for my kids</b>

<b>anytime I tell the story? What could I do</b>

<b>different? It's like, you know as</b>

<b>teachers were always</b>

<b>Reflecting on each class like as soon as</b>

<b>first period is over</b>

<b>i'm thinking about okay</b>

<b>What did I do in first period that I can</b>

<b>do differently in second?</b>

<b>And we all know that by the end of the</b>

<b>day, whatever your</b>

<b>last class is for the day</b>

<b>That lesson will be the absolute best</b>

<b>lesson you have ever taught in your life</b>

<b>I mean, it's like you pray for your</b>

<b>administrators to come into that last</b>

<b>class you do your observation</b>

<b>Yeah, please come to the period I want</b>

<b>you to see that class</b>

<b>this will be a great lesson</b>

<b>Yeah, because first period is always the</b>

<b>guinea pigs first periods</b>

<b>are always the guinea pigs. Oh</b>

<b>bless their hearts, I mean</b>

<b>That was really</b>

<b>seriously bless their hearts</b>

<b>Um, and it's and and also first period</b>

<b>you know, it's that</b>

<b>morning class we start class</b>

<b>at 7 15 here and</b>

<b>We've got to motivate those kids to wake</b>

<b>them up to get them</b>

<b>ready, but we're out by 2 30</b>

<b>so that's great, right, but uh,</b>

<b>Yeah, we start early get out early. We're</b>

<b>good, but it's motivating those kids and</b>

<b>getting them energized and</b>

<b>My kids always accuse me let me ask you</b>

<b>constantly why are you so</b>

<b>Hyper every day and I</b>

<b>always am because if I don't</b>

<b>I will burn out. I have to get stay</b>

<b>motivated. I have to motivate myself to</b>

<b>energy. I have to be energetic</b>

<b>Absolutely</b>

<b>Yeah, absolutely. My sister. I didn't</b>

<b>learn. I didn't know this. I did it</b>

<b>naturally. I didn't understand it</b>

<b>my sister teaches elementary school</b>

<b>And elementary school teachers are very</b>

<b>conscious of what i'm about to talk about</b>

<b>and middle school and high school</b>

<b>teachers. Not so much</b>

<b>But they call it the ebb and flow</b>

<b>Because they they have</b>

<b>the kids all day long</b>

<b>And so they have to always</b>

<b>um</b>

<b>Manage the energy in the room</b>

<b>so if the kids just came back from pe</b>

<b>Then what they first the first activity</b>

<b>they do when they come back from p is a</b>

<b>calming activity when</b>

<b>they sit down and relax</b>

<b>A little bit or if they just came back</b>

<b>from time in the library</b>

<b>where they were quiet and calm</b>

<b>They need some kind of an energizing</b>

<b>activity to get them</b>

<b>up and and moving again</b>

<b>So they're constantly playing with this</b>

<b>ebb and flow and it's</b>

<b>the same kind of thing</b>

<b>I never understood, you know, um</b>

<b>My first period teachers talked about a</b>

<b>sleepy first period i'm like</b>

<b>I have never experienced that</b>

<b>I have never</b>

<b>experienced a sleepy first period</b>

<b>And I didn't understand why until my kid</b>

<b>my sister said about</b>

<b>this ebb and flow like</b>

<b>That's it because I am loud and obnoxious</b>

<b>from the moment the bell rings so they</b>

<b>don't have it. They can't be i'm like</b>

<b>When does the s class say first thing</b>

<b>they're like what the hell</b>

<b>is going on? I am you know on</b>

<b>150 from the beginning of</b>

<b>class to the end of the day</b>

<b>And so that was that's how I controlled</b>

<b>it my I did that naturally by</b>

<b>Being so energetic they had no other</b>

<b>choice but to be energetic back because</b>

<b>it's just the way I did</b>

<b>And luckily they changed I used to teach</b>

<b>vegas. We started at 7 a.m</b>

<b>And we were out by 1 15</b>

<b>because of the heat situation, but</b>

<b>California changed</b>

<b>the law a few years ago</b>

<b>That the high schools had to start later</b>

<b>The earliest high schools can start at 8</b>

<b>30. They can start between 8 30 and 10</b>

<b>To start the day for high school because</b>

<b>it kind of goes in with the way their</b>

<b>body rhythm works where they are not</b>

<b>They do not perform very well early in</b>

<b>the morning and they move middle school</b>

<b>To where high school hours used to be so</b>

<b>middle school can start</b>

<b>in that 7 to 8 30 period</b>

<b>And high school is the 8 30 to 10. I</b>

<b>think is the time that they can do</b>

<b>So that the kids it kind of syncs up a</b>

<b>little bit better with their</b>

<b>The way their sleep habits work and the</b>

<b>way that their bodies work along the way</b>

<b>But the kids take advantage of that</b>

<b>because then they sleep in longer and</b>

<b>their grog year longer</b>

<b>because now that they know</b>

<b>I don't have to be up for 7 o'clock</b>

<b>class. I have to come in at 8 30</b>

<b>They change that but california made that</b>

<b>a loss that happened a couple years ago</b>

<b>where they swapped that out</b>

<b>Yeah, and actually, uh, I think I must</b>

<b>still have high school</b>

<b>brain because I still</b>

<b>Still struggle to wake</b>

<b>myself up in the morning</b>

<b>but uh, but I know exactly what you're</b>

<b>talking about in terms of</b>

<b>bringing the energy to your class so that</b>

<b>your students are up</b>

<b>and ready and moving or</b>

<b>You know paying attention or listening or</b>

<b>doing whatever they um, you're asking</b>

<b>them to do for the day. Um, I was</b>

<b>Thinking as you were talking scott one of</b>

<b>the things that i've noticed about you</b>

<b>over the years and kind of following</b>

<b>The different iterations of an immersion</b>

<b>and things that you have done</b>

<b>Is how well you manage a routine?</b>

<b>and</b>

<b>I'm wondering if there are people out</b>

<b>there like me who tend to flounder with</b>

<b>a set routine, um, I both have the uh</b>

<b>I don't know. Should we say well you use</b>

<b>driven david i'll use</b>

<b>commitment to excellence</b>

<b>You know for trying not to be a</b>

<b>perfectionist, right? Um, so I have I</b>

<b>have I have that as well and um,</b>

<b>So I do find that there are certain</b>

<b>things that I need to put into a routine</b>

<b>in order for my students to achieve</b>

<b>And for me to be sane</b>

<b>But um, I am not as routine</b>

<b>oriented as I would like to be</b>

<b>And so whenever I see someone great</b>

<b>routine that works for them,</b>

<b>you know, I just kind of like</b>

<b>Like that's pretty amazing</b>

<b>um</b>

<b>But I tend to that ebb and flow that you</b>

<b>were talking about scott. So my first my</b>

<b>first teaching job was two hour blocks</b>

<b>And that was probably the best thing for</b>

<b>me because I got a really good idea of</b>

<b>How much time you can work with students</b>

<b>when you have to stop when they need a</b>

<b>break when you have to stand them up</b>

<b>So of course like tpr tprs those kinds of</b>

<b>things early on were really helpful</b>

<b>You can stand them up move around you can</b>

<b>do actions. I had them</b>

<b>out on the football field</b>

<b>singing</b>

<b>like</b>

<b>I look like</b>

<b>The sound of music with the kids behind</b>

<b>me and like we're walking around and</b>

<b>singing because I didn't</b>

<b>know at that point in time</b>

<b>What else can we do to get them moving to</b>

<b>keep their brains</b>

<b>flowing everything that?</b>

<b>Um, you know there like you said, there</b>

<b>was no movie talked at that point in time</b>

<b>I think this is your 26 maybe 27 for me</b>

<b>teaching. I don't know. It's</b>

<b>been a long time, right? So</b>

<b>And just like you said, you know, that's</b>

<b>it's you know, you have different</b>

<b>iterations of</b>

<b>yourself as a teacher as well</b>

<b>and</b>

<b>I only came to ci about 10 years ago. So</b>

<b>I was having and my school actually still</b>

<b>Still uses the textbook quite a bit. And</b>

<b>so I don't have a ci like you david</b>

<b>Me neither</b>

<b>Well, I mean it's the district so it's</b>

<b>and that's one of the reasons</b>

<b>I</b>

<b>That and it was more money</b>

<b>But uh to come up here to learn something</b>

<b>new and to embrace a</b>

<b>different way of doing things</b>

<b>And I think that's one</b>

<b>thing that goes a long ways</b>

<b>Towards avoiding burnout is is it's</b>

<b>change is doing something different and</b>

<b>that's part of my being driven</b>

<b>um is is is</b>

<b>I don't want to become</b>

<b>complacer because if I do I tend to</b>

<b>burn out and</b>

<b>But I have to be very</b>

<b>cautious about that in that if I go</b>

<b>If I if I go too fast</b>

<b>with my kids and it's like</b>

<b>in in one of Blaine Ray's uh</b>

<b>Feminards to use that word. Uh, one of</b>

<b>his classes he talked about getting too</b>

<b>much too fast too soon as a killer and</b>

<b>um</b>

<b>I was thinking about that and reflecting</b>

<b>awesome reflect on my lesson for next</b>

<b>week and start the second quarter and</b>

<b>I don't want to</b>

<b>Give my kids too much information that</b>

<b>they become frustrated</b>

<b>Because it's so much ci coming at them</b>

<b>why a ci is great and it's wonderful</b>

<b>But too much too much input</b>

<b>and they'll be overwhelmed</b>

<b>and</b>

<b>They'll get frustrated</b>

<b>And I will feel that i'm you know, i'm</b>

<b>not being effective</b>

<b>and i'll feel burned out</b>

<b>And and by not giving so much to them is</b>

<b>a little bit that I can control that</b>

<b>Control that ebb and flow and I know what</b>

<b>i'm putting out there and I can pull back</b>

<b>And push a little bit</b>

<b>further pull back, you know</b>

<b>And just that nice, you know</b>

<b>um</b>

<b>That nice flow right,</b>

<b>you know in and out. Yeah</b>

<b>And now a couple things as</b>

<b>you guys were talking that um</b>

<b>Brought some kinds to mind</b>

<b>I'll tell you just a couple things that's</b>

<b>still on the burnout thing because it</b>

<b>made me think of a couple things</b>

<b>I remember when we did readings</b>

<b>Those novels we didn't have very many we</b>

<b>had all the bling ray novels and that was</b>

<b>all that we had we</b>

<b>didn't have the variety</b>

<b>That we had now and for like the first</b>

<b>eight years of my career.</b>

<b>I taught pobriana every day</b>

<b>You know every level one</b>

<b>and especially, you know</b>

<b>I'm like if I I can't</b>

<b>even look at pobriana</b>

<b>The same way anymore. I know it by heart.</b>

<b>I can tell you that exactly, you know</b>

<b>going through I know</b>

<b>the whole story, you know</b>

<b>That would just drove me crazy after a</b>

<b>while. I couldn't and the original way we</b>

<b>were supposed to teach it</b>

<b>Which was the worst way no offense bling,</b>

<b>but this did not work.</b>

<b>We were supposed to teach</b>

<b>one</b>

<b>chapter</b>

<b>A week. So just on</b>

<b>fridays we would do it. Well and</b>

<b>Go as far as you could and so I was</b>

<b>teaching pobriana the whole</b>

<b>Year because it took the whole year to</b>

<b>get through it if you</b>

<b>did only once a week</b>

<b>um, and it was like oh my</b>

<b>I am so tired of pobriana</b>

<b>Can she become rich now and just move on</b>

<b>and move on to a new life? I was like</b>

<b>I just I drove me crazy</b>

<b>now. We have such a variety</b>

<b>So I have like three or four go to level</b>

<b>one and level two novels that I did. I'll</b>

<b>rotate them for my own sanity</b>

<b>out there</b>

<b>And then the other thing I</b>

<b>did who my kids had burnout</b>

<b>And I know why bling does this and why</b>

<b>everybody advocates for this,</b>

<b>but my kids didn't like it. So</b>

<b>um</b>

<b>The way when you work from a curriculum</b>

<b>usually the oral story</b>

<b>you do with your class</b>

<b>Is the same as the written story that you</b>

<b>have the kids read just more</b>

<b>words with it and more details</b>

<b>And my kids didn't understand that</b>

<b>It was actually something different</b>

<b>because reading is something different</b>

<b>than listening. They didn't understand</b>

<b>they're like we just</b>

<b>did this story yesterday</b>

<b>That's what they kept asking me. So when</b>

<b>I wrote my curriculum</b>

<b>I made sure that we had five different</b>

<b>stories because we had a</b>

<b>A story you did with actors you had the</b>

<b>reading then you had one with pictures</b>

<b>and then you had a reading</b>

<b>activity and a listening activity</b>

<b>Which again, I did those in</b>

<b>my curriculum way back in 2013</b>

<b>Never thought to actually give the</b>

<b>listening and the reading activity as</b>

<b>classwork never never never thought that</b>

<b>But I had five</b>

<b>different stories every time</b>

<b>To combat that for the kids and then it</b>

<b>also was different for me because</b>

<b>I'm like I did this story</b>

<b>when I only had level ones</b>

<b>I did this story already six times</b>

<b>yesterday and now i've got</b>

<b>to read it six more times</b>

<b>So I work really hard and all my reading</b>

<b>stories use the same vocabulary that</b>

<b>we're working on the</b>

<b>same grammatical structures</b>

<b>But then I write them about the kids in</b>

<b>my class. So that's my homework every</b>

<b>week is to come up with a new story</b>

<b>Based on that vocabulary with my kids. So</b>

<b>that helps me a little</b>

<b>bit with that burnout</b>

<b>But the perfectionism</b>

<b>And I know donna tatum johns</b>

<b>was one with me like this too</b>

<b>when we started tprs</b>

<b>And scripted we scripted everything</b>

<b>So I was like I</b>

<b>channeled my oprah wind free</b>

<b>and I made um</b>

<b>Cardstock half page and</b>

<b>I printed them at 16 font</b>

<b>so I would type up the first sentence</b>

<b>And then underneath that I would type up</b>

<b>10 questions. I could</b>

<b>ask about that sentence</b>

<b>And because it was so scripted I was</b>

<b>trying to be a perfectionist making sure</b>

<b>did I do my yes questions?</b>

<b>Did I do my no questions? I do my either</b>

<b>or you know that pattern and make sure it</b>

<b>wasn't a pattern and did I?</b>

<b>Get my two for one. Did I ask did I</b>

<b>reconfirm my no to get my</b>

<b>yes and all that kind of stuff</b>

<b>I made sure all those</b>

<b>formulaic circling things were there</b>

<b>But they couldn't change</b>

<b>much. I had the variable name</b>

<b>You could add the name the color of the</b>

<b>hair but they were going to target no</b>

<b>matter what because I</b>

<b>wrote target in there</b>

<b>And I wasn't it was I couldn't</b>

<b>Change my script on the fly to now</b>

<b>replace target with the piggy wiggly that</b>

<b>they chose in the in the story</b>

<b>So I was a very</b>

<b>perfectionist and I know um</b>

<b>Don and tatum johns did it with</b>

<b>handwriting and she showed us her scripts</b>

<b>It was like little booklets that she did</b>

<b>I did it with typing it out because um</b>

<b>I'm a slow handwriter</b>

<b>And so I typed everything and then I</b>

<b>could reuse it much easier because if I</b>

<b>like copy got torn up or something</b>

<b>I could just um, you know reprint it and</b>

<b>be good and then I also um</b>

<b>Would put them on the</b>

<b>little rings little metal rings</b>

<b>So I put a hole in them</b>

<b>put a little metal ring</b>

<b>So if I wouldn't have to worry about</b>

<b>dropping them and then worried about what</b>

<b>order the cards were supposed to be in</b>

<b>So they were already in</b>

<b>that that ring on there</b>

<b>So it kept him thinking I always walked</b>

<b>around with my little ring of cards for</b>

<b>at least two years at least two years of</b>

<b>Scripting because I just I</b>

<b>couldn't think enough on my feet</b>

<b>To ask all the questions</b>

<b>and back when we started</b>

<b>We didn't even ask questions when we</b>

<b>first started we had to tell the story</b>

<b>three different times</b>

<b>in a row</b>

<b>So um, and there was no</b>

<b>circling or anything like that</b>

<b>But when circling came about I scripted</b>

<b>everything because I couldn't think on</b>

<b>the fly and and then I even</b>

<b>tried a little cheat sheet</b>

<b>in the back of the room</b>

<b>That's what I did</b>

<b>She cheated in the back of the room where</b>

<b>I would have a plus a negative</b>

<b>An or and then a question mark. So the</b>

<b>kids had no idea what I</b>

<b>was looking at back there</b>

<b>But I had that so I know oh I need to ask</b>

<b>a positive question. Oh, I</b>

<b>need to ask a negative question</b>

<b>I need to ask an either or question. I</b>

<b>need to ask a question word question to</b>

<b>get that now it comes naturally</b>

<b>But it didn't come naturally in the</b>

<b>beginning. So I had to train myself</b>

<b>and I made little um</b>

<b>I don't know if I came up with this or</b>

<b>someone else came with it</b>

<b>I'm going to give someone else credit</b>

<b>because I have no idea</b>

<b>But I when I would script too because my</b>

<b>scripting I always</b>

<b>scripted in the same order</b>

<b>But I would slide my thumb</b>

<b>Up and down my card and whatever my thumb</b>

<b>landed. That's the question I would ask</b>

<b>that's how I kind of randomized</b>

<b>The story a little bit so it helped with</b>

<b>that and I would list different</b>

<b>variables. So I was I am a perfectionist</b>

<b>I've always been a perfectionist</b>

<b>I'll notice a little error and I just</b>

<b>made a hundred copies with this error and</b>

<b>i'm like recycle bin</b>

<b>Fix the error and go make</b>

<b>the hundred copies again. So</b>

<b>I</b>

<b>Just did that with that class that um</b>

<b>building foundations for</b>

<b>success class. I had to make a</b>

<b>a movie guide because we're watching a</b>

<b>movie next week on um,</b>

<b>on the movie concussion and so um</b>

<b>The first part I forgot to put lines for</b>

<b>them to write the</b>

<b>answer to the first question</b>

<b>So i'm like, okay</b>

<b>Toss all those copies and then I</b>

<b>reprinted it with the lines and then made</b>

<b>a whole bunch of copies</b>

<b>I am a perfectionist and I do I that's</b>

<b>that's the wire where it</b>

<b>really showed me a lot was in there</b>

<b>printing everything out to make sure</b>

<b>everything was just the</b>

<b>way it was supposed to be</b>

<b>So that I would not</b>

<b>make a mistake nowadays</b>

<b>Um, as I said, I can do it naturally I</b>

<b>don't have to script everything but</b>

<b>that's where that perfectionism came in</b>

<b>and it was exhausting</b>

<b>To write all of those questions every</b>

<b>time we did not have chat gpt back then</b>

<b>So we had to do it all of ourselves now</b>

<b>Scripting would be extremely easy because</b>

<b>I can put in my 10 sentences of my story</b>

<b>and say now write me</b>

<b>you know</b>

<b>50</b>

<b>Questions about this particular sentence.</b>

<b>Give me some either ors</b>

<b>Give me some yes</b>

<b>ones. Give me some no ones</b>

<b>Give me some question word ones</b>

<b>Give me some inference ones and it will</b>

<b>spit them out and I go great copy paste</b>

<b>print and i'm good to go</b>

<b>But not you know, we didn't have that</b>

<b>back when I started way back in 2001</b>

<b>I mean that was I mean I was doing the</b>

<b>spinning wheel at the back of the</b>

<b>classroom or whatever</b>

<b>For my questioning as I</b>

<b>was learning the process</b>

<b>And making sure that I do the yes</b>

<b>question that either or</b>

<b>did I don't know and and</b>

<b>And it got to the point where one thing</b>

<b>and I brought this up to craig sheehy</b>

<b>uh</b>

<b>a couple years ago that</b>

<b>It got tiresome for me to constantly be</b>

<b>asking questions of my students</b>

<b>And and circling the question. Yeah, i'm</b>

<b>going to circle the class. I want to</b>

<b>circle the questions for the class</b>

<b>That's fine. And then triangle the</b>

<b>individual students. I'm gonna do that</b>

<b>But it got a little tiresome and so I was</b>

<b>getting burned out like</b>

<b>and the kids were like, okay</b>

<b>Yeah, this is the routine. This is what</b>

<b>we're going to do and you</b>

<b>can tell they were like, yeah</b>

<b>We know what we're gonna do today and</b>

<b>probably it's gonna have us do this and then we're going to do this</b>

<b>And then we're gonna and then</b>

<b>the bell's gonna ring and so</b>

<b>Uh over the weekend I couldn't win and I</b>

<b>I created questions that I</b>

<b>wanted them to ask each other</b>

<b>um</b>

<b>and so</b>

<b>As soon as you know, I got done</b>

<b>circling and trying to do you know the</b>

<b>the I do and the we do</b>

<b>And then that's okay</b>

<b>now I want y'all to do it</b>

<b>And so here's your question start asking</b>

<b>the other questions based off what you</b>

<b>know about the story</b>

<b>And that created a nice little</b>

<b>Breath of fresh air right there because</b>

<b>the kids were more involved. Yeah, and</b>

<b>which are eventually led them into</b>

<b>What blank I was describing the situation</b>

<b>now is them. Okay,</b>

<b>and I would show a scene</b>

<b>Tell me everything, you know about the</b>

<b>story now based off this picture</b>

<b>And and so now they're doing that and</b>

<b>it's like I get to relax</b>

<b>and I don't have to do as much</b>

<b>Which i'm enjoying that. So</b>

<b>that's say to me being burned out</b>

<b>and</b>

<b>When i'll hear them saying something</b>

<b>about the story divided and i'll try them</b>

<b>in i'll add a little more</b>

<b>Detail to it or ask a question try to</b>

<b>push it along and it</b>

<b>makes it more entertaining</b>

<b>So i'm not burning out and they're not</b>

<b>they're not getting so used</b>

<b>to routine. It was neat that</b>

<b>this past friday the kids</b>

<b>it was it was</b>

<b>It was very spanglishy</b>

<b>because they're level one kids</b>

<b>Um, but they were arguing back and forth</b>

<b>about a detail of the story</b>

<b>uh</b>

<b>It was in part because it's part spanish</b>

<b>And but it was neat to listen to them</b>

<b>arguing at that level</b>

<b>In and and trying to</b>

<b>get their point across</b>

<b>And I was enjoying the heck out of that</b>

<b>and I was making entertainment</b>

<b>So that was saving burnout is is hearing</b>

<b>what my kids can do and so yeah</b>

<b>Well, that's cool. You can tell they're</b>

<b>engaging with the material point too.</b>

<b>That's amazing. Oh, yeah</b>

<b>It's it's they will</b>

<b>argue little details like</b>

<b>um in every one of my stories i've taken</b>

<b>the stories and i've</b>

<b>Over the summer like that in details like</b>

<b>you've got this boy bobby</b>

<b>Uh, you know and then i'll give</b>

<b>descriptions of like</b>

<b>bobby the tall good-looking</b>

<b>and</b>

<b>Based off the picture that chad gpt is is</b>

<b>generated. Uh,</b>

<b>good-looking boy with long hair</b>

<b>And green eyes and i'll do those</b>

<b>descriptions in spanish in the story if</b>

<b>they're reading the story</b>

<b>Or if they're</b>

<b>listening to the story and um</b>

<b>And then i'll do their birthday on</b>

<b>bobby's 15 years old because his birthday</b>

<b>is this particular day</b>

<b>This month and this year and listen to</b>

<b>them argue about how old this kid was</b>

<b>Was he older than the other character?</b>

<b>uh in the story and</b>

<b>They're engaging with it and that</b>

<b>engagement hearing my students being gay</b>

<b>Is it's it's it keeps me from being</b>

<b>burned out. It's because i'm like, yes</b>

<b>They're getting it they can do stuff</b>

<b>It's it's i mean, it's fun hearing the</b>

<b>kids do that and that's</b>

<b>a motivator right there</b>

<b>absolutely</b>

<b>next um, let's talk about</b>

<b>How do you keep it sustainable? What's</b>

<b>one habit one routine?</b>

<b>that you use to</b>

<b>Keep it sustainable and how do you give</b>

<b>yourself permission to do enough?</b>

<b>Without burning out and i'm going to</b>

<b>start this one just because</b>

<b>tracy already mentioned something</b>

<b>That I do and I never realized how well I</b>

<b>did it until it was commented on in one</b>

<b>of my observations many years ago</b>

<b>the transitions</b>

<b>He goes i've never seen a teacher</b>

<b>transition so effectively from one</b>

<b>activity to another</b>

<b>like you do and i'm like</b>

<b>I do I didn't even realize</b>

<b>Didn't even realize but I am very as</b>

<b>tracy already pointed</b>

<b>out i'm very routine</b>

<b>Oriented. Um, I have a structure. I</b>

<b>follow that structure, you know mondays</b>

<b>look the same tuesdays look the same</b>

<b>wednesdays look the same</b>

<b>And what that has done for me and for my</b>

<b>students is we know what to expect</b>

<b>Before I started the routines because the</b>

<b>routines didn't start coming</b>

<b>until probably</b>

<b>My seventh eighth ninth year of teaching</b>

<b>where I started to get</b>

<b>into a consistent routine</b>

<b>um</b>

<b>But i'll tell you that</b>

<b>I don't have to think</b>

<b>about what's coming next</b>

<b>Anymore, you know, what</b>

<b>was I supposed to do next?</b>

<b>I had that in my lesson plan</b>

<b>But I don't have my lesson plan right in</b>

<b>front of me type of a thing</b>

<b>And it started coming out because my you</b>

<b>know, we had to write</b>

<b>the agenda on the board</b>

<b>And then I found a way because i'm always</b>

<b>trying to find a way to</b>

<b>work smarter and not harder</b>

<b>And i'm like I write this agenda on the</b>

<b>board every day and i'm writing the same</b>

<b>words over and over again</b>

<b>Every day. Why am I doing that? I write</b>

<b>the date every day on</b>

<b>the board. I write them</b>

<b>It's the same dates year after year after</b>

<b>year. Why am I continuing to hand write</b>

<b>these? So I made little</b>

<b>Labels I printed them out in color. I</b>

<b>have labels for my days of the week</b>

<b>All the you know the</b>

<b>whole calendar up there</b>

<b>I put I laminated them put magnets on</b>

<b>them and I just stick</b>

<b>them up there. I have</b>

<b>my</b>

<b>Objectives I have them</b>

<b>laminated. I have them up there</b>

<b>I just got to put my objectives up there</b>

<b>instead of writing them every single time</b>

<b>because they just</b>

<b>repeat over and over again</b>

<b>And it's taking my</b>

<b>teacher power, you know</b>

<b>It only takes five to ten minutes to</b>

<b>write it up there</b>

<b>depending how many classes you have</b>

<b>But it's writing and I could be better</b>

<b>used that time and then</b>

<b>all my common activities</b>

<b>We do picture talk. We do a movie talk.</b>

<b>We do a story. We do</b>

<b>Inter uh</b>

<b>Conversations whatever we're doing</b>

<b>instead of writing it hand by hand. I</b>

<b>have these little labels that I have</b>

<b>I cut it them up. I laminated them cut</b>

<b>them out put little magnets on them and</b>

<b>so I can just do that</b>

<b>So I started it that way and realized</b>

<b>that i'm doing the same things all the</b>

<b>time in the same order</b>

<b>so when powerpoint came out and we</b>

<b>started teaching away from</b>

<b>The uh, what do you call the overhead</b>

<b>projectors and we moved</b>

<b>over to the powerpoint slides?</b>

<b>um</b>

<b>I had a routine that I made and so I</b>

<b>followed it because I would make a</b>

<b>template so I wouldn't have</b>

<b>to recreate all the slides</b>

<b>Every week. I would just use my template</b>

<b>and make the appropriate</b>

<b>changes that I had to make</b>

<b>And so I never had to worry about what</b>

<b>i'm going to teach next because the next</b>

<b>slide would tell me what we're doing next</b>

<b>I forgot we were doing a brain break</b>

<b>right now and which</b>

<b>brain break we were doing</b>

<b>Didn't have to worry about it because</b>

<b>whoop click brain break tells me which</b>

<b>one we're doing right off</b>

<b>Sometimes it would be a</b>

<b>student choice and we do the wheel</b>

<b>I like I never thought about doing the</b>

<b>wheel for questions, davin, but that was</b>

<b>a good idea good</b>

<b>suggestion using the wheel</b>

<b>uh, the spinning the wheel for the</b>

<b>questions and just a</b>

<b>little shout out to um</b>

<b>Now i'm gonna forget her name</b>

<b>dr</b>

<b>I can't think of her first</b>

<b>name off the top of my head</b>

<b>Waltz, I just can't think of her first</b>

<b>name and I have terry.</b>

<b>Sorry. Dr terry waltz</b>

<b>Um, she's an amazing mandarin instructor</b>

<b>um, but she came up with circle up cards</b>

<b>And so it was a deck of cards that you</b>

<b>would use and you shuffle them up and it</b>

<b>would tell you what to do next</b>

<b>Add a character</b>

<b>Or ask a positive question</b>

<b>Ask a two-fer question, you know, you</b>

<b>didn't have to think about what you were</b>

<b>doing. You just had to pull out the card</b>

<b>It was random. That was a really um a</b>

<b>really ingenious way of doing that but</b>

<b>Those transitions I</b>

<b>never planned a transition</b>

<b>I just expected my</b>

<b>kids to move along with me</b>

<b>We moved to slide we moved to the next</b>

<b>activity and they had to move with me or</b>

<b>they were getting left behind</b>

<b>And I guess that was good transitioning</b>

<b>because I guess other people have</b>

<b>problems with the</b>

<b>transitioning and i've never had</b>

<b>Problems with the transitioning. I just</b>

<b>expect my kids to get up. Let's go. We</b>

<b>are now moving from you know, um,</b>

<b>You know, we just did our morpheme</b>

<b>um</b>

<b>We just did the morpheme and then we uh,</b>

<b>we're now doing a song</b>

<b>Let's everybody stand up. We're getting</b>

<b>to sing our song and go right along the</b>

<b>way and it worked</b>

<b>really really well for me</b>

<b>I did see another teacher. Um</b>

<b>Years ago in the beginning of my career</b>

<b>and I can't do it. Um,</b>

<b>it's to the happy day song</b>

<b>One o'clock two o'clock three o'clock</b>

<b>rock, but it's counting so they would</b>

<b>count in spanish to that rhythm</b>

<b>As they were transitioning from one</b>

<b>activity to another so they had to get</b>

<b>something out of their</b>

<b>backpack the whole class was singing</b>

<b>I can't do it in spanish. I can't get the</b>

<b>rhythm right when I'm counting but uno</b>

<b>I don't know. I can't do the rhythm, but</b>

<b>they were singing the song</b>

<b>in spanish in the um, you know</b>

<b>Using numbers as their transitioning</b>

<b>time. So it kept them</b>

<b>from talking to each other</b>

<b>As they did that i've never had to do</b>

<b>that because my expectations just get</b>

<b>going get going get going</b>

<b>And as I said, I can't get the tune right</b>

<b>You know, I know the tune and I know the</b>

<b>words in english, but I</b>

<b>can't get the counting to work</b>

<b>Right. I need to hear it again to get the</b>

<b>counting to work right to</b>

<b>get that rhythm in there</b>

<b>So that's kind of what I do to keep it</b>

<b>sustainable. I have the routine and I</b>

<b>have routines, which is another thing</b>

<b>I think it's harry wong</b>

<b>They gave me this book when I first</b>

<b>started teaching in high school and i'm</b>

<b>reading the book and I see the pictures</b>

<b>And they're all elementary school kids.</b>

<b>They go. Um, did you</b>

<b>realize I taught high school?</b>

<b>This isn't going to help me. So I didn't</b>

<b>do it for the first eight nine years</b>

<b>And then I realized without</b>

<b>actual classroom routines</b>

<b>of things to do for kids</b>

<b>My classroom management wasn't</b>

<b>as good as it could have been</b>

<b>And so I read the book and go oh I can</b>

<b>see how this can apply to older kids, too</b>

<b>They don't have to be as goofy as</b>

<b>everybody hold hands and line up at the</b>

<b>door because we're going to the library</b>

<b>Shoulder to the door, you know doesn't</b>

<b>have to be like that</b>

<b>But my routines that I have in my</b>

<b>classroom my expectations right away and</b>

<b>having a routine a</b>

<b>procedure for everything</b>

<b>Really helps with classroom</b>

<b>management. So those are my two</b>

<b>Sustainable things that</b>

<b>keep it sustainable for me</b>

<b>Having a lesson routine that I do which</b>

<b>makes my especially my anxious kids</b>

<b>comfortable. They know what to expect</b>

<b>They'll moan on wednesdays because they</b>

<b>know that's quick right day. They'll moan</b>

<b>because they go. Oh, it's wednesday</b>

<b>I forgot it's wednesday, but they know</b>

<b>what's coming and they know that's there</b>

<b>So it gives them a little plan a little</b>

<b>routine and then they</b>

<b>always know what to do</b>

<b>If I have to step out of class</b>

<b>They know what to do</b>

<b>They're supposed to go get a book from</b>

<b>the back of the room and start reading if</b>

<b>I have to step out of class</b>

<b>For a minute while like a teacher asks to</b>

<b>talk to me or something like that</b>

<b>They know what to do and it</b>

<b>just helps with everything</b>

<b>Before we continue this little um</b>

<b>question. David you're on</b>

<b>because maria has asked</b>

<b>David take more about the wheel, please</b>

<b>Oh wait, we're losing are you okay. Okay,</b>

<b>you're back. Okay. He lost him</b>

<b>I'm back. Yeah, right. Um, so there's um</b>

<b>What I do the way I do the wheel is at</b>

<b>first it was on paper and</b>

<b>Over the years that</b>

<b>paper has gone somewhere</b>

<b>Um, but there's a</b>

<b>website. It's uh called slippery</b>

<b>F-l-i-t-t-i-t-y</b>

<b>um</b>

<b>And slippery net is a random name picker</b>

<b>and you can just do lots of things over</b>

<b>there that you can use</b>

<b>And you can type in the question types. I</b>

<b>just want to use it. You can type it</b>

<b>um</b>

<b>And so what you do is you use that and</b>

<b>and just i'll put it on my</b>

<b>So i've got my PowerPoint going on</b>

<b>On the prometia board and on the flippity</b>

<b>wheel i've got kid either at my desk</b>

<b>Getting the wheel or i'm by my wheel or</b>

<b>i'm by the screen and i'm</b>

<b>tapping it and it's automatically</b>

<b>Please get a question for me to ask based</b>

<b>off what's on the screen and what's going</b>

<b>on. It's just a random questioning</b>

<b>Um, you can use that with student names</b>

<b>so you can um</b>

<b>And we call them students</b>

<b>which administrators love</b>

<b>You to do so you keep them guessing who's</b>

<b>going to be called on</b>

<b>so they're not you know</b>

<b>Like would anybody like to answer this</b>

<b>question? I would never do that</b>

<b>So there's that it's</b>

<b>called slippery. Yeah, uh</b>

<b>And scott. Thank you.</b>

<b>You can click the link in</b>

<b>in</b>

<b>the chat</b>

<b>Go explore that you can use that to</b>

<b>create questions if you want to ask</b>

<b>question types or</b>

<b>whatever and randomly pull it up</b>

<b>It's it's great for</b>

<b>that and I didn't know this</b>

<b>I'm sure it did. Um that I didn't know</b>

<b>that site existed. I used</b>

<b>what does it spin the wheel?</b>

<b>I think it's spin the wheel. I use</b>

<b>there's another one that I use</b>

<b>What is it called</b>

<b>Oh, um wheel of names</b>

<b>I've done I put different things in</b>

<b>there. There's different ones i've used</b>

<b>but I didn't know flippity existed</b>

<b>That's a whole different one and guys i'm</b>

<b>looking at the website</b>

<b>I'll link it in the show notes later</b>

<b>Um, but it's got a lot of different</b>

<b>activities on it. Not just</b>

<b>Um, you know a not wheel spinner</b>

<b>So yeah, there's</b>

<b>there's tons of things to use</b>

<b>Um, but I love it</b>

<b>So yes, that is that is a great resource</b>

<b>And again, i'll put the link in the show</b>

<b>notes for those who are listening on the</b>

<b>podcast and not watching</b>

<b>So I will put that there so you can link</b>

<b>to you can check it out</b>

<b>And i'll put some other ones on there</b>

<b>that I use because</b>

<b>there's a couple that I do use</b>

<b>I do use wheel of names.</b>

<b>There's another one I use too</b>

<b>Um for uh, we play twister in class and</b>

<b>so it's got a twister one</b>

<b>But you can take out the twister stuff</b>

<b>and put other stuff in there, too</b>

<b>But I just never thought of using it to</b>

<b>ask questions. I think that's really a</b>

<b>A really fun way to do that, especially</b>

<b>with the kids in there</b>

<b>And I know that um, la maestro loca</b>

<b>absolutely positively hates</b>

<b>asking kids</b>

<b>To vote on an answer like it if you're</b>

<b>coming co-creating a</b>

<b>story she can't stand that so</b>

<b>What she used to do was</b>

<b>she bought one of those</b>

<b>Uh, what do you call</b>

<b>it the whiteboard dice?</b>

<b>So each side of the dice is a</b>

<b>white is a whiteboard surface</b>

<b>And then she would write the different</b>

<b>possibilities that kids suggested</b>

<b>On each one and then she would just roll</b>

<b>the dice so that there was no decision</b>

<b>making needed to be made</b>

<b>But a low-cost cheap way to do this would</b>

<b>be a spinner wheel is</b>

<b>another way to do that</b>

<b>So if the kids give you like six</b>

<b>suggestions for where they want to go</b>

<b>You can quickly type in those suggestions</b>

<b>put them in there spin the wheel and then</b>

<b>that's where we're gonna go</b>

<b>That we don't have any fights. You don't</b>

<b>have any she's like</b>

<b>there's no democracy in my class</b>

<b>We are not voting on this</b>

<b>We are just gonna go with what the the</b>

<b>wheel tells us or what the dice tells us</b>

<b>so it's kind of a fun</b>

<b>A fun thing. So, um, that's because I</b>

<b>just remember her always saying that she</b>

<b>goes I bought this dice</b>

<b>And this is the best thing i've ever</b>

<b>done. So she loved that aspect of it</b>

<b>So since you're already up david, tell us</b>

<b>about your sustainable what you do to</b>

<b>keep it sustainable so you don't burn out</b>

<b>So, um, I try my best</b>

<b>to incorporate variety</b>

<b>As much as possibly</b>

<b>someday we'll be doing a story</b>

<b>It'll be either an</b>

<b>oral story or they come in</b>

<b>Guess what y'all are reading today and</b>

<b>i'll give them a i'll give them a section</b>

<b>of the story that we're doing</b>

<b>I want y'all to read this and see what</b>

<b>y'all can interpret or</b>

<b>It'll be another day. They come in. It's</b>

<b>a technology day and i'll take there's</b>

<b>two websites that I use with my kids</b>

<b>One of them is uh sentence builders.com</b>

<b>and the other is text activities</b>

<b>um</b>

<b>We're on both is whatever</b>

<b>structure we're working on</b>

<b>I've created that on sentence builders so</b>

<b>they can practice</b>

<b>creating sentences using</b>

<b>You know using that structure. Um</b>

<b>and then on text</b>

<b>activities I can take and</b>

<b>Put sections of the story in there and</b>

<b>have them reconstruct the</b>

<b>story based off a parallel tech</b>

<b>So those are some</b>

<b>different things that I use to</b>

<b>Keep it sustainable to you know, keep it</b>

<b>going and change it up, but it's still</b>

<b>accomplishing the mission of getting the</b>

<b>kids to you know acquire the language and</b>

<b>so yeah and also like</b>

<b>This coming quarter what we're going to</b>

<b>do is i'm going to do free</b>

<b>uh free voluntary reading</b>

<b>or ssr</b>

<b>It's not a sustained reading. Um</b>

<b>I'm i'm trying to figure out which day of</b>

<b>the week I want to do it either</b>

<b>It's going to be a friday or</b>

<b>it's going to be a wednesday</b>

<b>but i've got</b>

<b>Pretty much</b>

<b>We were talking about, you know all the</b>

<b>different book sellers</b>

<b>I've and I lean heavily towards cpr as</b>

<b>opposed. That's that's where I got my</b>

<b>training. That's what I know right now</b>

<b>uh, and so i've got their whole library</b>

<b>at the back of my classroom and</b>

<b>It's on the it's on the wall at the back</b>

<b>and the kids can see it</b>

<b>Next week when we roll in the second</b>

<b>quarter probably wednesday</b>

<b>i'm going to look at them</b>

<b>I want y'all to pick out other covers.</b>

<b>Y'all. I've already been looking at them</b>

<b>and I want you to pick a book to read</b>

<b>and</b>

<b>I'm not asking you, you know to</b>

<b>To read it in depth to do a book report</b>

<b>or whatever over it.</b>

<b>Um, just you know, just</b>

<b>Have fun reading it and</b>

<b>I've got the way i've got the books laid</b>

<b>out is i've got it from novice</b>

<b>Novice me at all way to advance low</b>

<b>And so much else I look right now</b>

<b>I will stay down here at this end of the</b>

<b>end of the dry race board</b>

<b>before I would not go over here</b>

<b>If you want to go over here go for it</b>

<b>But you know</b>

<b>If you get over there you say oh, I don't</b>

<b>like this. You can go back over here.</b>

<b>It's fine. It's fine. Um, but yeah</b>

<b>Did that make sense? Yeah, absolutely</b>

<b>Absolutely. What about you tracy?</b>

<b>Um keeping it sustainable definitely the</b>

<b>fbr the free volunteers assigned, uh</b>

<b>sustain silent reading</b>

<b>Um, we tend to work that into a book chat</b>

<b>usually about once a semester. I give</b>

<b>students in my level one sentence frames</b>

<b>and</b>

<b>They pick which ones they want to talk</b>

<b>about just in a small group</b>

<b>They just grab their book and kind of you</b>

<b>know, this this is what my book's about</b>

<b>I liked this character because and they</b>

<b>usually give a recommendation. I</b>

<b>recommend or I recommend and why?</b>

<b>And that gives students, you know kind of</b>

<b>an idea of what they</b>

<b>might want to read next</b>

<b>Um, so I I love fbr</b>

<b>It's one of my favorite things to do with</b>

<b>students and it definitely gives me that</b>

<b>Anywhere from five to ten minutes at the</b>

<b>beginning of the class</b>

<b>depending on you know</b>

<b>Where they're at in their ability to read</b>

<b>for a sustained period of time. Um</b>

<b>I tend to when i'm when i'm tired</b>

<b>Um, I tend to go to if it's french and I</b>

<b>do the petit journard francophone</b>

<b>Um, which is cecilene and I</b>

<b>also use el mundo dos manos</b>

<b>For current event type of reading i'll</b>

<b>have them do read around</b>

<b>Um in a group and and develop true false</b>

<b>questions for each other</b>

<b>Um either in target language or in</b>

<b>english that usually</b>

<b>doesn't really matter</b>

<b>um</b>

<b>That's one of the things I do when I need</b>

<b>a data myself where I can just kind of</b>

<b>walk around and monitor and help</b>

<b>Um, I definitely use story builders. I</b>

<b>think that's martina bathes</b>

<b>Um, I love those I like students to be</b>

<b>able it sounds like it's a bit like a</b>

<b>sentence builder, but in story form</b>

<b>Um, so they're creating their own sort of</b>

<b>choose your own adventure stories</b>

<b>That also gives me a day where I can just</b>

<b>kind of sit back and I know that they are</b>

<b>uh reading and</b>

<b>understanding and writing at</b>

<b>the same time</b>

<b>um</b>

<b>The other day I did what's in my backpack</b>

<b>I was like, I can't do another story</b>

<b>So I took my backpack</b>

<b>into class where you know</b>

<b>Our text was at this point in time. All</b>

<b>of my colleagues are doing supplies and</b>

<b>classroom supplies and</b>

<b>Ci teacher I work those things in</b>

<b>throughout the year. So I</b>

<b>don't really worry about it</b>

<b>So I was like, okay, i'll bring in my</b>

<b>backpack i'm gonna put a</b>

<b>bunch of weird stuff in it</b>

<b>And i'm gonna ask them to tell me I think</b>

<b>this is in your backpack</b>

<b>So we I did a sentence frame, you know be</b>

<b>it's okay. I or jeffons kia and um</b>

<b>Different people, you know, hey, I think</b>

<b>there's a flank in your backpack and</b>

<b>we've already done stories about</b>

<b>kangaroos and crocodiles</b>

<b>and all those kinds of things</b>

<b>So I put a kangaroo in a croc. Oh, no,</b>

<b>actually I put a crocodile</b>

<b>But no kangaroo and so when the crocodile</b>

<b>came out somebody else said oh, I think</b>

<b>there's a kangaroo in the backpack</b>

<b>And I said, oh</b>

<b>You know, uh, yeah, you're okay. Let me</b>

<b>look let me look so i've got my head all</b>

<b>the way in the backpack</b>

<b>Right and I get back out and i'm like</b>

<b>Oh</b>

<b>That's exactly what I</b>

<b>was thinking the crocodile</b>

<b>It's not there anymore</b>

<b>And the whole class was like, oh no</b>

<b>So, um, you know again, it was it was</b>

<b>fun. Um, you know, one of</b>

<b>them wanted me to take out pencil</b>

<b>So I took out a pencil, but</b>

<b>I didn't have a calculator</b>

<b>So instead I took out a princess crown</b>

<b>that I had and stuck that on I was like</b>

<b>I don't have a calculator, but I do have</b>