Engagement & Classroom Community as Behavior Supports with Caitie Cupples, Ep. 128 Instructional Coaching with Ms. B

Engagement & Classroom Community as Behavior Supports with Caitie Cupples, Ep. 128 Instructional Coaching with Ms. B

Chrissy Beltran [00:00:00]:

Are you new to coaching? Starting out as a coach can be incredibly overwhelming, especially when you aren’t given much direction from your administration. That’s why I created the new coaches playbook. It includes a roadmap to help you start building your coaching foundation and a guide to seven podcast episodes in order that will give you the steps and ideas you need to build relationships, define your role, communicate with your admin, and make a plan to start coaching. Coach, what’s your instructional coaching personality type? Have you ever wondered what superpowers make you a really strong coach and what areas you can strengthen with just a little bit of direction? Well, now you can find out. I created the what’s your instructional coaching personality type quiz to help you answer this very question. Just head to buzzing with missb.com/quizwithacapitalq to take the two minute quiz and get your coaching personality type sent right to your inbox. Even better, you’ll get a playlist of podcast episodes handpicked just for you to help you hone your superpowers and strengthen your areas of growth. I’m so excited to share this quiz with you, so don’t wait to take it. Go Go to buzzymisnessd.com/quizwitha capital q and learn so much about your coaching style. You’re listening to Buzzing with Miss b, the coaching podcast, where we believe that every teacher deserves a coach, and every coach does too. I’m Chrissy Beltran, an instructional resource creator, and coffee enthusiast, and I’m your host. Stay tuned for practical tips and honest coaching talk that will help you coach with confidence. Hey, coaches, and welcome to episode one twenty eight of Buzzing with Miss B, the coaching podcast. This month is all about how coaches can support teachers in the classroom by growing their behavior and management practices. Last week, we talked to Dana Smith about anti racist behavior management because this really needs to be the foundation of any behavior practices we try to implement. Today, we’re going to add something to our toolkit of behavior practices by talking to my guest, Katie Couples of Katie Couples Teaching. She is my go to person to learn about classroom community and supporting students through engagement, so I am so excited to welcome her today. So welcome to the podcast, Katie.

Caitie Cupples [00:02:45]:

Hi. I’m so excited to be here. I’m a big fan because as a new instructional coach, I was a big fan of all of your resources, so I’m happy to be here talking with you today.

Chrissy Beltran [00:02:53]:

Oh, thank you so much. That makes me really happy to hear that. Could you introduce yourself to our listeners and maybe talk a little bit about who you are, how you ended up here, and what kind of work you focus on?

Caitie Cupples [00:03:03]:

Yeah. Absolutely. So my name is Katie, and I am a second grade teacher turned instructional specialist in Washington State. In my most recent role, I supported teachers kindergarten through fifth grade as an instructional coach in all subject areas, but I also coordinated our ELL program and assisted with academic and behavior support. So a lot of hats, which I’m sure a lot of your listeners can relate to in the coaching world. But then I went on extended maternity leave back in 2021, and I miss miss being connected to the world of education. So I started sharing resources and trainings online to support elementary teachers with building classroom community, which is really my passion. So sharing all ideas about relationships, social emotional learning, positive behavior supports, and, yeah, that’s what I’m doing now.

Chrissy Beltran [00:03:44]:

I love it. I followed you online for a while, and you’ve been sharing some really great content, especially about classroom communities. Mhmm. So could you talk about what a classroom community is?

Caitie Cupples [00:03:53]:

Yeah. Absolutely. I feel like classroom community can kind of turn into a buzzword. You know?

Chrissy Beltran [00:03:57]:

So my can.

Caitie Cupples [00:04:00]:

My working definition of community is that it’s the learning environment that teachers cultivate alongside their students and their families to promote a sense of belonging and safety and joy in everyday teaching and learning. So, I mean, it’s more than just a morning meeting. It’s more than just playing games with your students and doing fun activities, it’s more than just relationships with your kids too. It’s the way that you make sure all of your students feel valued and trusted and successful and confident. I mean, it’s really it’s the foundation of everything in your classroom. It’s where the social emotional learning work, the supporting student behavior work, and your relationship building collide. And I mean, speaking of relationships, I believe teachers need to continually foster what I call the four key relationships in their classroom. So that is a teacher to student relationship, but also teacher to family, student to student, and student to self. And when we have all four of those, that’s really when the magic happens.

Chrissy Beltran [00:04:51]:

Wow. That’s so interesting. Would you talk a little bit more about that? Like, how do we go about really being thoughtful about how we’re developing each of these relationships?

Caitie Cupples [00:04:59]:

Yeah. I mean, it’s a huge complex job, and I think that sometimes you hear that and you’re like, that’s so much work, but it can be so easily integrated into what you’re doing. And we’re gonna, I know, get to talk about some of those different strategies today together. But I think remembering that we wanna be proactive with building these relationships, you know, some of it happens organically in your classroom and the way you communicate with your kids, but also it’s that social emotional learning work too. So having the rituals in your classroom routines, things like your morning meeting or just checking in with your kids every morning and helping them to, support each other in their groups and their partnerships, and then making that intentional time to help them develop skills beyond the academics. I think I mean, we think about how we need to be teaching the academics, but there are so many other things that we need to teach in our classrooms too because those things help support the academics. And I think sometimes I think about classroom community kind of like an iceberg. Like, we’ve all walked past a classroom or observed in one where students are really engaged and they’re supportive of each other and everyone seems happy to be there and students are behaving, but it doesn’t really seem like the teacher is doing much to make it happen. And kids are learning, like, they’re making academic progress. I think that, like, you know, that classroom is successful because the teacher intentionally created that community piece. There’s all that hidden stuff that isn’t easy to see, but it’s there. You know, there’s the ownership of the students. There’s the relationships. There’s the family engagement. There’s trust. That’s a huge one. There’s a social emotional instruction. There’s self confidence. There’s growth mindset. It’s all that nonacademic stuff that really makes the community strong.

Chrissy Beltran [00:06:38]:

You know, now that I am a parent, I think about, you just automatically make connections to your own existence. Totally. And so I think about, okay, developing relationships with my kids. You know, I each have I have a strong relationship with each of my children. One of them is only 16 old. Well, she’ll be a little older by the time this comes out. And then the other one is four years old. And, thinking about what I’ve been working on lately is developing their relationship with each other because, obviously, I have a good relationship with each one, but working on, you know, the four year old is playing. The 16 old wants to play. And, of course, the way they play is very different than the way a four year old plays. Yeah. And so, you know, my older daughter is like, she’s trying to do She’s not trying to do anything. She doesn’t even know that’s a thing you can do. She’s just trying to explore, and that’s what they do. And so, like, ways to develop that student to student relationship, I think that’s so interesting. And we talk a lot about, like, building teams and getting to know each other at the beginning of the year. But how do we sustain that? Because that’s you know, it there’s such a big push for it the first couple weeks, and then I feel like you get just so inundated with curriculum that sometimes you kinda let go of all of that stuff.

Caitie Cupples [00:07:48]:

Yeah. I mean, I think a lot of it goes back to our social emotional learning work, which, again, doesn’t necessarily need to be something separate that you’re doing, but it’s woven into how you are modeling things for your kids. It’s woven into your instruction. Literacy is a great place for this because, you know, read alouds can model so much of this for kids. But we think about skills like being able to identify emotions in yourself and others, like, being able to see, oh, that person feels this way. This is how I should react. Being able to self regulate, being able to communicate effectively, advocate for themselves and others. Right? All of those things come with practice. And, you you know, I like the, the quote, like, empathy isn’t taught, it’s caught. Right? So it’s all these things that we are modeling for our kids, and we’re giving opportunities for them to practice with role playing, with those classroom discussions, but also with, like, the norms that we’re setting in our classroom. So having, like, a classroom agreement so that we’re really making explicit what it looks like for us to be a community and for us to support each other. Because you’re right. I mean, you don’t necessarily know, and we we expect kids to come in like, oh, they’re, know, I’m a old second grade teacher. So, like, they’ve been in school. They know this, but they don’t know they don’t really know. And, also, they don’t know how to do it in your classroom. Right? You still have that opportunity and that job to build that culture that’s specific to your room with your students.

Chrissy Beltran [00:09:08]:

Mhmm. Yeah. Yeah. I like thinking about it that way. School is a different culture from home, completely different, and then each classroom is different from each other. Okay. My older my older daughter started pre k this year. And some of the things that she comes home and says are just they’re just so sweet because I know where she’s coming from with it having been in schools for so long. And, and then also some of them I’m like, they probably could have not done that. Right.

Caitie Cupples [00:09:33]:

Exactly.

Chrissy Beltran [00:09:33]:

Like, in the cafeteria, they’re after they’re done eating lunch, they’re they have to lay their heads down. Mhmm. Mhmm. And that’s, like, not my favorite thing, and it’s not her favorite thing. So she calls it that dumb cafeteria. She just doesn’t like it. Totally. And and that’s the kind of the culture that they’re building in the cafeteria by that that little rule. I mean, I know it has a purpose, but I know there are other ways to accomplish that purpose. Yeah. So that’s like a survival mode that they’re in with putting their heads down. And I said, well, just save a bite and eat it right before you’re done right before all of you go over. Like

Caitie Cupples [00:10:04]:

Gotta make the best of it.

Chrissy Beltran [00:10:06]:

Yeah. So so, yeah, it’s interesting that that culture, it does it seeps into the kids and they feel it. You know? And then and she’s also come home making some comments about, oh, some of the boys in my class, they have they’re making a lot of mistakes. And they and so she’s hearing this. Mhmm. She’s hearing this from somebody, and I’m at least she was saying they were making mistakes and not that they were being bad. I do appreciate that. But they you know, she’s hearing commentary, and so, you know, it’s something to think about how they internalize everything that we say. And it’s not directed at her. Nobody is telling her, hey. You need to notice how these kids are making mistakes. It’s but somebody is commenting on on the mistakes in that way.

Caitie Cupples [00:10:46]:

Yeah. And I think that’s another big way to think about the student to student relationship is, like you said, students are watching us interact with their peers. So the way that we treat mistakes or behaviors or whatever, like, they’re noticing that, they’re internalizing it, and they are replicating it in whatever way that they think is, like, how this makes sense. And that can make a huge impact on students’ relationships relationships with each other, but also, like, their own sense of self worth and all those things.

Chrissy Beltran [00:11:12]:

Yes. Yeah. I think about students that I had in the past years ago. I mean, you know, I’ve been in the field for a long time, and you learn a lot and you change. But earlier in my career, there were certain kids in my classroom that were demonstrating some significant behaviors. And I’m sure that the way that I responded to it reinforced the idea with other reinforced that with other kids Mhmm. That they were those children tend to have fewer friends Yeah. Already because they do struggle to to maintain those relationships. But how much of it is the way that we’re reacting Mhmm. To those behaviors that’s making it harder for them to maintain relationships too? I would be thinking about that. So

Caitie Cupples [00:11:48]:

Yeah. Absolutely.

Chrissy Beltran [00:11:48]:

Good point. So one thing and I kinda hinting at this. One thing I’m curious about is how teacher personality really impacts the community they build in their classroom. Mhmm. And I’m I’m thinking about this because you shared a post a while ago about creating a peaceful classroom community, and that really stuck with me because I am not a peaceful person. That is not my life. I’m just not. I’m not peaceful. That’s not a word anyone anyone would ever use to describe me. Or in the environments, I’m excited. I, you know, I I, am like a go getter, I guess. I’m I’m, you know, I just I love to learn, and I do I tend to be more excited than peaceful. Mhmm. And my students were excited as well. At least that was one thing I know I gave them. They were excited to learn new stuff. And so I wonder, what does that look like in the classroom with different teacher personality and how that impacts the community that we build?

Caitie Cupples [00:12:39]:

Yeah. Yeah. I love this question. I definitely think that personality impacts the community you build, and I absolutely think teachers should bring their authentic selves to their classrooms. Right? It’s so important for us to be who we really are in front of our students because it also empowers them to be who they really are. But we also need to do it in a way that aligns with our values, our goals in the classroom, and, like, what’s best for our students. Like, for example, if you know you can be stubborn, like, I know I can be stubborn, or impatient, or you tend to micromanage situations, all of those things, guilty of all of those.

Chrissy Beltran [00:13:08]:

Are you hold on now. Are you talking about me or yourself?

Caitie Cupples [00:13:11]:

I’m talking about you. I’m talking about, you know,

Chrissy Beltran [00:13:13]:

maybe me.

Caitie Cupples [00:13:15]:

So you wanna be aware of those things, right, and how they impact your classroom culture and how they impact your students. Then you can intentionally choose how you respond to situations in a way that helps you build the classroom culture and environment and feel that you want for you and your students. I think as far as, like, peaceful personalities goes, I don’t think you need to be, like, all calm and zen a 100% of the time to achieve peace. And, like, I don’t think your classroom should necessarily be like that either. I think a high energy and fun classroom can still be a peaceful one. I guess I think more of peace like a sense of ease and comfort in the classroom for students and for teachers. Right? There’s safety, reduced anxiety, there’s trust, students know what’s expected of them, they know what they need to do to be successful, and that’s really what a peaceful classroom is to me. Like, it’s not gonna be a classroom without energy. It’s not even gonna be a classroom without conflict. Right? Conflict is a normal part of relationships, working together. It’s a part of all of our classrooms, but it’s more about how like, giving students the tools and you the tools to be able to deal with those things when they come up so that everybody leaves the day feeling like this was a good day, you know, overall. And that that happens more often than not. And I think that’s really what peaceful peaceful means to me in the classroom.

Chrissy Beltran [00:14:27]:

Mhmm. I like that. And I like that you’re talking about making sure everybody has the tools because it’s about kids having tools and about teachers having tools. Mhmm. This, you know, this podcast is most of the people who listen are instructional coaches, and coaches are generally not they’re they’re often taught a lot of practices that are instructional, and then they’re taught how to go support teachers in those areas. But they’re often not really supported in helping teachers grow their behavior practices. So teachers who don’t have tools are looking at coaches who may or may not have tools. Mhmm. And we’re like, okay. Let’s figure this out. What can we do? And it’s such a personal thing, you know, management, because I feel like who you are as a person and the way you see kids and the way you see children and the way like, how they grow, like development and the way you see learning and the world, I feel all of that comes out in your management. And Yeah. It’s such a challenge to support teachers in making changes in those areas Totally. They’re so personal.

Caitie Cupples [00:15:23]:

Yeah. And I think some of that goes back to, like, school wide policies and school wide professional development. Like, the coach can help with that, but there’s only so much that you can do to shift mindsets if there’s not a collective effort around that, like, that’s coming from admin too.

Chrissy Beltran [00:15:39]:

Mhmm.

Caitie Cupples [00:15:39]:

Because it is it’s it’s they’re so it’s such a complex like, supporting behavior is so complex, and I think so many strategies and practices we use as teachers are just so embedded deeply into, what’s the word I’m looking for? Just, like, perspectives that we don’t even know that we hold necessarily, and just habits that we’ve built, and it takes time to shift away from those, and it’s not necessarily like one day everything’s gonna be totally different in your classroom. It’s a journey that might take years in your classroom.

Chrissy Beltran [00:16:12]:

That’s true. Same as as being a parent. Right. Covering all these, like, why do I react that way? Why do I think that’s the problem? Why am I getting so why am I, like, saying, let’s go. Let’s go. Let’s go. Let’s go. Let’s go. Who did that help? Like, why did I do that?

Caitie Cupples [00:16:28]:

Exactly. I I know. I’m a mom of a two and a half year old, so I get it. Perfect.

Chrissy Beltran [00:16:33]:

So you mentioned one of the relationships that we have to cultivate is that that, teacher parent relationship or teacher guardian, teacher adults grown up. So communicating, obviously, with families is going to be an important component. Mhmm. How can teachers really approach those family relationships in a productive way? Because this is something that used to stress me out as a teacher.

Caitie Cupples [00:16:53]:

Yeah. No. It’s huge, and it it can be stressful. So, I mean, I could talk about this for days. I think it comes down to, like, four things. Hopefully, that’s not too many. I’ll be brief. First, I think just the the absolute basics. We need to communicate with families in their preferred language, and we need to do we need to know and use their preferred names and pronounce them correctly. Like, that’s just the baseline for setting up a successful relationship with families, and that could mean it’s simple, but it’s not necessarily easy, like, to think about interpretation and stuff, but it’s important to try to make that happen. And then second, I think there are some mindset shifts. I think that teachers need to make sure they really truly believe in the importance of the family relationships for both themselves and for students. I mean, research has shown again and again and again how beneficial positive family relationships are to student academic success. So it’s vital that we, as the teachers, make that a priority as well as, like, the whole school. But it can also help us as educators to better reach and teach our students. So, I mean, it’s important that we approach our families with the goal of a mutually beneficial partnership. So I think that’s a big mindset shift there because sometimes it’s like just feels like another thing on our plate.

Chrissy Beltran [00:18:02]:

You know? But we also

Caitie Cupples [00:18:04]:

need to practice, I think, curiosity instead of judgment and empathy instead of frustration when we approach these conversations and these relationships because there’s a lot of times that we are trying to build a relationship or trying to communicate, and it isn’t going as planned. And there are so many reasons that could be the case, whether it’s just, like, general life stuff or the family’s past experience with school with their own kid or as when they were a kid. You know? So keeping that compassion and curiosity at the forefront will, I think, help us be more successful. But as far as, like, the actual communication goes, I think it’s important that we really plan consistent and proactive communication. So thinking about differentiation too with our families. Like, let’s send home a classroom newsletter to keep our families informed, but also have methods for one on one contact, whether it’s via an app or email or phone, and to really know how our families like to be communicated with, how often, and then adjust what we are doing to meet their needs too. And I’m a big proponent of positive communication too. So just helping teachers make a realistic plan for connecting with families just to share something positive is so important. That could be a phone call, email, or it could be just a note in the backpack. Right? But we need the positive to outweigh the negative for sure.

Chrissy Beltran [00:19:19]:

Mhmm.

Caitie Cupples [00:19:21]:

And lastly, I think this is number four. Every partnership requires that two way feedback mechanism. Right? Teachers definitely need to be asking for and using family input throughout the year. So back to school time is really important for this, but asking throughout the year, like, how are things going? How does your student feel at school? Like, what’s working for you? What’s not working for you? What could I do better? How can I be the best teacher I can be for your student and for you? Which can be scary, but at the same time, like, we don’t wanna be wasting our time with strategies and practices that aren’t actually helping our kids and and their families. So I think creating those opportunities is really important.

Chrissy Beltran [00:20:01]:

Yeah. I remember one year I sent home as part of my, you know, back to school letter introducing myself in the classroom and things like that. I sent home a little form, and it was just asking some very basic things to the parent. And one of them was what is it what goal do you have for your child this year? What do you want them to get out of fourth grade or third grade? And I was surprised how different the answers were. Yeah. How you know, things that had not been something that I really was that concerned about as a teacher because I thought, oh, that’ll happen. They’ll that’ll be fine. That was a major concern for the parent or, you know, some some of them who were very, very worried about testing when I was like, your kid’s doing what is it that you’re worried about? Everything’s gonna be okay. So it was very interesting to see that and to know, you know, okay. This is what they’re coming with. When they come into a parent conference or whenever they respond to a note that I send home, this is what they’re they’re worried about. This is what they’re thinking about. Totally. What they wanna know about.

Caitie Cupples [00:20:53]:

Yeah. I love adding that question to my back to school surveys too. And I think that just asking families those questions and then remembering and using that information, it just goes so far in building that trust to show that, like, you we value your input. We know that you know your child, and we want to work with you to make this the best year for your child yet. So I think when we ask questions, that’s great, but remembering and using the information is even more important and responding.

Chrissy Beltran [00:21:19]:

Point. That’s a very good point. I what are some of the things that you like to do to communicate regularly? You mentioned a newsletter. Like, I know you used to do like, a Tuesday folder. Every Tuesday, it would go home with with a little note about the child’s behavior, just a general, like, in progress, and the parent would sign it. You know, smaller kids tend to have, like, a daily calendar where, you know, they get a little note. I know that my daughter in pre k brings home a little folder, that says which things she did well on. There’s, like, a a number code. It’s like number one represents, helping others, and two is following directions, and three and then she gets, like, a little list in her little square for the day on the calendar of all the things that she did well that day. And so she’s like, what? I could do well today. Like, she’s very interested in that. And so far, the only one that hasn’t come home yet is helping others, which based on her personality, she’s very independent. She’s like, alright. I’m done. What what do we do now? So that makes a lot of sense to me. Yeah. Totally. But but, what are some of the things that you like to do? Oh, also, Seesaw is a great app. Remind is an app that people use really effectively. I think some people do ClassDojo for the communication component. Yeah. Yeah.

Caitie Cupples [00:22:25]:

I think having whatever app you wanna use that can show student work and what their progress is on things Mhmm. Like, that can be a great tool. And then having an easy way for families to be able to connect with you and, like, have you know, having families know how to connect with you within whatever is comfortable for you is important, but then being able to just send off a quick text or email or whatever to just share an update or make that phone call to say, like, really briefly, I need you to know that today, your child did this, and it was amazing. And that’s all that’s all I wanted to share with you. Goodbye. And just trying to keep those phone calls brief too. So I think another one is just and depending on your school and how pick up and drop off go, but just going out to, to talk to families and be present and just how are you today? What’s new? Just making that relationship something that isn’t always so formal and always reactive to something that’s happening. And then, of course, just, like, knowing what, you know, your your own protocols are and what your school protocols are for making sure that you’re communicating if there are issues. Like, making sure you’re sharing about those early on versus, like, boom. Something’s a big problem. We need to fix this right now. Making sure that that, they’re always in the know with those kinds of things.

Chrissy Beltran [00:23:38]:

Mhmm. Yeah. And, I mean, I think, culturally, that can be such a challenge because some some homes some parents are like, well, you’re the you’re the teacher. You handle it. Right? But you’d still have to keep them informed.

Caitie Cupples [00:23:51]:

Yeah.

Chrissy Beltran [00:23:51]:

And then but so everybody has kind of a different idea of how of what that relationship looks like with the school and what they’re comfortable with. Mhmm. And I know my husband’s parents, immigrated here whenever they were in their thirties, right before they had their kids. And his the they were like, well, go to school. Do what your teacher says. And that was the extent of their participation. They didn’t speak the language. They didn’t speak English. And at the time, there were not it’s I mean, now where I live, it’s, like, 80% bilingual. But at the time, people in those positions did not often speak Spanish. Right. And so they didn’t have a lot of contact with the school. They would get, you know, a note home from the teacher. They couldn’t necessarily read it. Yeah. And they’d be like, well, what does it say? What did you do? And And that was what they could that was what they had. Like, that was their experience. You know? And they were they just could not they were like, you can go to I couldn’t go to school. Go to school. Just fine. Just do what they tell you to do. And so if he was struggling academically, that was something that was kind of outside of their their, experience. So they didn’t understand how to support him. I mean, hey. That was just not in their their life experience at all. So that’s a challenge sometimes. I feel like we’re we’re parents who are trying to support their child in the way that they know how to support them. Mhmm. That is their experience. But the child like, my husband did need more. He needed something different so that that bridge was not built to the parent from the school. There was no effort really made.

Caitie Cupples [00:25:11]:

Yeah. And I think that goes like, sometimes that’s beyond the teacher’s capacity to build that right. That, how to the trying to think about the right word. But, like, the school as a system, the district as well as the school really need to be creating these opportunities to be educating families in how to be advocates for their child and how to be involved. And, of course, that doesn’t mean it’s gonna look the same way for everybody, but you’re right. You don’t know what you don’t know. And we know again from the research that when families are having positive connections with school, when they are engaged in the learning, kids have better outcomes, right, for their entire academic careers. So I think, again, sometimes that’s we can do a lot as teachers, but we can’t do it all. So I think it’s going back to, I mean, coaches listening, sometimes being a part of that family engagement committee or just asking the questions about how are we really supporting our families as a system because it can’t all fall on the teachers.

Chrissy Beltran [00:26:02]:

Exactly. Yes. And like that in that situation, a translator should have been provided to schools Totally. Not bilingual. And at the time, I don’t know that that was the case. Now it’s very easy for anybody in our district to walk down the hallway and grab their bilingual teaching partner. You know? But it it was not the case Yeah. At the time. So they did they should have provided translators at least for parent night, at least for the times whenever they were inviting her in because Yeah. What is the benefit of going to school and listening to your child’s teacher tell you things that you do not understand? Right. It’s now we do make sure that materials that are sent home are sent home in in those two languages at least, but we have students that speak other languages, and we do not translate every material that we sent into multiple languages. We just do the two. Mhmm. That that alone is a challenge. I I know I had a student one year from, Hong Kong, and her his parents spoke Mandarin. And the her dad spoke a little bit of English, and so he would come and communicate and translate for the for the mom. But it was absolutely a challenge because I didn’t have any resources as a teacher to communicate with them effectively. Yeah. And those like you’re saying, those are school system things, and coaches can only be advocates in that in that position sometimes. Absolutely.

Caitie Cupples [00:27:15]:

And it’s hard to watch it’s hard to watch when it’s like there aren’t the right systems in place and there’s not much else you can do. But I think doing everything we can to, like you said, provide that interpretation and supporting the student and being that middle person, I mean, it’s not ideal, but, like, we can help them with that too. Mhmm.

Chrissy Beltran [00:27:33]:

Yeah. Yeah. Sometimes there’s there are resources out there that we just do you know of any resources, like, really good programs or supports for building a positive relationship with parents or families? Have you seen anything out there that’s really you think, wow, that’s really great if my school would have, you know, used this. I might have gone a long way.

Caitie Cupples [00:27:49]:

I wish I had something off the top of my head, but I can’t think of anything in particular.

Chrissy Beltran [00:27:53]:

Yeah. I can’t either. So I have a blood degree.

Caitie Cupples [00:27:57]:

I know.

Chrissy Beltran [00:27:57]:

Which is I mean, I don’t know that that’s necessarily a program, but, you know, if there’s anything out there about I I know that we had, something called, which was like a little it was like the, tutoring program after school, and parents can come and, you know, they would sometimes sit in with their kids. But, again, that requires parents who are not at work to be able to come there. You know? So I don’t I’m just wondering if there’s any if you think of anything, feel free to interject it. Yeah.

Caitie Cupples [00:28:24]:

I think another good resource for that is your counselor. If you have a school social worker, a lot of times they know of those kinds of, programs or supports that are outside of the academic stuff too.

Chrissy Beltran [00:28:35]:

Yes. Absolutely. And that’s gonna differ due to, like, location, etcetera. Yeah. Definitely. Well, earlier, we talked a little bit about my, my 16 old who is normal and my four year old who’s six my 16 old is a terror. So so they have, you know, some problem solving challenges. So what are some ways that teachers can really proactively teach business problem solving strategies? I know I’ve seen you share about this on Instagram as well. It’s a huge a huge hurdle for a lot of classrooms.

Caitie Cupples [00:29:04]:

Yeah. I’m a big I’m really passionate about this. So I think the biggest things are teaching students how, like, first, we can help them identify the size of a problem. And I think it’s important when we do this, we remember that, this isn’t gonna be uniform for all kids and everybody experiences problems and, emotions differently. But in general, we can help them to understand when a problem is smaller, they can try to solve that problem on their own. And then, like, if that’s a bigger problem, when they can get teacher help and when it’s an emergency and when they need to get teacher help right away. So I think I think one thing I hear teachers say a lot is, like, they’re always coming to me to get, like, these small problems solved. So let’s first help them to distinguish between those different groups, like a small, medium, and big problem. And we need to have really clear systems in place for how to solve those problems on their own, whether if it’s if it’s something that is, like an individual problem, like, you know, I don’t have a pencil or I can’t find my math book or whatever. Like, we need to have, routines and procedures in place for them to be able to solve those problems on their own. But sometimes the problems are with their peers too. So, like, so and so is humming and I can’t focus. That’s you know, let’s try to solve that on your own first, but we have to teach them how do you do that. So do you, you know, put on do you have, like, noise cancelling headphones in your classroom, or do they move to a different spot? Like, what are the different ways that they could solve that on their own? And then always making sure the kids know that you are there because I’m never a proponent of, like, it’s a small problem. You do it on your own. Like, maybe they tried, but they failed. Or maybe they tried, but they’re whatever whatever reason, they are in a heightened emotional state that day, and they just can’t do it on their own. We never want kids to feel like they’re out there struggling with problems on their own. But, I I think we can nudge them towards independence with that framework. But then we also need to have a really clear problem solving process too, like, with a classmate. So thinking about how we teach students to have a meaningful problem solving conversation, how we teach them to compromise, and giving lots of practice, I think, with role play and classroom discussion is, like, where that really comes to life. So giving a, like, a sample problem, like I said. Or maybe it’s something like, I really wanted to read this book, and they wanted to read it too or a toy or whatever it is, a game, and we both

Caitie Cupples [00:31:19]:

wanted it. Like, what do we do? And then just having a discussion with your class about what could they do to solve that problem. And let’s get some kids up here to act it out and see if we can figure out a way to resolve that conflict. I think that could be really powerful.

Chrissy Beltran [00:31:33]:

Mhmm. Yeah. I love the role play strategy. It is so helpful, and it it kind of gives them the practice that sort of kicks in whenever that that problem actually arises. So practice it in a moment of low stress and it’s practiced in a fun way. It’s more likely to, like, they’re to they were more likely to remember they have a toolbox whenever the problem comes up if they if they’ve had opportunities to practice.

Caitie Cupples [00:31:58]:

Yeah. And I think another easy way to do this too is with our read alouds. Like, if we see characters having conflict, let’s dissect that conflict. Let’s talk about how we know there was a conflict. Let’s talk about how they’re feeling. Let’s talk about how they responded. Was it a good way to respond? Was it a productive way to respond? Was it, what could they do differently? Right? Let’s talk about and really dig into that problem with characters because, again, it’s removed, but we’re we’re thinking through it, which I think can be really powerful.

Chrissy Beltran [00:32:24]:

Yeah. I think pictures might be a fun way to do that too if you have a picture of people involved in a conflict, and you can talk about what do you notice, how do you know, you know, how they’re feeling, and then what are some possible things that you could do, to move on and to resolve it. That would be cool too. I guess a little I think sometimes investing five, ten minutes a day Mhmm. Is something and, you know, having some purpose for for that time where you’re working on a social skill or Mhmm. Problem solving strategies or, I mean, just any of those things that we know kids are lacking that we need them to learn in order to be able to function in the school Right. You know, have it like, ecosystem. Mhmm. That’s that is such time well spent even though you can feel like, okay. I don’t have five, ten minutes. Like, you’re gonna spend five or ten minutes redirecting Right. Putting out fires if they don’t do it.

Caitie Cupples [00:33:10]:

Exactly. Yeah. And I think that a lot of that goes into that, like we talked about earlier, the social emotional work. It’s not, it’s really a year long process for kids. It’s integrated. It’s not like you teach them how to do it and they’re going to be able to do it even if you’re really explicit because there’s so many social emotional skills that go into problem solving, like we talked about, the self regulation, the identifying emotions in yourself and others, like communication. Those things, they’re not you don’t wake up one day and you can do all of those things. So it’s just continually practicing all of those kind of soft skills to help with the with that problem solving is gonna be key. Mhmm.

Chrissy Beltran [00:33:50]:

So what can teachers plan for engagement so that they minimize student misbehaviors because students are actively, like, engaged with their brains and with their bodies and and learning?

Caitie Cupples [00:33:59]:

Yeah. Planning, engaging instruction is huge. And when it comes to preventing this behavior, knowing a couple of, like, strategies in your back pocket can just really prevent those, which is great. But I think that, we can also think about transition times and other unstructured or in between times as, times where we want to have some engagement strategies too. So I think as far as lessons, thinking about how we can include movement, if kids are sitting on the carpet or sitting at their desks for a long time, it’s you know, they’re gonna get, disengaged. And we also have to remember that, like, kids have a shorter attention span. Right? So it’s normally what is it? I think it’s, like, double their age is how many minutes you probably get with them that they’re gonna be able to focus. So just being aware of how long it’s been that you’ve been teaching or they’ve been sitting to break it up with movement or just stop the lesson. We want to give lots of chances to talk to partners or groups and try to connect the learning to, students’ interests. I think that’s a big one. Just pop if you’re doing word problems, pop a student’s name in the word problem, or now you got Jose with his Pokemon cards giving some to Danielle. Like, you got two kids in the classroom. They’re interested in Pokemon cards. They’re gonna be more engaged. And then offering choice, I think, is a huge one too. It’s trying to build that ownership so students know that it’s not just a sit and get. As far as transitions or that in between time, I think about trying to use music or chants, giving a specific job or task. Like, when we would come to, the math lesson, for example, there could be a math problem on the board so that while everyone’s getting set up, kids know that they can try to start solving that math problem right away versus just sitting and inevitably talking to their neighbor or engaging in some other off task behavior. Or, like, during writing, I would have their kid have the kids bring their writing to the lesson, and then they would, like, reread their writing and remember what their goals were, where they left off the day before. You can also give, like, a specific prompt where kids are gonna be reflecting either on their own or writing or drawing or by talking about that with a partner. So I think it’s about being purposeful with that time so that it’s not because they will fill it with Yeah. Other activities if you don’t give them something to do, that’s gonna be helpful and productive. That doesn’t have to be something new and novel every day. Right? Like, every day, sit down and do a math problem.

Chrissy Beltran [00:36:20]:

Yeah. Yeah. I like that a lot. I think that’s so important, and we do especially, new teachers sometimes don’t think about how am I gonna get kids from this to that in a perp like, whenever well, they’re still engaged. How am I gonna continue the engagement from one thing to another? But we see it in in veteran classrooms as well where they just kind of expect kids to be mature. And and they’re not. They’re little. I mean, we’re all gonna do it. If I’m giving a workshop and I don’t have something for teachers to do from one activity to the next, They’re gonna get up. They’re gonna go find some candy. They’re gonna start chatting. I mean, that’s just what it’s hue we are human, and they are human. They just Love it. I used to use you reminded me. I I love using song and chant in the classroom, and I do it with my kids now too, which I think others might think is a little nutty, but that’s I don’t know how else to get through the day. Right. And so we use one of my favorite songs ever that I wrote because I would write songs to start a subject. So the idea is that, you know, we’d say, okay. This is what we’re gonna do. We’re moving to writing. By the time the song ends, you need to have this, this, and this on your desk, and then we’d start singing the song so that by the time it’s over, they were ready. And so my favorite one of all time was I wrote a song about, writing, and this is when I use writer’s workshop. It was a modified writer’s workshop. A writer’s workshop model, and I wrote it to the tune of, Spongebob Squarepants to the theme song. And, I mean, there are, like, grown adults now who can still sing this song out there in the world.

Caitie Cupples [00:37:42]:

I love it.

Chrissy Beltran [00:37:43]:

It was so much fun because instead of Spongebob Squarepants, we go, riders, workshop. And, and it they do. They stick to you, and they they give you you know what you’re supposed to do, and it just helps build that routine. And I think it adds joy.

Caitie Cupples [00:37:58]:

Mhmm. Totally.

Chrissy Beltran [00:37:59]:

Well, and sometimes we can get stuck in a rut, but there are ways to add joy even if what you have to do is not as exciting as you would like.

Caitie Cupples [00:38:06]:

Coming to the carpet. I used to sing it reminded me when you’re saying that. I was saying a really great rendition of we’re coming to the carpet to the tune of we’re going to the chapel.

Chrissy Beltran [00:38:14]:

So we’re just gonna start coming

Caitie Cupples [00:38:16]:

to the carpet, and we’re in like, just it it goes back to personality. Right? You’re bringing in who you really are. You’re having fun. Your kids see that you’re having fun, and it just it makes the day better for everybody. And you’re also, like you said, preventing behavior problems.

Chrissy Beltran [00:38:31]:

Yes. Yes. And so that’s what I wanna talk about next because well, that’s kind of the opposite of what I wanna talk about next. So much of this is about being proactive and supporting student behavior and and really preventing behavior issues. Yeah. But how do teachers respond to significant misbehaviors in a way that’s constructive and it doesn’t damage your relationship with their students or, like, we talked about earlier, doesn’t damage students’ relationships with each other.

Caitie Cupples [00:38:55]:

Exactly. Thought about that, but

Chrissy Beltran [00:38:57]:

that’s a big part of it.

Caitie Cupples [00:38:58]:

Yeah. Yeah. We definitely need to keep relationships in the forefront when we’re responding to misbehavior. And I think, like you said, the student to student relationship is important too as well as that student to self relationship. Because, like we said, students are watching how we respond to other students, who respond to their behaviors, they’re internalizing what they see. And so that can have a big impact on those peer relationships. But similarly, we don’t want to damage students’ self confidence or their feelings of worth with the way that we respond to their behavior too. We want to communicate continual care while also holding those high expectations and that boundary, but we need to be thinking about how we can develop student self control and their self regulation skills.

Chrissy Beltran [00:39:34]:

Mhmm.

Caitie Cupples [00:39:34]:

I love responsive classroom for all of this stuff. I think, when it comes to responding to the behavior in the moment, we first wanna try things like nonverbal reminders or pre established cues or even a quick verbal reminder to to help the student get back on track if we can catch the behavior early on. I love nonverbal or, like, a hand signal for this. We would have one for, like, sitting or waiting or, you know, even as something about, like, remember to raise your hand, different things to, help students to get back on track. But if we need to because it’s you know, that didn’t work or because it’s already escalating, we can add in proximity and a one on one conversation. I think it’s important that we try as much as possible to have conversations in private, so that we are maintaining that dignity of the student. Of course, that’s not always gonna happen. Like, you can be talking to a student quietly and other kids could hear, but maybe not shouting across the classroom what you’re, what you want the student to do.

Chrissy Beltran [00:40:30]:

Mhmm.

Caitie Cupples [00:40:31]:

And then as we’re doing that, we’re realizing too that, like, if a student is in an elevated emotional state, it’s not the right time to try to correct necessarily or try to teach. We might wanna make sure we have those other things in place in your classroom, like a calm corner. Like, what do students do when they are, you know, angry or just too, like I said, emotionally elevated to really deal with that. But, I think a logical consequence is a next step for that too. So thinking about how we wanna focus on repairing the damage or harm that was done with that behavior while building some social emotional learning skills and giving, like, a related and realistic consequence to the misbehavior. But we talked about this earlier. It’s so complex. Behavior management is so complex, but it’s important to think about those relationships and how you are responding. And I think, like you were saying a moment ago, when we’re thinking about adult learning, thinking about how we want like, if you were caught talking in a in a PD or something, how would you want the person leading that PD to respond to you? And we can kind of lead with that as well in how we’re responding to students.

Chrissy Beltran [00:41:36]:

I was frequently caught talking at a PD.

Caitie Cupples [00:41:40]:

Yeah. Very talkative.

Chrissy Beltran [00:41:41]:

Yes. And, you know, even sometimes it’s it’s on topic, but it’s not at the big time. So Exactly. Yes. That’s a good point. It’s it’s thinking about how we want to be treated with respect and how we don’t wanna be shamed, and neither the children wanna be shamed.

Caitie Cupples [00:41:55]:

Yeah. And then thinking about, you know, that difference between, like, you did something bad versus you are bad. We want to really make sure that we are always maintaining that sense of self worth, that dignity, that confidence, and normalizing that we all make mistakes and that we can fix mistakes when they happen and we can repair.

Chrissy Beltran [00:42:14]:

Uh-huh. Yeah. So this episode is coming out with the school year as well underway. It is it is, like, October November, actually, and so it you know, things have already happened. So how can teachers make adjustments to their classroom at this point Mhmm. To make the to make it work better and support their learners right now whenever they’ve already spent several months kind of getting to this point.

Caitie Cupples [00:42:38]:

Yeah. Yeah. It’s so important to be continually reflecting on how things are working in our classrooms and make changes as needed. I think, first, teachers can reflect on how they think things are going and how they are feeling at the end of the day and during the day. Like, do they feel energized or do they feel drained? Do they feel overwhelmed? And starting there is a good place, as well as, like, are there any sticky spots or times that feel particularly challenging and maybe to focus on those. But then we also want to get our students’ input, like doing a survey, or even just having a class discussion depending on your comfort level. It can be formal or informal to find out how students are feeling in the classroom. Like, what is working for them? And this can work even with your youngest kids. They can do smiley face ratings on things, like how they feel in the classroom, like, how much, you know this is probably the right way you wanna word it, but, like, do you feel like the teacher likes you, or do you feel like, you know, do you feel like you have a good relationship with the teacher? Like, that kind of thing. Because that can help you to uncover some things that maybe you might have missed otherwise. Do they feel successful? Do they feel like they’re meeting the expectations? Do they like coming to school? And with that data in hand, you can kind of, well, I mean, I always recommend getting support from a coach to come in and observe and support, in the planning process. But some other things that teachers could try, well, first think if there are any students that you’re having trouble connecting with and try the two by 10 strategy, which is, two minutes a day for ten days, you connect with that one student or you can pick a handful, but I wouldn’t choose too many. And then, you’re having a conversation with that student about nothing academic, nothing behavior related. It’s just based on their, you know, their interests. They can lead the conversation. You can come with a silly or interesting get to know you question to that conversation, but an opportunity for you to just connect with them. And that can really help to build the relationship between you and that student that you might be having a hard time connecting with. And if you aren’t already, try adding in more social emotional learning opportunities, doing a daily mood check-in, to find out how kids are feeling throughout the day, at least in the morning so that you can think about how you can better support students as they’re walking in to class in the morning because they’re bringing in things with them, right, from home, whether they didn’t sleep well or they’re hungry or they had an argument with their sibling on the way or the bus,

Caitie Cupples [00:44:54]:

whatever. Just knowing how kids are feeling is gonna make a big difference. If it’s November, you’re definitely gonna wanna thinking about, reflecting on or revisiting routines and procedures. Like, are things working well in your classroom, or do we need to change things or tweak things or reteach things? Because I think we get so caught in, like, I did that at back to school, but things maybe stop working or maybe they never really worked or maybe they just need to be retaught. So I think reflecting on those is important. And then we’ve talked a couple times about peer relationships. So just really building an opportunities to build those in your classroom. And a simple way to do that, I think, is with students giving each other shout outs and recognizing each other in the classroom. So that could be at the end of the day or it can be at the end of each lesson or period where you pick a popsicle stick or you go in in some sort of class order where everyone gets to give a compliment publicly to a classmate, which, of course, there’s some parameters. You can’t just choose a friend or something. They have to have a reason, but then there can be a class cheer or some, you know, we always said two snaps on two, and then we’d be one two snaps. Applause, whatever. But I think building in those opportunities for peers to recognize each other is huge for that classroom culture piece too.

Chrissy Beltran [00:46:09]:

Yeah. That’s great. I you know, I read recently, I was reading the Whole Brain Child, and one of the thing the one thing that stuck in my head the most probably because my children’s relationship with each other is so important to me, and I want them to have the opportunity to have a close relationship as they get older, is that the best predictor of having a strong relationship in the future is how much fun they had when they were little together. And so I was thinking about that in terms of a classroom. And if we can have kids have fun together, they are more likely to want to be with each other and enjoy that. You know? Absolutely. Have way fewer problems. So planning something fun and engaging where kids can you know, whether it’s academic or not, it it’s just giving them the opportunity to have relationships with each other that are good and positive and fun.

Caitie Cupples [00:46:58]:

Yeah. Just those shared positive experiences are huge for building that community piece. And like you said, they don’t have to be earned. Right? You can I mean, like, why not have a pajama day even if the kids didn’t earn so many stickers or points or whatever? I think that kids too also love opportunities too. Like, if you are if you have rewards in your customer or something, a reward that they could have is that they get to bring a friend to go do something special with them, whether it’s doing art in the classroom or at recess or playing a game with a teacher. Like, just building in opportunities for kids to get to share in those positive things, those fun things with a classmate, mate, can really go a long way too.

Chrissy Beltran [00:47:36]:

I love it. So you mentioned that teachers need to seek out supportive coach if they are really like, okay. I’ve gotta make some changes. I need to figure out what this can look like. What can a coach do? Like, what are your recommendations for a coach who is trying to support teachers and revamping their approach when the classroom is not supportive of students? Mhmm. Like, what can their discussions be about? How can they help planning for change? What can they look for in their observations that you mentioned? What could that look like?

Caitie Cupples [00:48:01]:

Yeah. This can definitely be tricky. And in my experience, I think sometimes what happens is our default as teachers is to recreate the classroom environment in which we were the most successful, which may or may not be what’s actually supportive of our students. So I think the first thing to do you know, there’s gonna be some mindset shifts that need to happen in in this work, but, to have a conversation about goals and vision, but also to dig into data as soon as possible. So, going into observe and take notes, like, with the teacher knowing exactly what I’m looking for, and then presenting really anecdotal data of, like, what students are saying to each other, what the teachers are saying, how many times students were engaging in particular behaviors, and so on. And, like, that can become a really organic process where we’re dissecting the data, we’re noticing trends, and that can kind of help with that moment for the teacher to realize that a change is needed. Like, oh, I didn’t realize that I, said this many redirections within five minutes or something. Like, something needs to change. And that can be, like I said, the teacher realizing something they didn’t know they were doing, or it can even be like, students are doing things that you didn’t realize they were doing too. Because when you’re teaching, you don’t you don’t notice those things. You’re trying to get through your lesson. Sometimes if the classroom isn’t really supportive of students, you’re putting out fires. Like, you’re busy. So having someone else who can see those things can be really helpful. But, also, if the teacher is, you know, uncomfortable about having you observe, they can also, record themselves teaching and just watch that video themselves. If they’re not ready for the coach to be a part of that process yet, you know, you can provide them with some guiding questions, with some prompts for them to then watch the video and, reflect on their own, and then you can have a conversation afterwards about what they’ve noticed. And I think then there’s the mindset shifts that hopefully can come from that data, to be able to say, like, okay. Well, yeah, this is the way I’ve always done it or the way I was taught to do it or it’s how it was done when I was a student to then say, you know, maybe there’s another way we can approach this. And as the coach then, here’s some reading we can do together or some professional learning we can engage in side by side to learn more to shift those mindsets and set some realistic goals. But, yeah, I think as a coach I I mean, this is definitely, like, a a collaborative process. It’s never like, there’s an issue. Here’s some learning. Here’s the data. Fix it. Good luck. Like which I don’t think any of us would do. But we as

Caitie Cupples [00:50:28]:

a coach, we can then support those goals through modeling or co teaching or co planning. And then another great way is to set up a peer observation. So having that teacher go watch a colleague, whether alone or with you, you can cover their class so they can go watch and you can, kind of debrief afterwards. But just building in those opportunities for that, that collaborative learning with the coach is really important.

Chrissy Beltran [00:50:52]:

Yep. Those are great recommendations. So if a coach wants to learn more from you, where can they find you online? Where can they I mean, or are you out in the real world doing workshops? You know, how can I get a hold of you? Yeah.

Caitie Cupples [00:51:03]:

Yeah. I’m online right now. So you can find me at Instagram at Katie Couples Teaching, which Katie and couples are probably not spelled the way you think they are. So maybe check the show notes from Chrissy. And then you can also find me at my website with my blog, katiecouplesteaching.com. I’ve got resources on TPT, all about supporting family relationships, student relationships, all that kind of good stuff, as well as, some workshops on POPPD, which is an online platform for educators to, be able to seek out and take trainings from other educators. So that’s at poppd.co, and I have, some work there too. So everywhere you’ll find me at Katie Couples Teaching.

Chrissy Beltran [00:51:41]:

Great. That’s awesome. Thank you so much for being here today.

Caitie Cupples [00:51:44]:

Yeah. Thank you so much for having me. It was so fun to get to talk to you.

Chrissy Beltran [00:51:47]:

I loved the details that Katie shared today and the ideas that she gave us for helping support teachers and building classroom community. I think a focus on that area and a focus on engagement and and really being thoughtful about how we can support children as learners, not only as instruction, but also as self management and and behavior, you know, control of their overall behavior and emotional learning and all of these things. If we can be thoughtful about that throughout our day, we can support kids in doing so much towards creating a a pleasant community to be part of. If you are ready to learn some more, you can check out Katie like she mentioned. That’s Katie, c a I t I e, and Couples, c u p d l e s, is, the way you spell Katie Couples teaching. So you can check her out all over the place under that. You can also look at episode 28, coaching for equity with Elena Aguilar because that is going to be related to, reaching our families and making sure that our kids are having the support that they need. Episode 79 is video coaching with Corey Camp. Katie mentioned that towards the end of the episode, and it’s one of my favorite episodes because it’s so meaty, and it’s also so helpful to help teachers evaluate they’re not evaluate. Look and observe and notice what’s going on in their own teaching so that you can support them in making changes as well. Episode one twenty one is advocating for equity with doctor Lindsey Wilson. I recommend you go back and check that one out as well. And episode one twenty three is using behavior data to guide your coaching cycles. So we talked about collecting data. That’s gonna talk a little bit about some of the things you’re gonna look for when you’re collecting that data and how you can use it to support coaching cycles focused on behavior. The next thing you can do is grab a free download, and it’s all about classroom management for coaches. It includes the details on how to use a simple behavior plan when you’re coaching in a classroom. So whenever I would go into classrooms, sometimes there was no discernible behavior plan, and it really stressed me out, and I didn’t know what to do. So over time I’m gonna come out with an episode about this in a couple weeks, but this is a short summary. Over time, I created this behavior plan that I could use with classrooms that didn’t have anything in place. And it was positive and it was supportive and it was focused and and it gave kids language that they didn’t have, and teachers loved it. So I share that with you in a free download. You can go to buzzywithdiamondsbee.com slash episode one twenty seven with a capital e on episode, scroll down to the bottom of that post, and you

Chrissy Beltran [00:54:10]:

can enter your email address to grab that free download and start trying out the behavior approach with classrooms that maybe don’t have anything in place. In episode one twenty nine. We’re going to continue our focus on behavior and how you can support teachers in these tough times. We are going to have a coaching call with a coach, and we’re going to talk a little bit about how they can get into those classrooms, support teachers who have maybe been hesitant to try new approaches and really kind of get your foot in the door when it comes to management, even whenever teachers have not felt like maybe your coaching support is supposed to be in that area. So join me next week to learn how you can make this happen. And until then happy coaching. Thank you for listening to Buzzing with Miss b, the coaching podcast. Want more coaching ideas? Check me out at buzzingwithmissb.com and on Instagram at buzzing with miss b. If you love the show, share it with a coach who would love it too, or leave me a review on iTunes. It’s free, and it helps others find this show. Happy coaching.