In this episode of Fuel Up, Kevin and Katie explore how intentional classroom environment design supports K–5 literacy with EL Education. From flexible seating to interactive word walls, this episode highlights practical strategies that engage students, celebrate growth, and create a collaborative learning space.
EL Education: Learn more about the K-5 Literacy Curriculum that forms the foundation of our conversations. Link to EL Education
Literacy Essentials – Best practices in literacy instruction
Management in the Active Classroom (Yale Education Press) – Classroom management strategies
I've seen that. I've seen teachers do that where they want to continue to celebrate the work and show the growth that students have done. We as a group of learners are growing together, and we're celebrating together. Maybe it's one of the writing projects that they've been working on. Those are not just celebrated, they're displayed.
This is what we're shooting for.
This is what success looks like.
Welcome back to fuel up a place for conversations with and for those using el education as a resource to support k5 literacy learning, we are so excited to have you with us for this week's episode. Today we zoom in on the topic of classroom environment. We hope today's talk serves as a pit stop, a chance to swing by for some fresh energy, insights, encouragement and celebration as we work together to do what's best for our learners, this is a chance to fuel up. So wherever this finding today, we hope you are able to pull over, take a breath and crank it up, and in that spirit, here we go.
Katie, it is good to be back with you at the table.
Summer is pretty much wrapped up, and school routines are back in full swing. Are you feeling?
I'm feeling like we are back in full swing, that school started, that early morning alarm is going off, and it's it's something summer is done.
Yes, the alarm clock is back in full swing. That's for the privilege of you know, if you have that alarm on your phone, of sliding that bar over to the OFF button for whatever time you have set on the alarm, it is slid back over and is now highly to green. So early mornings, welcome back. Welcome back. Or coffee is in
full swing. That is true all the trucker coffee for being these next few weeks,
and we have a topic that
we hope is so timely for our listeners today, and that is setting up your classroom environment with El in mind, Kitty, we both taught in the classroom, and as you think back at your time being in the classroom, what was one of those must haves for you when designing and just getting your classroom ready.
So thinking back to late summer and getting my classroom ready, I was really big into flexible seating. So there was one specific piece of furniture, and I had to search and search for it, but found it. It was a very low coffee table. Oh, nice. Yes. My husband actually had to carry it on his back home a couple of blocks for us. But it was my go my go to so the law the low coffee table, the low coffee table where kids could just sit on the floor and do their
work. Oh, that's cool. That sounds comfortable.
So Kevin, what about for you? What was your go to pay them.
One of my go to items was actually a guitar tied an acoustic guitar that would hang on my back wall. And there is something about music that adds to the environment. So as frequently as we could, as we were gathered on the floor, if we had some transition time, I'd pull that guitar out and we'd pick a song to sing and just add to the fun of being together.
I'm sure your kids loved that.
Yeah, I loved it too, right? Like, we had some fun songs.
I feel like you might need to bring that into our studios, just waiting for you to say that you just never know our listeners will have to stay tuned. Yeah, maybe
the guitar will make a visit here in the upcoming episodes, someone might be wondering, what does current research have to say about classroom environment and to that end, our goal is to always begin our conversation with a quick grounding in current research about best practice. Our goal with this segment is to offer a light anchor point. This is not to be in depth, but to simply get our conversations rooted in what good teaching and learning looks like. We're going to be calling this segment, let's get grounded. We might share some quotes from a book or articles. Living in Michigan, we are fortunate to have a document that highlights current research around best practices in literacy. It's called the essential instructional practices. So as we begin our talk around setting up your classroom with El in mind, let's take a minute to get grounded. So Katie, what does current research have to say? About classroom environment.
So research indicates that elementary classroom design significantly impacts student behavior, motivation and academic performance. Some key factors include natural light, flexible seating arrangements and the presence of natural elements like plants, temperature and overall organization of the space also play some crucial roles in creating a positive learning environment.
Yeah, that's good to know and a good
anchor for some of our conversations today around that
it's the beginning of a new year and classroom design and setup in the environment has been on the mind of many of our listeners this past month. The physical space of the classroom, if we're honest, it sends a powerful message to students about how to behave and how to learn. Imagine for a minute being a child and visiting the homes of three friends. House One is immaculate, its spare, sterile, polished, black marble floor has steel and white leather furniture. House two is a mess, dark, disorganized, dirty carpet with old dishes and newspapers on the furniture. House three is artistic, neatly organized paintings on the wall, wood floors with small carpets, low shelves full of books, art supplies, sports equipment and toys. Consider how differently you would feel about being in each of those homes, and not just how you would feel, but what behavior you think might be expected. You think about that, Katie, if you were to visit those three homes, how would you feel going into those Yeah, so I think that first house, I would be very nervous. I don't think I would move. I don't think I would touch anything. Yeah, like, don't break something, right? Yes, don't put fingerprints on anything. And it doesn't sound comfortable. No, like narrow, white leather furniture, you wouldn't want to spill anything. The marble floors. It doesn't feel soft. What about the house? Number two, this dark, disorganized, dirty carpet, old dishes. What do you think about that
one? I think if I was in that house, I would probably feel okay, just leaving my stuff all over, right? No organization. So it's fine. It can my sandwich can sit there, right?
Make real cheese for lunch. And then when you're fun, you're done, you just kind of leave the plate on the couch, because it looks like that's what everybody else has done. Absolutely. It kind of tells you, just by looking at it, how I could behave there. What about the third one? We've got this neatly organized paintings on the wall, sports equipment. Low shelves are full of books. I mean, I'm just looking at you. You're smiling when I'm talking about that. What would you how would you feel on that one?
I think I would feel welcome. I think I would go pick a book, feel like I can just cozy up and read. It's inviting and engaging with the sports equipment and yeah,
yeah, it does feel comfortable like I I feel my body just feeling relaxed. I don't know how else to describe it. It just kind of feels at home. That scenario we just read came from the book called management in the active classroom. It's a book published by Yale education, and has so many good, helpful hints and things to reflect on. And Katie, as you and I were going through this today, the paragraph that follows that scenario the three houses was so impactful for us too. You want to take a minute to read that for our
listeners, I do. I read this and I told Kim, and I said, we have to share this with our listeners. It's really good. So it says you may not have much power over the shape of the building in which you teach or the shape of the classroom of which you are assigned, but you often have some power over your classroom and how you arrange it.
Yeah, and ask some questions too. It says, What is the message this room sends to students? What is the first thing they notice when they enter, and what will students think about when they are looking at the walls during the day. And that following paragraph, we thought was really good, too. It says, the physical space of the classroom does not exist independently from the instruction in learning that live there the wall space, seating, learning zones and materials in the classroom not only support instruction, but also support strong habits of scholarship, independence and responsibility, like other aspects teacher presence, body language, voice and managing your emotions, the classroom environment is a backdrop to how a student. Student experiences school, that is so true,
absolutely, that you have the power to influence their experience just by being intentional about your classroom,
and we can all reflect personally. I mean, the thing, the cool thing about being an educator is we've all lived those experiences for at least 12 years of our early life in classrooms. And we can all pick the classrooms like this one was the most comfortable for me. And if we were to reflect on that, my hunch is that what made that classroom comfortable were a lot of the things we just talked about.
I agree with that absolutely.
So speaking of experiences, Katie, you and I as literacy coaches have had the opportunity to be in so many classrooms and have experienced so many of these successes that we're talking about in this article, and the focus and the heart of our conversations today are going to be sharing some of those experiences and just kind of opening the door to our listeners to say, hey, can we just celebrate the good things you're doing and share that with everybody? And I wonder, before we get into sharing some of those personal experiences and those specific classrooms that we've visited, if we anchor into another section from the book, management in the active classroom, they talk about four characteristics of a self managed classroom and Katie, I wonder if we just name those four pieces and just take a few minutes to talk about those four and allow it to serve as an anchor as we share some of our personal experiences. You cool with that? Absolutely. So the four characteristics of a self managed classroom are, number one, respectful. Number two, active. Number three, collaborative, and number four, growth oriented. And so the first one is a respectful space. Katie, want to talk about that one Absolutely.
So a respectful space is where your students and yourself, they feel welcomed. It's peaceful and at home, yeah,
it kind of reminds me of that classroom, that home example number three, like you walk in, things are organized. Kids know where to find things. You might have that lighting. And you can just tell by the way things are set up. We respect the things in this place,
very intentional about building that respectful space.
Yeah, so number one is respectful space. The second characteristic is an active space, an active space, and this is a space that allows students to read and to write and actually get up and physically interact. You can tell just by walking a classroom, it's an active classroom.
So really, with this active space, it's thinking back to being intentional about where are things. Can students get up and get them without running into their friends, without asking the teacher?
Yeah, that's a great point. So we have a respectful space, an active space, and this third characteristic is a collaborative space, a space that has room and the flexibility for multiple configurations for learning. And you know, we like to think about in three buckets. Do you have the spaces for students to work independently. Do you have spaces for students to work in partnerships and groups? And do you have spaces for you can work as a whole group? All three of those lend themselves to having a collaborative space. Katie, you and I were joking. We were thinking back to some of our classroom experiences, and I think back to the way I had seating in elementary school. And you can speak into this if this was true for you. But what was success back then was it looked like a grid. It was like a five by five array. That's very accurate. There was no space anywhere, because they were expected to sit in your desk all day long. And even if you did have permission to get up and move, there wasn't a lot of space to move, because the desks were so spaced out, there wasn't space to gather with people or even to move around freely. What about you?
Yeah, I think very similar experience. I recall sitting in a desk pretty much all day, no movement, very sterile.
Yes. So we
have a respectful space, an active space, a collaborative space, and the last one is probably my favorite, a growth oriented space where the growth of student thinking and the quality of work is emphasized
and really just thinking about, how are you doing that, through your anchor charts, through your classroom norms, having stuff up to support that learning.
So when you look around the room, the expectation that we are growing together and we have expectations for ourself in. Goals to reach and shared values. It is evident just by the way the room is designed and the things that are on the wall. So those are the four characteristics of a self managed classroom, as named in management, in the active classroom, that resource from El education, and I hope that serves as an anchor point as we share some success stories and things that we've seen in regards to classroom environment with you that we can connect back to those four things, because they're pretty evident in the stories that we're going to share today. So much thought goes into getting the classroom ready and for this conversation, we're going to put on our el glasses and zoom in on some of the specific things educators might consider to support el implementation and student learning. And maybe the stories and pictures we share serve as a reflection checklist of sorts that our listeners can think through as they launch and get another year started. And so maybe as we talk about some specific things, we'll just kind of share what we've seen and describe it in the best detail we can, and talk through how it might benefit, or how we've seen it benefit teaching and learning. Anything else you would add to that?
I don't think so. Just really keeping those buckets that we talked about in mind. Well, we talked today about our our experiences,
yeah, so you want to get us started. So like, as you think about all the classrooms you've been in, what is one of those classroom environment things that you've seen?
So if I'm putting my el glasses on, I'm instantly transported to several of our classrooms in the county that really do that collaborative space very well. So when I go in these rooms, the first thing that I see is a very large space in the front of the room for for whole group learning. There's a rug. It's spacious, so students can be right up there with the teacher. The other thing that I notice is that they have spaces for that group work, so tables or desks are in groups of four, so students can work together, but they're also able to work independently. So thinking about that, three things that we just talked about, whole group spaces for group work and independent work. But the other thing that they have by these groups of tables is drawers, so drawers for materials, so they're able to keep all of their word sorts, all of their books, all of their decodables, right by their group. And then on top of that, they'll have table caddies with pens, pencils, highlighters, scissors, glue, so students are able to keep organized. They know where their materials are, and they're easily accessible because they're right by their tables.
Yeah, when you share that story, I think about the active characteristic, like kids can get up and get the things that they need. There's space to do that. It's organized. And it also reminds me of that first one respectful, like with the things being labeled and talking through. Here's how we do things in this classroom, just them walking in and seeing those those caddies or those organizational drawers, sends a message without the teacher saying anything. And that is, things in this room have a place. Things in this room are organized. And hopefully that sends like a that gives like a piece of mind to those kids as they come in.
Absolutely it sets the tone that I'm going to be welcome in here. I know where to get my stuff, and I'm going to be able to keep it organized. And I think the other thing that these classrooms do really well is they're very intentional about who they're putting in these groups, and these groups are not locked in for the whole year. They're very flexible, and I think that's important,
and I think we should name too like our goal for these conversations is to spark ideas and encourage reflection. It is not about encouraging you to put together this incredibly long shopping list and go spend all your money, because we don't always have the money to do that, right? So even as we talk about these organizational drawers that we've seen incredible success with, that doesn't mean you have to go out and buy them, like take some time to reflect what is in your room already and do the things that you can do. Don't feel like you need to go out and buy this stuff, because many times, you have different tools already in your room that you can accomplish the same purpose without going out to spend any money.
I agree with that. It's really just thinking through. How are you going to be intentional about having your students organize their materials and where it's easily accessible? Yeah.
So one thing that we've seen is just that the. The intention behind the seating and the room arrangements, and thinking through like those three buckets. Do I have a space for kids to work independently? That doesn't mean it has to be at their desk. They could get up and move and work independently around the room. But do you have spaces for that? And do we have spaces for partnerships and small groups? And do we have spaces that we can gather a whole group together for a mini lesson, or part of that module lesson.
So, and you were talking about independently working, and they don't have to be locked into their seat, right? And I was in a classroom this spring, and then teacher actually had them flip their chair over and put a pillow on it, so they were working kind of under their desk. Oh, nice. That was really cool. So they're still in their own little space, but they have access to all their materials, so it was kind
of neat engagement, right? Like, what kid wouldn't want to do that? I wanted to do it for sure. You know how much that cost? Probably nothing, no, right? I mean, she probably had some pillows in that room, but you could adjust that in a way that in a way that it doesn't cost you anything to do that, but you get the bang for your buck with the engagement and supporting that independent learning with our learners, if that is called for so great ideas. So we've seen some things around seating and room arrangement, and maybe go on to something else that we've seen, and that is text set displays, oh, this is one of my favorites.
I had a feeling you're gonna have some really great stories on this.
I've seen this done in so many good ways. El modules are organized by topics, and so it is normal to be in a topic for two months, whether it's fossils or animal adaptations or toys and tools, frogs, you name it, many of our districts have supporting text for students to use to support learning or independent reading. And the best benefit I've seen for kids is those who have been intentional about how to display and set those out. When I think about this, I think about visiting a local public library. When you go into the library, there are books on the shelves, and most of the time you see the spines, but the librarians in those spaces are so intentional about capturing your attention by the simple move of how they display the books, they take them out, and so many of them are displayed so you can see the front of them, and they're put on book stands. And I'll tell you when I'm going in, most often, the first books I take into my hand to review are the ones that I can see the front of it, because it's just captured my attention, like the ones where all I see is the spine. They kind of hide from me, and not on purpose, but it just takes me a little bit more work. We've seen teachers who have taken the extra time to be intentional about how they even display their books. So if there's a study on toys, you walk into that classroom, and on the wall there are these, like magnetic plastic trays, and there are a handful of books that have been turned so the faces are out and they're down low so that kids can take them and interact with them, and that small shift is so inviting for kids. Those are often the books that are taken first and I there. There was another teacher who shared a story that she did this simple move where she she took a tub of books she had, let's just say they were, it was a tub of frogs to support the module topic, and they she took the books out, and she displayed them face forward. The books had been in there all year long. And the kids came in and said, you know, oh my goodness, we had all these new books in our room, and they weren't new, but the kids had never taken the time to flip because they were, like, hidden in the way in this tub. And so it was just, it was an eye opening conversation of the importance of, do I have my books displayed so it's engaging. Number one, it looks cool, but it also just increases kids interactions with these texts that support the vocabulary we've introduced and it supports the topic that we're learning. So what do you think about that?
Yeah, so one thing that you said that I think is really important is they're at their level. If they're at their level, they can see them, and they're more apt to interact with them. They're colorful. These books are beautiful. Yes, they're definitely engaging. But by doing that small shift as a teacher, lowering it and just putting them outward, right? Kids will interact with them, and it takes very little effort on your part.
Yes, and even if you don't have the magnetic shelves that, you know, stick to a whiteboard, I've seen, teachers just take them out and they display them right on the floor. So it's just like, where the floor meets the wall. It's they just kind of line them up in an order, and they don't stay there very long, because, you know, as kids engage in them, and when they have time during a skills block or all block to do, read, get into some of those books, those are the first to go. Obviously, when I in them all day long,
right? I think kids even like I want that, so you need to finish it, because I want it. Yes.
Oh, man. So. You know, we've seen some incredible things around room arrangement and also just some simple moves with text displays. So as you think about classroom environment with El in mind, what is another success story you've seen?
So I was thinking about wall space. So in El, we have a lot of anchor charts. So when I walk into classrooms, you know, at the beginning of fall, they're usually the walls are blank, yeah, which is important, because it's important for students to help design those with you, yes, but really they're your anchor charts. And so that's one thing for teachers. Just sometimes a shift you don't have to put everything up on the wall that students will design that with you. But I was in a teacher's room the other day, and she had stacks and stacks of mini anchor chart paper, and that was really I said, Well, what are you gonna do that? And she said, Actually, I'm gonna do all of my anchor charts for El on it, because it's smaller, and I can put it lower for kids, so they can see it. I can use my cabinet doors low, which is helpful for them, so it's not up high. And these huge anchor chart paper, they just take up too much room. So I thought that was a really nice small shift too, to think about what type of anchor chart paper you're going to use and where are you going to put it. So students are looking at it and using it on a regular
basis. Yeah, and you hit on something so important, too. They're built together. We often want our rooms to look immaculate for open house, right? Parents are coming in for the first time. We want to make a great impression, and so maybe we've designed and decorated these anchor charts. So when families come in, it looks beautiful. But you know what, after a while, those become invisible because kids have had no input in the creation of them, and so it's okay if they're up there blank and they just have a title on them, or maybe there's just some open space, or there's a little sign that says, sign that says, you know, anchor chart to come or coming soon. So the anticipation is there, but the commitment is we're going to build these together.
And I love that coming soon, because even as a teacher, you know, not to fill that space. So you're looking at your room and you're saying, I'm not filling these spaces with student work or whatever that might be, because I'm saving those for my anchor chart.
Yes, and I've seen teachers who have given up the ownership of making this look perfect and allowed their kids to actually help illustrate, like we're gonna share the pen on this, you know, maybe in K and one to say we've written this up there. But can we put, let's put an icon or a picture with this? And so what would, what would, could we draw that would represent whatever is on our anchor chart? And so allowing them to come up and actually draw this and it has their artwork on it, again, connects to the ownership that those learners have in the classroom,
and they're going to engage with it because they
did it. Yes, absolutely remember where it is in the room. And it takes it from being pretty wallpaper to interactive part of our learning,
which is key, it is exactly what we want.
So while we're on the theme of wall space, let's talk through what are some of the successes we've seen, not just with anchor charts, but with word walls, because we have an episode coming up here soon that's gonna really dive deep into some of the nitty gritty details of interactive vocab walls. But and, you know, vocab balls and word walls, I think those two words are used interchangeably in this resource, and so if you hear us say word wall or vocab wall, they were often referring to the same thing. So as we've talked about some of the successes we've seen with word walls, can we just speak into that? Because we've we don't give too much away for the upcoming episode, but maybe we just give some hints and, oh, a sneak peek, yeah, like a sneak peek of what's to come. And maybe I'll share, like a success I've seen with this. And maybe you can share one too, because we've seen some different examples. The first one that comes to my mind is a teacher who used a word ball, and she sets it up with a oil pan, which, if you've never seen an oil pan for car, it looks like an incredibly large baking sheet. And so she's taken this baking sheet and she has it mounted on a piece of furniture in her classroom, and then her word wall says they're introduced to have a piece of magnet on the back. And so the this, this word wall becomes this interactive words with magnets on it. And it is so awesome to see these kindergartners come up and as they need them, take these words and go back. And so when setting up your classroom environment, allow yourself to be creative, even how you set things up. So many times, we think these word walls have to be pieces of paper that are stuck to the wall and they don't like who would have ever thought of using a large oil? Pan with the bag bits to set that up. I just thought that was brilliant.
That is a brilliant idea. And it goes back to being at their level. Yes, they can walk right up to it and grab it, and it's at eye level for them. What have you seen with those word walls? Yeah. So if you have classroom money and want to grab an oil pan, they are great, but if you also just look around your room and think about what you have and I've had a few teachers that use their heater in their classroom. One of my teachers has a long heater in her room, and so she uses that. It's at eye level. I have another teacher that has a very tall one from floor to ceiling. So she uses that as well, but she lets the kids have a little step ladder, so if it's a little higher, they can step up and take it down. And it's very engaging. They all want to see what high word they can get that day. Yes. So again, just using what you have in your room for those interactive vocab balls or interactive word walls. I think really the non negotiable is just making them interactive for kids,
yeah, and connecting to what we talked about with anchor charts. This is not something that you're gonna have all up at the beginning of the year. It's built with your learners. So the words introduced, it's added to that. You might have the title that says, you know, our word wall, or words around tools, or whatever that title is for you, but it's something that you build together. So the importance of just leading this being an attention, but where's this going to be that kids can interact with it in my room and keeping the space for it?
Yeah, absolutely. I think just again, thinking about where, where is it located, and our kids interacting with it,
we've got time for one or two more highlights that we've seen as we've looked at classroom environment. In regards to El, you have another one in mind you want to talk around.
I was gonna throw this one to you about student work. What are some of those exemplars of student work that you've seen in classrooms?
Yeah, this connects to one of those characteristics about the self managed classroom we talked about. My favorite was growth oriented. And I don't think I mentioned this earlier, but when I read that for the first time. I don't know if I ever thought about that, or would have used those words to describe that, but I think that's the coolest thing about student work. And there's a sentence in the that article that says, the growth of student thinking and quality of work is displayed and updated, updated regularly as new work is created. And you know, I've seen that. I've seen teachers do that where they want to continue to celebrate the work and show the growth that students have done. And so maybe it's at the end of a performance task, or maybe it's one of the writing projects that they've been working on. But those are not just celebrated, they're displayed and and they're kept for future years to pull out as success examples. So I've seen that too, where there's a project that's been happening and a teacher throughout the whole process has pulled out some samples from last year and they're posted up there. And hey, class, this is what we're shooting for. This is what success looks like. And it just, it's all constantly referred back to. This is what we're growing towards. You can go up and interact with it, and maybe there's copies. You can take one about your back to your desk and study it, and it's posted here. You can go up and use it as a references. You're working on your own. And here's the cool thing, some of ours are going to be added up there at the end, too, and it just continues to highlight that we as a group of learners are growing together, and we're celebrating together. And so I've seen it displayed in many ways, and they have different titles those displays in the room, but what's in common is we're celebrating the work we've done, and then also we're saving some of those to put it for next year as references of what success looks like. And remember, the key is not just having it posted there, so it looks like pretty wallpaper, but you're constantly referring to it, so it becomes an active part of the learning.
I think that's a great idea to save some of that work for the next year's class, because it's not your work, and showing student work to students makes it feel attainable, yes, and I think that's really key and really important.
And when these teachers are constantly referring
to it, it just sets this yes, you can do it. Hashtag, kids can do it. And also, like we're growing to there. You may not be there yet, but we're gonna get there, and helps you pick a goal to shoot for. So yeah, there's been some incredible examples about how people have used student work and displayed it with intention to really support this growth oriented space of learning. Yeah. All right, as we wrap this up, it is time for small steps. Katie, as you think about our listeners, some who may be jumping into El education for the first time, and others who have been using this curriculum for years, if you can invite them to be mindful of one thing when considering their classroom environment, what small step would you invite them to consider
Yeah, so I think going back to that article that we were talking about, one of the things that they talked about is, what do you want kids to see when they walk into the classroom? So I might invite you just to stand at your door. What are they looking at? What is the first thing that they see, and does that welcome them? Does that want them to be in your room? So stand in your doorway and just kind of look around. Yeah, that's cool. I love that one. And so Kevin, what about you? What is your small step?
So I'm gonna tag on to what you said. And after they've stood in the doorway and reflected on what they've seen. I'm gonna invite them to continue walking into the classroom and actually take a seat in one of their students seats and look around and ask themselves and reflect on what are my students seeing when I think about setting up my word wall or my anchor charts, is it in a place where kids are going to see that during the day. And so, I mean, how often have we, like, we intentionally put it up so it looks nice and where we have space. But I wonder if we've ever sat in a student seat and actually looked at the room for their point of view to see, I mean, they're going to be looking at the walls all day long, depending on where they're at. So let's get in there. Let's, let's sit in their seat and see it from their perspective, and be courageous enough that if you need to adjust to move for their benefit, that you move something
absolutely and you move seats, right? Is it the same experience in the back of the room? Yeah, in the front of the room?
Totally, yeah. Just to kind of sit at each group and ask this up, what would this student see and do? Is there an adjustment I need to make and be courageous enough to give it a try or ask for their feedback too? That's kind of cool.
Oh, that's a great idea.
All right. There you go. A few small steps to consider over the next few weeks as you jump back into the work, as we close up this episode, we hope you got some fuel in the tank and leave with some fresh energy for the weeks ahead. We're going to close things off today with high fives and hitchhikers. Here's the cool thing, we have the power to re energize and refuel those around us. So find a colleague. It could be the person next door, it could be the person across the hall, maybe it's in another grade. Find that colleague and give them a high five. Tell them you got this remind them you're a rock star and pick them up as a hitchhiker. Invite them to join the conversation and take a seat with us at the table. All the best to you and see you next time on fuel up.