Classroom Magic – Tips for Engaging Early Learners with LeAnna Wolkis-Goldstein

🎙️ Podcast Episode: Classroom Magic – Tips for Engaging Early Learners with LeAnna Wolkis-Goldstein

Deedee Wills [00:08:01]:

Hello, everybody. Thank you so much for joining us. I am Dee Dee Wills, and I’m here with my co host, Adam Peterson.

 

Adam Peterson [00:08:10]:

Hi, how’s it going? Hi, how are you?

 

Deedee Wills [00:08:12]:

I’m really good. Contrary to what my mouth is saying, I’m pretty good. We are here with our very beautiful, lovely, good friend LeAnna Wolkis-Goldstein.

 

Adam Peterson [00:08:23]:

I’m so excited to have her here. So I met Leanna years ago. We probably all met around this island. She probably knew you longer than she knew me, but I met Leanna. I. I always bring this up to her on the road with her, sweetest mom in the world mom, traveling with her. And we got to do. At that time, Leanne and I seem to be on the same circuit of, like, regional events, so we were always in little cities with a small group of friends. Got to go to dinner and shopping with her and her mom, and I’ve always known her and you all, when you listen this will figure out why. As one of the most kindest people I’ve ever met in my entire life. So welcome to the show. Our amazing friend LeAnna . How are you?

 

LeAnna Wolkis-Goldstein[00:09:03]:

You? I’m great. I’m so happy to see all of you. Thanks for inviting me today.

 

Adam Peterson [00:09:08]:

Yeah, yeah. So we. We have been looking forward to this one for sure. Because, you know, we. We both love you, and my. Our families love you. Like, Trisha and I talk about you all the time. Whenever the word kind comes up, like, we always bring up. And. And I’ll like.

 

Deedee Wills [00:09:26]:

And there’s a picture of LeAnna ‘s face. Like, the word.

 

Adam Peterson [00:09:28]:

It’s like. It’s like Linda, like Glenda the Good Witch. She just shows up. You do you. And we are not doing this just to. To blow smoke. And y’all, if you’re listening to this, we’re not doing this just because she’s here. Like, if anybody knows Dee and I, well, you know that we talk about her as a kind person outside of this. So, yeah, we’re super stoked that you’re here tonight.

 

Deedee Wills [00:09:46]:

Thank you.

 

LeAnna Wolkis-Goldstein[00:09:47]:

I’m super excited, too. And thank you for the kind words. And I share all of that love right back with both of you, so. And your families too.

 

Adam Peterson [00:09:55]:

So what, what is going on in the world? First of all, for people listening that don’t know, LeAnna , tell us you’re a teacher, a presenter, fantastic human being. But what is, what is life like in the world of Leanna right now?

 

LeAnna Wolkis-Goldstein[00:10:07]:

Oh, thank you. Well, I am still in the kindergarten classroom, so I do teach in a public school district and I have my own kinder class and it’s just me. I don’t have an aide professional. So we are just, you know, trying to be a good team and, and get things done. Besides that, I am super fortunate to be able to share my love of teaching and working with the little learners around the nation. So I’m very grateful for that. And then I do help out a lot in my district as the kindergarten project manager. So we get together as a kindergarten team throughout the entire district. We meet about once a month and we just talk about anything kindergarten related, new curriculum, how people are setting up journal writing in their classroom. We talk about things that are super happy. We commiserate and try to coach each other on and encourage each other and share ideas. We’ll usually do like a make and take and we will tour the school of whatever building that we’re meeting in that day. So it’s really nice to go from school to school to see how teachers are implementing curriculum, how they’re working as a team, little things like how they’re setting up their classroom or their daily schedule, that type of thing. So just really helping the kindergarten teachers feel like they’re supported and that they have a team of people that are in the trenches and going through everything just like they are too. So I get to spend that Must.

 

Deedee Wills [00:11:37]:

Bring them so much comfort to know that, like, you’re not just somebody sitting, you know, in your ivory tower, you know, you’re one of them, you know, and you really have your, your finger on the pulse of what’s happening in classrooms.

 

Adam Peterson [00:11:53]:

That’s so cool that you guys do that. Like, I miss that side of teaching. Like, I want that, like, get to go look at other people’s rooms. And I, I know when I was in the classroom, we, we would get together with the other schools in our town, but we, we, we weren’t a, like, we are A1 school district where I taught. Like, our district is our school. So to have that kind of camaraderie amongst all those schools in your district is cool. How many, how many kindergarten teachers is that that’s part of that group, about 60. Wow.

 

LeAnna Wolkis-Goldstein[00:12:22]:

And in the past I, after Covid, I started doing it where we would meet with teachers who were experienced and seasoned and have been around doing kindergarten for a while. And then I also did a separate section with all brand new teachers so we could kind of go through steps pretty slowly and build that foundation. And so that has been really nice for, for the different groups of teachers. So they are all feeling like they’re getting what they need. And I love.

 

Deedee Wills [00:12:48]:

Yeah, that’s a lot.

 

Adam Peterson [00:12:49]:

Is this just on your own time after school or is it built into your day somehow?

 

LeAnna Wolkis-Goldstein[00:12:54]:

After school? It’s about two hours, usually from like four to six. And whatever school hosts me, they’ll provide a snack for the teachers and then they also plan a make and take. And then I come up with a topic that we’re going to be discussing. So it might be or our new Wit and wisdom program. And so people come with questions, they know what we’re going to be focusing on so they know the topic ahead of time if they have questions they want to ask, that type of thing. And we’ll share a live Google Doc so we can continue keeping in touch with each other, sharing ideas and really practicing the implementation of all the things, you know, that our district’s pushing out. So I, when I started teaching in the district, I was a part of the, the kindergarten meetings and then it was wonderful. The baton got passed down to me. So then I took it over about 15 years ago and now I’ve been meeting with the kindergarten teachers. But we hear from a lot of other grade levels that they sure wish there was something like that in place for them to meet, like especially the first grade teachers. Wish that there was.

 

Adam Peterson [00:14:01]:

When you go school to school, is it the entire district’s kindergarten teachers or you going to work with the teachers in that building?

 

LeAnna Wolkis-Goldstein[00:14:08]:

It’s me going to work in a building with all the kindergarten.

 

Adam Peterson [00:14:11]:

Okay. What an awesome program.

 

LeAnna Wolkis-Goldstein[00:14:14]:

Yeah.

 

Adam Peterson [00:14:14]:

I mean for all teachers, but especially like you said, the new ones coming in like to be able to continue that learning. And I mean we all know this, that when you’re first junior classroom, you learn more than you ever did in college. So there’s so much that you’re exposed to that you never learned in a, in a course. Right. So that’s what a, what a benefit.

 

LeAnna Wolkis-Goldstein[00:14:32]:

It is exciting. And when we first were doing it, we would meet at district, so, so just think of like that sterile district room doesn’t really look like a kindergarten room. And then I reached out to teachers in a survey and asked them if they would be interested in doing something like that, because it is a little bit of a drive for them after school to go to the different school locations. And they all were very excited about it. I think one of the neatest things is sometimes you hear someone talk about something and you think it has to be done exactly that way and look just like that teacher has a blade. But when we go to the different schools, there’s usually between three and six teachers on that grade level. So to be able to walk through and tour all the different classrooms and see that she might do it that way, but he does it a different way. I think they’re getting so many different ideas. People bring their phones and their cameras and take pictures, and they’ve really loved it. People have just generated so many new ideas to take back to their classroom. And the make and take part has been really fun as well, because we know as educators, you. You do sit and get like a sit and get type of situation, but it’s nice to get your hands involved in something and make something that you can now use the very next day in your classroom. So. And another thing that we do is whatever. My topic is on everybody that attends, and I hope everybody will sometimes, maybe one or two people might not, but everyone that attends also brings an idea for that topic. So think about at the end of our session, with however many teachers come to each class, you’re. We walk around tables picking up one of everything that everybody’s got.

 

Deedee Wills [00:16:13]:

Oh, my God.

 

LeAnna Wolkis-Goldstein[00:16:14]:

So we have, like, binders of things. Some people keep things in binders. Some have been putting them in, like, portfolios or file folders. Other people have been scanning them into their computer so that they can be paperless, that kind of thing. But so many wonderful ideas, and it’s been really nice, from like, writing ideas to book ideas to crafts to websites. So you never know. And then it’s just a really good way for teachers who haven’t been teaching that long to really build their program and that theme and have the resources and material kind of passed down to them, rather than feeling like they have to search for it, find it, make it, diet, that kind of thing.

 

Deedee Wills [00:16:55]:

All of that feels like. Like you’ve taken that weight off of their shoulders. Like you’ve done, you know, you’ve done the heavy lifting, or you have created an environment where everybody can kind of lift each other up, I guess, is probably, probably more accurate. Although I know, I know you. I know that you, you know, if somebody says well, you know, you need to bring, you know, a snack. Leanna’s gonna bring like 14, you know, charcuterie boards, and they’re all going to be gorgeous. And they’re, you know, and it’s, you know, I would bring a bag of chips and, you know, store dip and LeAnna  will have been made, you know, this fountain out of it, because this is amazing.

 

Adam Peterson [00:17:36]:

We were just, we were just talking about that. In Southern Illinois, Hillary and Lori Elliott and I were together at a conference recently, last month, and Hillary had stopped at Walmart or something. Like the conference was on Valentine’s Day. So in her, it was in a school. So every room, like we were in classrooms presenting. And she had put like this heart draped, like, fancy little door thing in her door, and she had bought a special shirt. And I show up, like in black polo and khakis. And I was like, what are you. She goes, I had to decorate my door. And I’m like, well, you know what? LeAnna  would have done this like 30 times better because she would have hearts on the floor leading people into her room. She goes, I know she would have outdone me.

 

LeAnna Wolkis-Goldstein[00:18:15]:

Oh, it looked great. I did see. It looked amazing what all of you did there, the teachers. It was fun have that time with you. And what a fun day to have it on Valentine’s Day.

 

Adam Peterson [00:18:24]:

I know, right?

 

Deedee Wills [00:18:26]:

I, I feel like, like we need to do another episode with you because I want to really dive in because basically your PLC is, is, is massive. And it was an unexpected gem. I mean, I knew you worked with teachers, but I had no idea. Why don’t I know that? I should have known that about you, but I didn’t know the scope of it. Probably because you’re a very humble person and you don’t walk around say, and then I did this and then I did that. You’re just a very humble person who goes around behind the scenes and just make sure, you know, everybody is feeling safe. And we were going to talk, we’re going to talk about behavior, but I also, I want to tell people who, maybe who don’t, who haven’t met LeAnna , about what a positive impact you have had in my life. I’ve had moments in my life that have been very stressful. Some of them self imposed.

 

LeAnna Wolkis-Goldstein[00:19:27]:

Shocker.

 

Deedee Wills [00:19:28]:

No, not, you know, and, or, you know, we’ve had, you know, as most families do, time when health is not great and all of those things. And Leanna.

 

Adam Peterson [00:19:42]:

I know where you’re going with this. I know the same kind of things for Us.

 

Deedee Wills [00:19:46]:

She just brings this touch that is calming, reassuring, never invasive, you know, because some. Everybody handles things differently. Right. I don’t know how you magically know what my heart needs, but I hear that from people everywhere, LeAnna . It’s not just, you know, what my heart needs, you know, what other people’s hearts need. And I think that that is. I don’t. I don’t know, it’s like a sixth sense. I don’t understand where you get that. But I hope you know I always have you in my life because I treasure you. So that’s my segue.

 

Adam Peterson [00:20:31]:

But I will attest to that too. Before you segue to what you’re going to is I will always remember when Trisha’s dad passed away. You, LeAnna , were one of the first people to text us both. Just little things. Always. I remember waking up to texts from you out of the blue, saw a bright yellow sunshine today. I thought of you. Well, I want to be like LeAnna . You, you are. And, and everyone listening to this. You know, if you’ve listened to previous episodes. We just talked about this. We were talking about you when we talked to Shannon today about how she embodies your personality. And it’s, it’s, it’s. I just want you to know we’re not saying these things because you’re sitting right here. You are talked about very often amongst our group of friends, even when you’re not in the room. And I think that that says a lot in, in this world, you know, like that.

 

Deedee Wills [00:21:26]:

Yeah.

 

Adam Peterson [00:21:26]:

Everybody needs someone like you in their lives.

 

Deedee Wills [00:21:29]:

I need like eight of you. I’m just like bubble wrap me with your bodies.

 

Adam Peterson [00:21:34]:

I get her first.

 

Deedee Wills [00:21:35]:

I know. I was, I was thinking, you know, LeAnna  has, if you follow her on, on Instagram and if you’re not, you should woke us. Wonderland, right? Do I get that right at Wilkins And I’ll put it in the show notes. People can find it. I want to put the word is Wonderland on a year that wasn’t right. But she shows these incredibly magical moments in her classroom that I just think about how fortunate those children are to have you. Because if you make them feel, you know, I don’t know, even part of how I feel, how you make me feel, you know, they, they, they, they won the lottery for the teacher. So I want to talk a little bit about, you know, you were talking, you had said that one of the things you would like to talk about and I’d like to hear from you is about, you know, effective behavior management. Because I Feel like that is probably something you’ve heard from your group of 60, how that could be challenging. But it’s something I hear all the time from teachers about how your issues are, are, are different now than they might have been in the past. So I’d love to just shut up and let you talk.

 

LeAnna Wolkis-Goldstein[00:22:48]:

Oh, no, thank you. Those sweet words. I feel like I needed to hear every single part of your words from both of you. So please know how much that absolutely touches my heart to even be thought of in that way.

 

Adam Peterson [00:23:02]:

And wow, 100 honest and true everything to me.

 

LeAnna Wolkis-Goldstein[00:23:06]:

And you both mean the world to me as well, so it touches my heart. Thank you for telling me that. You know, I think that behavior and classroom management is a big part of our days in every grade level, but especially in early childhood classrooms. I think that, you know, to start at square one, I think it first starts and stems with building those relationships. Over the summer, as soon as I get my class list, I’m calling my families and welcoming them to my classroom and asking them a few different questions, like what is your child’s favorite color and what’s their favorite food and do you have any pets at home? So that way, when the kids show up on that first day, I already know something really special about them. Maybe that they have a dog at home or that their favorite color is purple, that kind of thing. I can do little things in my classroom to welcome them. Even before I’ve seen the whites of their eyes and been able to talk with them. I might, might put a special colored sticker on their name tag because it’s their favorite, or print out an image of a favorite character that they love or a sports team just to make them feel valued and important. Welcome. You know, a lot of the little people, they’re so nervous and scared to leave their families and come in on that first day. We actually have a kindergarten roundup and a meet and greet that families will come in at different times during that day and meet their teacher, bring in supplies. I usually always have like some little jitter glitter that, that the kids can take home and they can’t open it until the night before the first day of school. So they just sprinkle a little bit under their pillow just to warm their minds and just settle their little hearts that things will be good in the classroom and have them look for their name in five different places. And I’ll usually have a picture of me in kindergarten. They have to find me when I was five picture. But so I think just setting that tone at the beginning. Letting all of the families know that they’re welcome and they’re. They’re. You’re so happy to see all of the kids and to meet the families and to let them know that you’re a community together. And I always let the families know that they are the child’s first teacher. They are one of the most important people in their child’s life, and that I want to have just as great of a relationship with those parents as well. I think that starting off with that positive call, even if you can send a little welcome to first grade, second grade postcard in the mail before the kids get to school, and then just letting them know that you’re just so excited for this year, because then, of course, it makes those other calls go a little bit smoother when you have to talk to them about maybe a poor choice that’s been made at school or possibly something that they might notice on an assessment that’s coming home or that it then transitions onto the report card, that kind of thing. I also think that, you know, welcoming the kids in every day, whether it’s a greeting that you have with the children or I like to use a password pillow. And there’s a little pillow hanging on my door handle, and it just has Velcro. And I’ll change either the letter or the word or the color or a number. Sense activity. And so they have to read it or say the sound, and that’s how they enter the classroom in the morning. So. So they could either start with, like, a little greeting or they have to read a little password when they come in. And that just kind of sets the tone as they’re coming into the classroom. A lot of times I’ll try to do some type of a hook. So, like, if I’m teaching about the five senses and we’re learning about the sense of sight, I might come out with these crazy googly eyeglasses on, these big Mickey Mouse hands on and just kind of go down the line as I come out and just ask the kids, what do you think we might be learning about that kind of thing, just to get them excited about coming in. I will say that that has been something that’s been very important to me to get those kids to want to run into. Not literally run, but rather than swinging five more times and having to blow the whistle two more to get them in. I’ve been told from a lot of people that my kids are running into line as soon as that first bell rings. And. And I’m attributing it to them, wanting to see whatever’s on the table or what I come out with that morning. I’ll always give them a little hook at the end of the day and give them a little treat as to something I might be introducing the next day for math, like it might be a magnet or two pom poms. And then I’ll ask them, I’ll pose a question, what do you think we might do with these pom poms tomorrow? And a lot of times I won’t even tell them what they are because like in kindergarten, everything’s so new to them in preschool that just showing it to them, they might not even know it’s a pom pom. They might think it’s a ball or a bean. And you just get really interesting reactions from the kids. So I think the hook and giving them something to look forward to the next day, like asking them after I show them the pom pom. Do you think you would love to learn more about these pom poms during math? And usually you’ll get a lot of kids that will say, yes, I can’t wait. Well, then I’ll see you tomorrow on Fun Friday. I can’t wait to see you then. So little things like that just to get them to never want to leave and to rush back in in the morning when I put on my cleanup song at the end of the day or backpack boogie. I’ll hear from a couple of the kids, though, and immediately say a. I’ll play along with it. And I’ll say, oh, no, what’s the matter? Are you feeling sick all of a sudden? And they’ll say, no, we don’t want to leave the wokest wonderland or we’re not ready to clean up. And I know we don’t make a lot of money and there’s not many perks in teaching, but that for me is like winning the lotter. Are sad to leave at the end of the day, then I know that we’ve accomplished some good things together and great things have happened. And I know I’ve made a difference in that day for those kids. So that’s very important to me. And, you know, just creating a safe place in the classroom, creating a classroom family. I usually have the kids bring in a little picture. Sometimes I put it in a photo album. This year I made a family bulletin board. And it was like a little house. And the kids were able to bring in pictures. I put them all over their house. And then I hung the houses up all over the bulletin board and it’s near my safe place. And so when the kids might be having a hard morning or they might be a little sad or might be getting into a little mischief, they can go over there and look at their family photo album and, you know, go through the different techniques and strategies that might be in a safe place. And then hopefully they hop right back over and join us right after that. But also using clear visuals, I’m a big believer in anything visual, all kinds of gestures. So if I don’t have to speak it a million times and I can just show a signal instead and have other kids joining me. And being junior teachers and coaches in my classroom, that’s really, like, the biggest strategy that I’m trying to build at the beginning of the year, letting kids know that this is a safe place to laugh, to cry, to make mistakes, to grow from one another, but that we’re all here for each other. We’re here in the good moments and the not such great moments, and we don’t laugh at each other, and we coach each other, and we encourage each other. We’re doing a lot of cheers. We try to cheer each other on and do little celebrations. I feel like a lot of the things that I teach my students and little like, I’m big into the novelty and the realia. I love the little resources. Anything, you know, my kids can touch and hold. That’s very important to me. And then rather than just introducing it, I like to show them where I keep it or where it’s set for them the next time. Because the best thing for me as a teacher is if my. Oh, is it.

 

Adam Peterson [00:31:07]:

What is that? You both have, you know, if you’re listening.

 

Deedee Wills [00:31:10]:

The reason I have she. It’s. See what it. Tell everybody what that is.

 

Adam Peterson [00:31:14]:

Yeah. So if you guys are just listening. LeAnna  was holding something up, and Didi held up the same exact thing. Now I’m feeling left out.

 

LeAnna Wolkis-Goldstein[00:31:21]:

Left out. I will send you one friend.

 

Adam Peterson [00:31:23]:

No, no, no, no. I’m not saying that for that reason. Please don’t do that.

 

LeAnna Wolkis-Goldstein[00:31:26]:

They’re just little mindfulness fidgets. They’re just ways for kids, you know, to get out that active energy or just to work through some feelings, just to take some deep, calming breaths and then just be ready to get back into the zone and that type of thing.

 

Adam Peterson [00:31:39]:

I’ve been holding this peg from our pegboard in my craft room this whole episode, twisting this around. I have own. You don’t need to send me.

 

LeAnna Wolkis-Goldstein[00:31:47]:

Everyone has their favorites, so that’s awesome. Perfect. Yeah. So that’s been a very important skill for us. Also. I like to introduce the students to something I call a solution suitcase. So it’s just visuals of pictures of ways for them to solve problems. And so I teach them a little song about being a problem solver. It goes a little something like this. I’ll sing a little part of it. But it’s like, if you ever have a problem, a problem, a problem if you ever have a problem then let’s talk it out let’s look at our choices and speak in calm voices. If you ever have a problem then let’s talk it out let’s all do the right thing the kind and polite thing. If you ever have a problem then let’s talk it out. So I sing that song a lot in the class.

 

Adam Peterson [00:32:44]:

Did you write that?

 

LeAnna Wolkis-Goldstein[00:32:46]:

No, no. Oh, I sing it a lot at the beginning of the year. And then I start introducing solutions to problems. And I basically wait for a problem to occur. And then I’m like, I have a solution for this problem and then I’ll go to my little suitcase. I just, you know, I am not very good about throwing things away. So I’m always feeling like I’m going to come up with a really great idea for that tool. So I just took old. It was like a container from Scholastic, a plastic container with a handle. And inside were like six baby board books away. The baby board books. And I kept the little container and I thought, this is a perfect suitcase. So I put my solution cards in to the suitcase as I introduce them and then I leave them somewhere in my classroom where the kids can find them and they can get them independently without asking me. And they go over, they get the suitcase and then they turn to one of the solutions to help solve the problem. So it might just be take turns. It might be use a timer. It might be get a teacher. It might be trade and switch. It might be ignore. Ignore is the one I feel like we can use as educators the most. And what ignore for the kiddos is, it means don’t look, don’t laugh, and don’t listen. It’s nothing they need to look at. It’s nothing they need to talk about. And it’s really not anything important for them to listen to. It’s nothing that has to pertain to them. It’s not a situation that they’re involved in. And it’s something that somebody else is working on. At one of my other schools, we had a hold on.

 

Deedee Wills [00:34:26]:

I feel like I need that my suitcase as an adult hold on every.

 

Adam Peterson [00:34:31]:

Every time I turn my phone on.

 

Deedee Wills [00:34:32]:

Wait, I’m writing that down right now.

 

Adam Peterson [00:34:34]:

Ignore, ignore, ignore, ignore.

 

LeAnna Wolkis-Goldstein[00:34:37]:

Don’t listen. Yeah, and the don’t laugh comes from at another. I worked at another school. We had a self contained preschool classroom and we had lots of children going up and down the hall crying or kind of running or screaming. And so those were behaviors children were witnessing. And so that’s why I thought it would be a good thing we’re not looking, we’re not laughing, because that could be something silly. Seeing someone run all the way down the hallway could make you laugh. And so we’re not laughing at it and we’re not listening. Like if we hear someone talking. Don’t you always find when you’re having a serious conversation with another friend, everybody is like.

 

Adam Peterson [00:35:18]:

What you say? What’d you say?

 

Deedee Wills [00:35:20]:

What happened? What happened? Right.

 

LeAnna Wolkis-Goldstein[00:35:22]:

You know, so just working on that, ignoring. But the best part is when you have children that you might not even be aware of, are having a conflict or need some help solving a problem, and you have a super smarty in your room who runs over and gets the solution suitcase and brings it over and helps solve that problem. And that would be something you want to build into your class. You want to find those kids that are like the little helpers, right, to speak in a nice calm voice and aren’t demanding, but are like the little mommies and the daddies for them. And then one year I had a friend who anytime there was a problem, he would just start humming. I love that you just knew, like this is a case for the solution suitcase type thing.

 

Adam Peterson [00:36:13]:

It was like his own personal call me technique, like I’m not going to react.

 

LeAnna Wolkis-Goldstein[00:36:19]:

Definitely.

 

Adam Peterson [00:36:20]:

And then he does that at the airport.

 

LeAnna Wolkis-Goldstein[00:36:25]:

A lot of behavior situations occur if the kids aren’t actively engaged. I.

 

Adam Peterson [00:36:31]:

Yes.

 

LeAnna Wolkis-Goldstein[00:36:32]:

Yeah. I love anything cooperative learning. And I’m a big believer in 100% participation. And it’s not just one friend doing all the jobs and answering all the questions, but everybody plays a role in participating as a, as a table together on the carpet. Like, I do a lot of activities where I’m building in partners. So different ways of partnering children, letting them partner on their own because that’s very interesting to see who the kids gravitate to. Sometimes the friends, sometimes maybe not the best of friends. And then also taking some opportunities to pre group two bodies together because they can really learn and grow and nurture each other that way as well. I use a lot of music in my classroom, so in my past I was big into Dancing and music. And so as much as I can incorporate music and movement and dance with my little learners, I find that is so valuable and helpful. So, you know, playing different music to get them to come to the carpet, dinging a chime. And that means you get out your writing journal. So like I was saying before, as much as I don’t have to speak directions or raise my voice over other learners, that type of thing, if I could just show a gesture or hit a buzzer and they hear and they know that’s clean up, then, you know, that helps me out. I can be working with a small group, I can be talking to an administrator, and I ding the buzzer, and as I’m talking to her, all my friends start cleaning up. You know, that’s another magical moment. Hopefully your administrator would say, how did they know to clean up? It’s just little visuals. When my kids come to the carpet to hear a story, I have a wind chime above my chair. And so when they hear that sweet melody of the wind chime, they just know they’re coming right to the carpet. And I’m about to have a really special read aloud to share with them. So I find that has been very helpful playing a certain song or using a specific instrument. And that instrument or that song is only used for that type of learning. So that they always know. Like, for instance, music I find is so helpful for behavior. I think playing upbeat music at times to kind of wake kids up after lunch, but then playing some calming music when they’re coming in to invite them into the classroom. I love to use music for transitions. So if I need kids sitting on the carpet, I might play on. Play the song jaw, like the song, the theme song from Jaws. And then I. My feet, I call them carpet sharks. And so I just move my feet around like this. And if my carpet shark gets close to you, that’s because I need you to either cross your legs or sit like a mermaid or pull your legs in. So without even saying anything is D d d. And I’m going around to different kids, and nobody wants the carpet sharks to come by them. And if they do, they just immediately know, oh, I need to sit up a little straighter or slide into my space, that kind of thing. So that’s been very helpful as well. And then just having a master class, isn’t it, Adam?

 

Adam Peterson [00:39:50]:

I know. I’m like, just keep going. I know people are like pulled over on the side of the road right now.

 

Deedee Wills [00:39:54]:

They’re like, I can’t come this all day. I’m taking notes. Yeah, keep going. Keep going, sweetie.

 

LeAnna Wolkis-Goldstein[00:39:58]:

Transitions. Like, everyone gets tired just walking to their table. So what about quacking to your Quack like a duck to your table? Everyone going to their seats. Do you think kids are going to be pushing kids out of the way, or we need to go first? No, they’re all like. And they’re having so much fun. They’re, like, laughing at each other as they’re quacking like a duck. And everybody wants to get to their seat rather than having that one friend that’s still on the carpet and you’re having to say, hey, buddy, did you hear what the direction is? We’re all heading to our seats. So those little things have helped me a little bit, too. Just making sure everyone’s buying in, everyone’s participating. And then, you know, it takes a lot of that, that. That pressure off of me where I feel like I’m just pushing rules or expectations on those. I do think that is very important. Stating expectations. I used to work at a school that used to make your day. And I know that everyone has their own feelings about make youe Day. But one thing I really loved about using make youe Day in my classroom was stating my expectations. I would always. Before we’re heading to our seat, as we’re coming to the carpet, before you’re going to get out your math book, I would say I have three expectations I’m going to share with you right now. I would have them repeat them. I might have them teach it to a friend next to them and repeat that. And then I have them go and do that. So that has been very valuable as well. And then having the kids, instead of coming up with rules and telling them, these are our five rules. What about switching that. That frame of mind and looking at it as an agreement, an agreement that we can all be a part of. We can come up with these expectations and behaviors that we feel comfortable with. One of my favorite books to do this with at the beginning of the year is no David. And even though it’s silly, and in that one, he shows up with his hands down, and that’s always, like, their favorite page. But after we read that book, I. I usually will take one of my smallest friends in the class just because I put this up in my room and wall space is, like, very valuable. So I. After the story’s read, I lay down a big piece of chart paper, and I have a little friend lay down with their arms and legs kind of out, and we trace around their body with A crayon. And then I talk about all of the things that David did. And so as we’re talking, I’ll say, you know, he played bas. He played ball in the house. All right? Played ball in the house. And I’m just, like, scribble, sketching it out around the body. So I’ve traced this body, and I’m writing it around the body, okay? After we come up with all these things, we notice, like, oh, dear, did you see David do that? Oh, my. We talk about, how would you ever want this to happen in our. In, like, we call my classroom the wokest Wonderland. So I say, would you ever want a friend to act like that in the Wolves Wonderland? And they’re like, no way. Well, how can we prevent these kinds of things from happening? And then they’ll come up with some ways to make sure that those things don’t happen anymore. So those are some of our agreements. They could be looked at as some rules, like, we’ll keep our hands to ourself. That might be looked upon as a rule, but then an agreement might be. We can share compliments or positive praise gambits with our friends. So as we start adding the great things that could be part of our agreements, we write that on the body, okay?

 

Adam Peterson [00:43:33]:

Inside the body.

 

LeAnna Wolkis-Goldstein[00:43:34]:

Wonderful agreements on the body. And then I tell them, well, how are we going to make sure that we’re focused on making these positive choices instead of making these poor, poor choices like David did? You’ll always have one friend that might say, let’s scribble it out, or let’s cut it off or rip. Rip it away. And that’s my plan is to. Then I say, yeah, let’s get rid of these poor choices right now. And I start cutting out the body.

 

Adam Peterson [00:44:02]:

That’s so cool.

 

LeAnna Wolkis-Goldstein[00:44:03]:

I cut out the whole body. And now my trash, my scraps, are all the poor choices that David made. And I say, what should we do now with all of these poor choices? And they’re like, get rid of them. And I’m like, right. So I crumple them up and I stick them in a plastic Ziploc bag. I zip it up, and then I share the pen. And interactively, we write poor choices. Write that, like, on a sentence strip, tape it to the bag. And then after we do that, then I. I tell the kids, well, who. Who’s going to help me make sure these great choices are made in class? Not just today, but every day? And hopefully you’ll get some kids raising their hand. And so then I’ll Say, grab your favorite color marker. Everyone will grab their favorite color markers. And then I have them sign their name down the legs. Dede will sign her name, Adam will sign his name. Everybody signs their name. And I tell them, well, now you’ve made a promise that you’re going to be part of making these really good choices. And then in my Safe Place area, I hang the no David up. And then I hang up the poor choice bag. And then at my school, if there’s a main rule like of course when I was at a Make youe Day school, it was I will not interfere with the well being safety of others. We are a PBIS school now that I teach at. And so we are a SPARK school. And so spark. SPARK stands for safe, positive, appropriate, responsible and kind. So I would just type that up. And that is my main, like my main expectation on David. We name him David. And so if the kids are making a poor choice or they’re having a moment where they just need to self regulate in the Safe Place, I’ll tell them to go over. And I have lots of fidgets. I have interactive walls that the kids can move the arrow to show like how that behavior might have made someone feel. They can put cards up of how did you feel when that happened? How can we feel now if we make a better choice? That kind of thing. But it’s just a great visual for them to look at. And then they will never forget those poor choices David made. How they never want to be in a classroom with children who are making choices like that and how they can make better choices in the future. Another way I’ve done it. This is a suggestion for some of our teachers who work with the older children. We use it also as like a class constitution. So cut out a real rugged paper. I dyed it with tea bags. We wrote like we, the kids in room 307 believe. And then what do you believe? We should keep our hands to ourselves. We use kind words with others. We compliment each other when we’re coloring. And then they can all sign their name to that. But with it being a class constitution, they get to use a quill feather. And they get oh my God, that’s cool feather. And then that goes on the wall. So that’s a good tie in to like social studies. And we’re a core knowledge school. So that’s been wonderful as well. But just having those moments together, you know, like they say, model that behavior that you want to see. I really feel like. And I try to be as animated as I can, but I feel like I try to play on their hearts strings a little bit, and I’m always letting them know, do you think that would make Ms. Wilkus’s heart so very happy? I also ask them, like, do you think it would break my heart into pieces? Do you think it would make me cry alligator tears? And then I also tell them, like, when they leave me and they go to first or second. I even have kids come and visit me from, like, high school and college, and they still come and tell me. I still put Ms. Wus, my little Ms. Wilus on my shoulder and, oh, leave Ms. Wilkins on your shoulder. And always think, would Ms. Wilkins’s heart be smiling if you did that? Or would I be crying alligators?

 

Deedee Wills [00:47:58]:

Oh, my gosh.

 

LeAnna Wolkis-Goldstein[00:47:59]:

You make that choice because now you’re on your own. And I know that you have that tool bag filled with all of the tools you need to be successful.

 

Deedee Wills [00:48:07]:

Right.

 

LeAnna Wolkis-Goldstein[00:48:07]:

You know, like what we say, everything you need to know, you learn in kindergarten. So, like, if you can set that foundation and those stepping stones for those little people to really be those coaches, I think it’s so important for them to stand on their box of courage. Our principal right now, we have a new principal at my school. And she has a little statement that she says at the end of her announcements every day. She says, see something, say something. You know, it’s like, you can be just as smart, just as much a part of the problem if you see something and you don’t say something.

 

Deedee Wills [00:48:42]:

Yeah.

 

LeAnna Wolkis-Goldstein[00:48:42]:

So, you know, letting the. And it can be scary and maybe want to talk to just those people. But is there someone else you could go talk to that could help encourage you or be a support system? Like, you know, we feel really comfortable doing things together, the three of us, because we feel so supported by one another, you know, feel like anyone’s out to do something horrible to us. We really care for one another, that kind of thing. When you feel that, I. I think you feel stronger. You feel like you have the skills to do something that might be harder than something more resilient.

 

Deedee Wills [00:49:17]:

Right. I mean, we are all just trying to. As you’re saying these things, you know, I’m thinking, you know, for some. For some children and adults. And adults, you know, they. This might be the only time that they are or might be one of the first times in their memory where somebody outside of their family has. Has talked about the way other people feel. Right. For some. For some students, you know, their family might have said something, but maybe their family hadn’t. Right. And What a lasting legacy you give your students. LeAnna . I love that.

 

Adam Peterson [00:49:56]:

It’s awesome. You know, as I’m sitting here listening, you talk like you are like what Dr. Jean was when I first started teaching, like, for the new generations of teachers, I feel like you are the. Like you’re that. That person. I know Dr. Jean’s still out there doing things in her area.

 

Deedee Wills [00:50:13]:

Right.

 

Adam Peterson [00:50:14]:

But you are like the songs and the calmness and the positivity, and that’s something that I. I preach on is. Is expectations over rules. And you said it best when you said something about we, we keep our. Our hands to ourselves rather than saying, don’t put your hands on your friends. Right. Like, we, we tend to too often look at rules as that negative aspect rather than the expectations in a positive light. And. And that. I love that. No David idea. I do something similar. I do. We call them classroom contracts, where we just make contracts of what I should see every area of the classroom. So, like in the blocks, what should I see? If I look over there in the kitchen set, what should I see happening? Anytime I look and we make a chart paper together, they all come up and sign it because that’s their promise. But I love the, the. How did you make other people feel? 1 with the cutting it off. I thought you were gonna say we put in a bag and we light it on fire. Like, we burn those problems, we send them ashore, we send them to this guy. It’s such a. I mean, I know there are, and I. Here’s what I’m thinking. I’m picturing teachers right now, regardless of what time of year they’re listening to this, going, I’m going back tomorrow, and I’m going to do that because we need that reset. Right. And I think that’s something really important to remember, is that these aren’t that all the ideas you just shared. Yes, great to start at the beginning, but these are things that can happen any time of the year. Like, you need to reset, then take that moment and reset.

 

Deedee Wills [00:51:35]:

And just because we know the last six weeks is rough. Yes, it can be rough. Right. Because you’re tired, they’re tired. There’s a lot of external pressure coming, you know, from everywhere. Right. And maybe at home, you know, there’s some, some instability because now they’re not going to be at school every day getting a meal, or they’re not going to be able to count on, you know, LeAnna  to have their heart. Right. Maybe they. Now they have to go somewhere else where they aren’t with their family and not with you. Right. So that instability is, is anxiety producing, I’m sure, for students as well. I just know the last six weeks, Adam, you said something about not waiting until next year, and sometimes we want to start fresh. You know, everything’s going to be perfect. But I think, you know, from Leanna, gave us, like, like I said, a master’s class in classroom behavior for, for the emergent and learner and, and above. But if you were to take two things of, of what she said and implement them this week, right? And then next week, maybe add another thing, and then the next week add another thing so that you start as the educator building a habit so that when you start next year, you’re not trying to find 500 new things that you’re doing, you’ll be taking. Okay, I, I, I have these in my skill set now. I have the jaw music. I have the, you know, I have the calming corner. I have, I have this toolbox of solutions. Right. Then next year it won’t be so hard to add more to it because you already have this as a habit. Does that make sense, what I just said?

 

Adam Peterson [00:53:19]:

Yeah, totally. That’s what I love about the ASCD conference happening when it does in early March is. I know it’s, you know, the year’s three fourths the way over, but I, as an attendee, because that’s the first conference I ever attended as a teacher, because it’s right down the road. I remember feeling so refreshed from that conference right before spring break. But then my little ones were, we had a good routine set in place, right? Like, they knew my expectations, we knew our routine, we knew our schedule, that it allowed me that time to then go try some of those new things. Like that those last two months of school are the perfect time to try new things with kids that get it right, that you’re not focusing on other things so that you know what’s going to work with year ones when they come in next August or September, and you’ve already tried it. So these are ideas that I think are fantastic back to school ideas. But I’m thinking right now of some classrooms that I work with that I’m like, I’m gonna go do that next time I’m there.

 

Deedee Wills [00:54:15]:

I’m like, okay, yep, check, check, check. I want to do that. I want to do that. I mean, it’s. When listening to Leanna, there’s some ideas that we have, you know, maybe heard but haven’t incorporated. Yes, there’s a lot I have not heard. For sure. Well, actually, that’s untrue because I’ve sat in your sessions before. I know that. I’ve heard them.

 

Adam Peterson [00:54:36]:

It’s weird, though. I feel like I’ve. I guess that we’ve never really had the opportunity to sit through sessions like, yeah, I saw. And I hope you take this with. With sincerity and that I’m being heartfelt and true here, that usually, like, when the three of us get together, we talk about, you know, the conference or our families or things going on in the world. I’ve never had the opportunity to sit and listen to teacher LeAnna . I’ve always listened to friend LeAnna  and the person that I know. You just amazed me in more ways than I’ve ever been like. And I hope you take this with respect that I did not. I don’t know. This is me just being vulnerable. I didn’t expect the podcast to go this way tonight. I knew it was any positive, but I’ve never gotten to see teacher Leanna before. And I love it. I love it. I feel so lucky for your students and your families that you get to work with. Yeah, you just amazed me over this last little bit of time with these ideas.

 

LeAnna Wolkis-Goldstein[00:55:29]:

Yeah, that means a lot to me. But I know that you said, like, I shared a lot of things to help positive behavior happen or in your classroom, but I know a lot of times, especially for teachers right now that might be tuning in, they’re not maybe feeling like so much behavior might be happening. So something that I have found that works well for me is using an ABC chart. And if any of the listeners were interested in having one that I created, I would be more than glad to share it with you, and you could share it out with them, but it’s just a document. You could print it out and have multiple copies on a clipboard for a specific friend if you had one in mind right now. And basically, when a situation occurs or a behavior is witnessed, I would just write down the time that it happened, what was observed, what I might think is why the behavior occurred, what might be, like, a possible function of that behavior, and then what the consequence was. And then I can start collecting this documentation. And when I meet for, like, an IEP meeting or MTSs, I have to sit down with my principal or I’m talking to the specialist team, and they want to see some documentation that I have. I found that this piece of evidence has worked really nicely for me because I can write down the antecedent, the behavior, the consequence. The. The trickiest part is really figuring out the function, why that behavior is happening in the classroom. But then you’re, you’re keeping a good set of documentation. You might even when you meet with your team, realize, gosh, I’m noticing this is happening every morning from like 9 to 9:50. What part of your day is that? That’s calendar time.

 

Deedee Wills [00:57:11]:

Oh, boy.

 

LeAnna Wolkis-Goldstein[00:57:12]:

Maybe that friend’s having a little trouble, you know, sitting for that long of a period of time during calendar. How can we help support that friend? Maybe we can give them like the calendar in a notebook. And so they’re actually writing the date down as the teacher’s writing it. They’re coloring a square for whatever type of weather we’re having. Or they have a special chair they sit in, or they have like a weighted stuffed animal that’s on their lap. Things that we’re noticing so that we can build in these supports for those kids. And then for some of those children that you are filling out that ABC chart and you kind of have to take it another step further. A suggestion would be a check in checkout system. Yeah, there another teacher on campus that your child gets along really well with or has bonded with or has a relationship. Could they go meet with that teacher for like three or four minutes before school starts that morning and just set a good tone for that friend for the day, focus on like one goal that they’re going to try to accomplish and then meet back up at the end of the day just to kind of check, check back in, but check out, congratulate them on their day, give them a little bit of some praise, that kind of thing. And I really believe I’ve learned a lot about rewards. And I think that we are the reward. You know us as the teacher, we are the treat for the kids. And so, so taking it a step back and the celebrations would be like a little happy chappie on your hand or a stamp on your paper or you get to be the leader of learning that day or you’re the big boss type of thing. You get to pick the brain break that we do. You get to select the book that I read or the pointer we use at calendar instead of receiving something like a popsicle or a pizza party instead. It’s almost like receiving a very special job to do in the classroom. And if you think a trusted position.

 

Deedee Wills [00:59:10]:

Yeah.

 

LeAnna Wolkis-Goldstein[00:59:12]:

So, you know, letting those kids help. I always find those children that need the biggest supports from me do their best when they are a leader in my room, when they are a coach, when they’re being praised for something. And if you have a few minutes during your day, either during morning circle or during your conclusion of the day, could you pass around a microphone? I mean, we could buy a microphone at the store. I have a real microphone. So we turn it on. And each day I pick a couple, pick me piggies to come up and share a sweet compliment about a friend.

 

Adam Peterson [00:59:45]:

That’s awesome.

 

LeAnna Wolkis-Goldstein[00:59:46]:

And it’s nice. It’s. They hear the compliments from me all the time. But to hear it from your peer, just like you guys have really filled every bucket I’ve ever wanted to have filled with your kind words, like, I cannot thank you enough for the sweetness you’ve shared with me tonight. But there’s no better feeling than knowing that your peers think highly of you and they think that you’re amazing. So that’s so important. And just using, like, those whole brain techniques of having them share something positive to their friend, turn and tell your neighbor, you are awesome at math today. Because what’s going to happen when you keep saying things like that? Out of nowhere, someone’s going to say, augie, your math work is marvelous. And then what’s that going to do for your teacher heart? Absolutely. That. You’re just going to love that so much. And, you know, a lot of times I set the tone for my kids, that there could be a problem that might arise or. Oh, dear. I just need to let you know there was a very poor choice made last time. What are the kids going to say? What was the poor choice? Usually they’ll always say, who did?

 

Adam Peterson [01:00:55]:

Was Adam that friend.

 

LeAnna Wolkis-Goldstein[01:00:56]:

Right. So I have come up with a person. Mine is called Silly Willy. And so every time I’ll say, oh, no, you are never going to believe what Silly Willy did. When we went outside during this special experiment, and they’re like, what did he do? And then the funniest part, because I talk about Silly Willy so much. Oh, dear. I need to tell you what happened with Silly Willy last time. They just listen in a little closer. And then usually you’ll always have a friend that will say, where’s Silly Willy in the picture of. Who’s this Silly Willy? Oh, he wasn’t here. She wasn’t there that day we took the picture. And then they’ll ask you, as you get a set of instructions and you send them on their way. You’ll always have a little friend. They’ll say, well, what did Silly Willy do it. Silly Willy did nothing. It was great. Everything went really well. You know, with the celebrations. Could you use, like, a smiley board or a Frowny board smiley, they just get a tally. Frownies, they also get a tally. But like when they earn five smileys, maybe they have an extra dance party or a little extra time on the playground or they get to pick the game that they play with. And then like cleanup time is another time that I’ve seen some behaviors occur. Either they’re not ready to clean up or a friend breaks their Lego building and then their, their world has just been crushed.

 

Deedee Wills [01:02:21]:

Yeah.

 

LeAnna Wolkis-Goldstein[01:02:21]:

So I, I like to use, I just made a little bear and I glued it to a paint stick and I just velcro him to the wall and he’s called the five minute Bear. And so before I’m about to clean up anything ever, I pick like my boss of the day or my leader of learning to go get the five Minute Bear. And then they show the bear and they say five more minutes, five more minutes. And they go to each group to let them know. That way they know, oh, I’m going to have to clean up here pretty soon. And it’s not just like I’m springing. I like that a lot. It’s a panic type of thing.

 

Deedee Wills [01:02:57]:

Okay, so LeAnna . Okay, so I, I’m picturing a stuffed animal bear, but it’s a picture of like a picture of a bear.

 

Adam Peterson [01:03:03]:

It’s a stuffed animal bear with a.

 

LeAnna Wolkis-Goldstein[01:03:05]:

Stick out of a Be there. And I just glue it to a paint stick.

 

Deedee Wills [01:03:09]:

Oh my gosh, that’s a great idea. Because that is the time when they go from zero to 60. I mean, I would be too if I was, you know, I just need like. Okay, so I’m just going to tell you the story about Mr. Wills. Mr. Wills. If he says we’re leaving the house at 8:00, it really means we’re leaving the house at 10 minutes to 8. And wait, wait, wait.

 

Adam Peterson [01:03:31]:

You and Trisha need to have this conversation right now.

 

Deedee Wills [01:03:35]:

So, and so it makes me irrationally frustrated when he’s in the driveway at 10 minutes to 8. I can hear the car running and I’m still blow drying my hair, you know what I mean? So I’m like. Because I need, I need five minutes after eight, right? That’s me. I’m five minutes after Mark. Mark is like 10 minutes. So. But I know that like all of a sudden I just get really angsty about that and I’m pretty good at self regulating my behaviors. But for 5 and 6, that’s a great little warning system. I love that.

 

Adam Peterson [01:04:05]:

I think you said something at the beginning that, I mean, nothing is Going to be a magic switch. I talk about this in my behavior session that I do. There’s no magic switch any of us have. Right. Like, we all are going to deal with different things. We all need every strategy under the sun. You just gave us so many to try. But you said something beginning. The two things that stuck with me that I preach all the time and I odit. And we all do that. If you can build those relationships, not just with the child, but with their family. Right. We need to remember these are somebody’s kids. These are somebody’s babies that are coming to us. They’re not just numbers on a list or students on a list. Names on a list. Right. And the other thing you said was your kids are so excited just to walk through that door every day. And that’s how I end my keynote all the time. I said, we need to build places and classrooms where people want to bust down that door to get in, not trying to get out. We, especially at the primary level, our job, our job, our focus should be making a place where kids want to come learn. Because if we can do that, then they’re going to learn. Right. Not a magic switch. But. But it’s. That leads to. Sorry, Didi. That leads to the behaviors, you know, not happening as often because they’re so excited just to be there.

 

LeAnna Wolkis-Goldstein[01:05:23]:

Yeah.

 

Adam Peterson [01:05:23]:

Sorry, Deedee, say what you were.

 

Deedee Wills [01:05:25]:

I’m just. I’m thinking about that teacher who’s listening to this. And this will probably come out in the middle of April is when.

 

Adam Peterson [01:05:32]:

Yeah.

 

Deedee Wills [01:05:32]:

And so they’re. They’re at the end. And I picture. I don’t know if you’ve ever seen, like, a mud run before, like, people and they’re trying to get up the hill, but they’re just slipping and they’re trying to grab onto anything. I mean, I just. I feel like that is the last four weeks of school. I mean, it’s wonderful. I mean, it’s. It’s absolutely the time to celebrate. But it also takes teachers to the end at times of. I don’t want to say the rope, because that makes it sound like they’re ready to snap. But, you know, everybody’s just a little tired. All of the demands are there, and you’re just trying to make the most of the time that you have left. And so, like, I know that I was probably a little less patient towards the end of the year than I was maybe in January coming off of Christmas break.

 

LeAnna Wolkis-Goldstein[01:06:23]:

Right.

 

Deedee Wills [01:06:23]:

So I knew that I was a little bit. I don’t know, just a little A little. A little short with my patients, maybe. So I love all of the things that you are saying, LeAnna , that are like a preventative. So before you get to the point where that one child has done this over and over again, and you go to the principal and say, silly Willy is doing xyz, and they’re saying, well, why do you think that’s happening? But you haven’t documented all the time in your mind. It happens all the time, all day long, every day, even on Sunday. Right. Instead of by having it on a clipboard, you’re ready to have the conversation from a practitioner level versus an emotional level. Does that make sense?

 

Adam Peterson [01:07:10]:

No, totally. 100%.

 

LeAnna Wolkis-Goldstein[01:07:12]:

And I think it’s hard to do, to think about, like the role of the teacher and their energy, their mindset. You know, I think it’s so important for teachers to be able to stay calm, to self regulate themselves. Right. You know, to help children manage and regulate their own emotions. But to kind of think about it, one of my student teachers, anytime she would see, you know, interesting or interesting behaviors or poor choices being made, her demeanor and personality was just to kind of chuckle a little or laugh and just say, oh, look at that over there. Like, I remember one situation where a child was pouring, just pouring the whole bottle of glue onto a piece of paper. Once the whole paper was filled with glue, they took the paper and stuck it on the bottom of like a writing center. So it’s stuck. And then we just stood there and watched. And that child just sat there and watched until finally the paper just fell down, all the glue was dripping. And what this teacher did, instead of going over there and maybe raising her voice or losing her cool and saying, you know, don’t you know what glue’s for or what you should be doing? Whatever, she just said, wow, look at that. What is happening with all of that glue? And he was like, it’s dripping and why is it dripping? So she just had like all of these conversations and just started building this relationship with this child. And instead of getting upset or angry or yelling, it was like a magical learning moment. And then she stopped to show other kids that were using the glue appropriately and, you know, just letting them know, maybe you could try it like this the next time, that type of thing, like reframing the behavior. Plus, another thing I love to use is just this little language of choice card. I just kind of fold it up and put it in my apron pocket. But this is something I love to share with teachers because a lot of times you’ll Hear or you’ll talk to friends and they’ll say, like, they lost their cool or they raised their voice or they had to tell a friend five or more times to do something. So instead of, you know, having to feel like you’re that teacher, I know anytime I would maybe have to raise my voice or restate an expectation or, you know, like on a Friday and you’re ending your day and it’s not on a very happy moment, something might have just happened before the kids were leaving. Instead of leaving and feeling like, deflated or that it was a bad end to the day, I try to step back a couple of steps right when it’s happening and use some better language of choice. So, like, some of my examples are it looks like you. So maybe it’d be like, it looks like you are having a little trouble sitting in your chair. Would you like to stand and work in your math notebook? Or would you like a clipboard and sit on the floor? And basically, like, what this is, is it’s just giving two different choices. You are fine as an educator with either choice that they make, the children get to decide. So that’s like that power of play for the kids. They feel like they’re winning because they’re like, oh, I think I’ll stand or I’ll sit with a clipboard. And you’re like, perfect, here’s your clipboard. Okay, let’s stand over here. That type of thing. So it’s more like a win, win situation. Everyone feels like they’re winning and that their voice is being heard. That kind of thing. And like, another one is the responsible thing to do is walk in line with your hands at your side and then repeating it to them. What’s the responsible thing to do? Tell your neighbor and your baby bear voice so you know it’s not you all the time. Like.

 

Adam Peterson [01:10:50]:

Right.

 

LeAnna Wolkis-Goldstein[01:10:51]:

Like the Charlie Brown teacher.

 

Deedee Wills [01:10:53]:

Yeah.

 

LeAnna Wolkis-Goldstein[01:10:54]:

It’s me stating something. And then who thinks they could rephrase that, like paraphrasing and share that with their friends? So again, you know, just building those coaches so that one day they. They take over, you know, that magic in that leadership role. You can kind of sit back and just have, like, the teacher tingles because that went really well for you. And, you know, when you start using that consistent language, then it’s easier, you know, to talk to the children and. And not get so frustrated. It’s. You’re able to feel that power of humor and you feel a little more patience. Like one of my old principals used to always say, like, Some of these things are like vampires. They, like, zap the energy out of you. How. What kinds of things can we do to where we are kind of laughing and saying, oh, look at that. And then how can we turn that into, like, a teachable moment? So, like, I try to say sometimes to the kids, is this an oops moment or an awesome moment? Is this an oops moment where it might be a teachable moment and we want to talk about something that went on and who has a great strategy or a better way to handle that situation or who has something sweeter to say? You know, like, Dr. Jean, she would always talk about her sugar seat. So, like, anytime the kids are not being polite and they’re being kind of negative and hurt purple, you know, I’ll tell them, I think you need to spend some time in the sugar seat and get a little sweeter. Because that did not sound very kind to begin with. But that’s huge for kids, you know, to give them the sentence stems that they need. Not all the. Sometimes they talk like their parents talk to them. Right.

 

Adam Peterson [01:12:36]:

So unfortunately, right.

 

LeAnna Wolkis-Goldstein[01:12:38]:

Those words of like, I feel. Because when you do this, can we do this instead? That kind of thing. And a lot of times the kids will have trouble talking to a peer about it because that anger, that sadness or frustration are still so heavy on their heart. So talking to a puppet, talking, holding, like a squishy ball or a peace rose. Like, I love the book, the peace rose book. And they hold the rose. They make promises to themselves. Because a lot of the times when trouble happens with children, the first thing that they say is, I’m. They will say, sorry. It’s usually just sorry instead of like, I’m sorry for. And then the other friend will usually just say, it’s okay, and I’ll tell them, no, it’s not okay. That did not make you feel good. Instead, tell him what you or her. What you’d like them to do the next time, and you give them some suggestions, like, would you like him to just hand you that marker next time? Or put the markers in the middle. So, like, we’re kind of feeding that conversation, those conversation skills to the kids. That can be so very helpful, too. And then, you know, a lot of times teachers think raising the voice helps sometimes whispering, yeah, better. You know, and, like, a little scary.

 

Deedee Wills [01:13:59]:

They’re like, what’s going on?

 

Adam Peterson [01:14:01]:

Like, why is she doing that?

 

LeAnna Wolkis-Goldstein[01:14:03]:

Like, whispering and just saying, no, I think I lost my teacher. But everybody should be sitting in their seat with their pencil out. And normally everyone stops Talking and everyone. Yeah, that kind of thing. So, you know, that’s always very helpful too. But so those are just some of the things that we’re gonna have to come back.

 

Adam Peterson [01:14:28]:

I want to go back to the classroom right now and start trying. Like, there’s so many times. And I think we all feel like this when we. When we hear a good idea and. And we think of one kid. Right. Like, I’m thinking of a student right now that I just talked about recently that I had. He’s probably out of college, and I’m like, if I had only tried this or that, you know, like.

 

Deedee Wills [01:14:50]:

Right.

 

Adam Peterson [01:14:50]:

And I think we do that all the time as teachers. But that’s why this network of learning and your PLC that you have going on in your district is so important.

 

Deedee Wills [01:14:58]:

Such a gift. Well, and also, like, I don’t remember what I was gonna say.

 

Adam Peterson [01:15:06]:

I noticed. I was like, did your microphone free look at your dogs behind you? They are dead to the world.

 

Deedee Wills [01:15:12]:

I know. They’re all crashed out. No, I was just gonna say. I was just.

 

Adam Peterson [01:15:16]:

Too many podcasts today.

 

Deedee Wills [01:15:17]:

I know. They’re like, I wanna. I wanna have people be able to find you because I know that you do a lot of professional development. I don’t know how you do it because you spend all of your energy filling everybody else’s bucket. I don’t know how you do that, but I know that you have this summer you’re doing some things right. And then just tell me, tell everybody where they can find you. I know that you’re doing a virtual conference for the Educator Summit. Doing Elevate conference. Are you doing any other sessions? Is there anything else happening for you as far as. Or tell us where you are for the elevate?

 

LeAnna Wolkis-Goldstein[01:15:59]:

Yeah. Well, I’m super excited to be sharing at this summer’s Educator Summit. So a transition session for that. So that will be lots of fun and great. And then for Elevate, I will be in Nashville and St. Paul.

 

Deedee Wills [01:16:16]:

Okay.

 

LeAnna Wolkis-Goldstein[01:16:17]:

And other than that, I will just be continuing to share on my Instagram. Paige, I. I love to come back and just support teachers and just show them ways to, you know, get excited about teaching. I feel like we spend a lot of time focusing on the not such great things or the bad we might feel. And so I feel that too, myself as a teacher in the field and in the trenches. So I think it’s just so very important to continue focusing on the positive, on the good. How to make a great day for yourself. We have all these things that we do have to do based on obligation, our contracts or the district you work in and the curriculum that they’re providing for you. But how can you make it a fun place for you to be? And I know that behavior, a lot can take away some of that joy from teachers. So, you know, I think just like you both were saying, just taking that time to build that relationship, I think even taking more time to build a relationship when things are not so great with the kids, letting them know that you really care about them, and even when they’re. They’re being kind of rough or hard to handle, that you still do love them and care about them. You know, I tell the kids, I’m. I might not be very happy about the choice that you made, and it did kind of break some things in our classroom right now. But I. I do forgive you, and I do believe that you can make better choices. Choices tomorrow. I’m a big believer in that. That, like, if something happened right now, that it happens, we talk about it, we go over a better choice to make, and then it is over. And now we’re moving in to a new, more amazing part of our day. You know, just like us, we don’t want to continue dwelling on something that happened or something that broke our heart or upset us. You know, we kind of want to think about it for a minute, then move on and get back to some other great things and some happy moments. So I think that’s just important as well during our school day. So, yeah, I do. On my platform, I do just love to share ways to make teaching magical and just, you know, get lost in that magic and just making it dreamy for kids and building those memories that they’ll never forget and building the connections between the kids as well. That’s one thing I’ve noticed this year. It’s partnering kids up together. I think at this time of the year right now, I’m noticing so many amazing talents, like transferring from one child to another, noticing a friend that never really cared about writing. Now he’s sitting next to a fabulous writer, and he wants to write just like him. You know, I do a lot of museum walks. And the reason why I do that is because it builds positive behaviors, great expectations, and new skills in all of my little learners. Like, they’ll say, auggie, how did you think of doing something like that? And Augie will run back over, well, look, this is how I did it. And then he’ll show them. And then the next day, when the next group does it, guess what that friend’s doing. They’re trying to build something just like Augie did, because they thought it was that awesome. And how amazing is that for that friend, you know, to feel so celebrated, not just by his teacher, but by kiddos that he goes to school with, you know, so well.

 

Deedee Wills [01:19:35]:

And I was going to say that, like, that fills your teacher cup, too, because, you know. Yes, we get very tired, you know, as you. LeAnna  spends a lot of time. She’s still in our classroom, so we’re gonna let you go. But you spent a lot of time. Wait, are you. You are in your classroom, right? No. You’re back. You made it home.

 

LeAnna Wolkis-Goldstein[01:19:50]:

My home classroom.

 

Deedee Wills [01:19:52]:

Okay. Okay. But I know that I have talked to you late at night, and you’re still in your classroom, you know, so, like, just physically tired because you’re not getting enough sleep. Not. Because you’re just not, you know, like, you’re like, oh, I got three hours sleep last night. I mean, sometimes that can happen, right? So these moments that you. You see that transfer of. You hear your voice in another student in a positive way. In a positive way, it fills your cup. So, anyhow, this has been so amazing. We love you, love you, love you. We’ll make sure that we send or include how everybody can find you on social media. And, you know, if you are a school that’s looking for somebody to come in and, you know, provide some professional development. I know, LeAnna , you do that as well. I mean, clearly, you’re doing that now.

 

Adam Peterson [01:20:44]:

Clearly, schools need. Need what you’re talking about right now, too.

 

Deedee Wills [01:20:48]:

I mean, I think everybody is feeling like they need a little Leanna in their life. And I just feel. I feel so lucky to have you in mind.

 

Adam Peterson [01:20:55]:

So it needs to be a T shirt. That needs to be a T shirt. Every little Leon in there, because, you know, it would start conversations.

 

Deedee Wills [01:21:04]:

What’s a little LeAnna ? She’s the person who gives you a little stone and you carry it during difficult times. That’s. That’s my. Or gives you this. This I’m holding on to right now. So, anyhow, we love and adore you. Thank you for being with us. Oh, go ahead.

 

LeAnna Wolkis-Goldstein[01:21:17]:

One more thing. Just because I know we’re about to start the month of April and behaviors are already in place in our classroom. Some of these ideas, people might think, oh, well, maybe I’ll start at the beginning of the year. But one idea that might be great for you to start tomorrow or next week is think about some of the behaviors that aren’t going very well at your school or in Your classroom, for instance, for us, it’s playground behaviors. Something I did with my kids yesterday is I have been witnessing behaviors on the playground that are not so safe and positive, and I’ve been taking pictures of them. And yesterday I sat with and I printed off the pictures and laminated them. I talked about the parts of the playground that can be a problem. And I grouped my kids together, gave them each one of the different pictures, and together in their group, they had to talk about the slide and what is not safe to do. It’s not safe. Safe to slide head first or you need to slide on your bottom and feet first. So they’re having all of these little kiddo conversations. You know, it’s the kids, you know, milling through this information together, talking about, like, this would be better and this would be more helpful and this would make people smile. And then after they talked for a little while, then I called each group up, like on a little stage, and they got to act out better behaviors or they got to share their suggestions for how to show better behavior on the playground. We did the little happy bell for them and gave them the ten finger woo. And then they sat down and then we brought up the next group and they talked about their area of the playground. This is lining up and do we run? Lining up. And so we talked about all of those things. And then at the end, I introduced them just to a little stuffed animal. Our stuffed animal. Her name is Rosie. And then now, Rosie, starting today, went out on the playground with a friend. So every day a friend will take Rosie out to the playground and they’ll try to model the good behavior on the swings and on the slide and lining up and just to make them feel like they’re kind of like a little junior teacher, they’re coaching and they’re directing something.

 

Deedee Wills [01:23:18]:

I’m sure the other teachers are like this in the background.

 

LeAnna Wolkis-Goldstein[01:23:23]:

Too.

 

Adam Peterson [01:23:24]:

So, yeah, awesome ideas.

 

LeAnna Wolkis-Goldstein[01:23:26]:

Something that might be good for this time of year that we’re in. Just notice maybe we’re overwhelmed with some of the behaviors.

 

Deedee Wills [01:23:34]:

Little spring fever kind of goes crazy. All right, thank you so much for being with us. We’ll have you back. Maybe we can. Maybe. I know you work so hard at the beginning of the year, but we’re gonna have you back at the beginning, towards the beginning of the year to kind of do a little pressure. And we just appreciate you and adore you.

 

LeAnna Wolkis-Goldstein[01:23:52]:

Thank you. I appreciate both of you and I love and adore both of you and thank you for giving me this opportunity. As you can see, I love sharing, and I love talking about, you know, what works with kids and how we can make the behavior better in our classroom.

 

Deedee Wills [01:24:06]:

So I love it.

 

Adam Peterson [01:24:07]:

Well, we love talking to you and learning from you as well, so thank you. We appreciate it.

 

Deedee Wills [01:24:12]:

All right, guys, we’ll see you next time.

 

Adam Peterson [01:24:14]:

Bye, everybody.

 

Deedee Wills [01:24:15]:

Thank you Ms. LeAnna!