Connect Canyons
Learning is about making connections, and we invite you to learn and connect with us. Connect Canyons is a show about what we teach in Canyons District, how we teach, and why. We get up close and personal with some of the people who make our schools great: students, teachers, principals, parents, and more. We meet national experts, too. And we spotlight the “connection makers” — personalities, programs and prospects — we find compelling and inspiring.
Connect Canyons
Ep 88: Three Proven Ways to Calm Those Back-to-School Jitters
Positive affirmations and notes tucked into lunchboxes with the encouraging words, “You got this!”
There is no shortage of the creative ways parents devise to ease those back-to-school jitters.
Seasoned educators, however, will tell you the best tips and tricks boil down to three key components: routine, boundaries, and communication.
For the first Connect Canyons episode for the 2023-2024 school year, we sit down with Sally Sansom, Canyons District’s Director of Elementary Schools, and Mindy Robison, Director of Middle Schools, to discuss what they’ve observed works best to set up students for learning success.
Welcome to Connect Canyons, a podcast sponsored by Canyons School District. This is a show about what we teach, how we teach and why we get up close and personal with some of the people who make our schools great Students, teachers, principals, parents and more. We meet national experts too. Learning is about making connections, so connect with us.
Speaker 2:Welcome to another episode of Connect Canyons. I'm your host, stephanie Christensen, and today we're diving into the most exciting and sometimes daunting time of year back to school. Today we've brought in two experts on you know, those things that you just need to know to get your kids back to school and ready for all the adventures that are ahead of them. Today we have Sally Sansom, director of Elementary Schools, and Mindy Robson, director of Middle Schools for Canyon School District. Welcome, ladies, thank you.
Speaker 2:First, we're going to start off. What are some of the things that you recommend to parents on getting their kids back to school and in that back to school routine? Because I don't know about you, but I always go back to school with all these grand ideas that I'm going to be so organized with my kids and this is going to be the year that we're going to have the special folders for where they turn in their stuff and we're going to be really on top of it, and by the second week the wheels have fallen off the bus, the special meals aren't made and, like I'm ready to day drink. So can you give some suggestions on how to keep your kids organized and really start off the year in a great way?
Speaker 3:keep your kids organized and really start off the year in a great way. Yes, well, I agree, sometimes it is very daunting. But you mentioned one thing and I think routines are a big thing that is so important in helping kids get back to school. And I think sometimes, when we are starting back to school as parents, we create these routines that really aren't manageable and we start things that we cannot maintain. And so I think, set realistic routines, start with an appropriate bedtime, start with an appropriate time to wake up, plan meals that are doable in the morning when you're running late, that you can maybe, you know, take with you on the go. And so I think that as you develop those routines with your family, sit down together and talk to the kids and say what's going to help you have a better first week of school.
Speaker 3:What I like to do when I had young kids was starting that routine early. Don't wait until the night before school starts to say, oh, we better start at bedtime. Start helping them to practice the routine and build it into, so it becomes natural for them, like I'm going to always put my clothes out before I go to bed or I'm going to decide what I'm going to wear before the first time in the morning, develop routines for how they're going to take care of hygiene, how they're going to locate their school supplies. I think all of those things are such basic things, but when we have to do them all at one time and in a set time period it becomes overwhelming. So really helping them to develop that, routine.
Speaker 2:I think all those little routines also help, because I think so many kids I always find it and I find it now. I have anxiety. As back to school starts I'm like, oh my gosh, how is this year going to go for my kids? Are they going to be able to succeed at the things that they need to do? And I'm sure that a lot of kids have anxiety as they go into that first week. How would you suggest, mindy, to help your kids with that anxiety going to back to school? Because anxiety can be a beast as kids go forward.
Speaker 4:I completely agree. I've had the opportunity to work with a lot of students with anxiety and my own children, and so, as we have really worked through that, I think you hit on some important things, sally, and in your question itself that we need to remember what's realistic and it's okay to be a little bit nervous, and I think we need to have those procedures in place that when they come home, they're like today was tough, I gave up my all and I just need a veg for 30 minutes. I think sometimes, even as adults, we actually create more anxiety, like do you have it ready? Do you have it ready? And we're like wait, hold on what's the most important things and prioritizing with them and really communicating with your child. I think if you can tell they're having a really rough morning, I want them to be independent, but today might be the day that I really need to make sure that their lunch is packed or they know that the school lunch is something they love today and reassuring them. But I really think that when they're getting home if you have the opportunity to be with your child, when they get home or have a routine there of what do you need to take care of yourself and open communication. If something really went wrong, let's address it quickly. Like if we're feeling uncertain at the lunchroom, for example, I'm feeling kind of I don't have anyone to sit by go in.
Speaker 4:These schools have such incredible wellness staffs and their entire goal is to work with the wellness of your child. So I think, really tapping into those resources and not being afraid to ask, I just don't think we should suffer. We know anxiety is real, we know that it can have both physical and mental ramifications on us, and so I mean sometimes I'll say to a child like I can't go to school, and they're like wait, you're actually not physically sick, you're worried about something. So tapping into resources, but as parents, I also say just be positive, make sure that you know like I love you, I believe in you.
Speaker 4:We all have to do hard things and being honest like oh, I just started a new job. I'm like I was nervous too. I come to work and I'm like what am I supposed to do today? Am I supposed to be in a meeting? And being real and honest with them I think is really important, but not forgetting how many people want your child to be successful. We're not doing this alone. That's why our schools are so well equipped to deal with the mental health of our students, as well as their academic success.
Speaker 2:I think that is so evident in the first day of school of how many people are out there truly cheerleading our kids school, of how many people are out there truly cheerleading our kids. I love the red carpets because I even get kind of choked up for the red carpets because seeing the red carpet and the teachers there cheering your kids walking in. And my favorite are the kindergartners, because it is a really hard adjustment for those kindergartners and this is going to be the first year that all of them are full day. So what would you suggest for those full-day kindergartners? Like, how do the anxious mommies? Because I think it's more when I've watched taking pictures, because I think it's the most adorable thing when they cry. And the reason I find it so adorable is because those teachers are masters at calming those kids and usually it's the parents stepping back that helps them the most. At least that's from a camera person. That's what I've noticed is when the parents can step back and let the teachers take over, it seems like that's when the tears stop.
Speaker 3:So Well, and I think I think, like as Mindy said, the feelings are real, right. The parents are feeling that way, the students might be feeling that way and so, taking up any opportunity that the school has prior to that red carpet first day to go to the school, attend the back to school night, if there's a back to school night, go to the open house, explain to the kindergarten student what, what school is, what happens, what you know, kind of go through a mock schedule. I know a lot of our schools held kinder orientations that talked about a lot of things you can do to support your student through that transition. And having those conversations even though it's a five, you know, a five-year-old those things do help to calm them but also, I think, helping your student to see, as a parent, that you're excited for them. A lot of our kids look to us and if they see, as a mom, I'm struggling and I don't want them to go, they start to feel that emotion. And I think sometimes that's where that separation, where the teacher welcomes them into the room and we send mom or dad or guardian home, that we see a switch with the student, that they realize you know, mom, dad, guardian wants me here, my teacher wants me here and I'm going to have a great day. Now, some students, that happens in the first day, the first week. Some take a little longer, and that's okay.
Speaker 3:Don't expect your child to be just like the neighbor child or your other children that you've sent to school. Every student's unique. Every student expresses their anxieties or their fears or their happiness with going back to school in a different way, and so I think individualizing each child is so important and then reaching out, as you mentioned, as Mindy mentioned, the schools are full of resources and they are all there to help you. So don't be shy in expressing your concerns, even as a parent. If you have concerns about school, there are resources and things we can do to support you. We welcome volunteers. Come in and volunteer in the school. Our schools also need employees, esp employees. That's another great way for parents to really feel that they're involved. But also, I think once you become involved in the school and you see the care and concern and love that is there for your child, it eases your anxiety for that as well I know it has for me.
Speaker 2:I'm a super anxious person and as soon as I started working for Canyon School District, it was like, okay, this mama bear can calm down a little bit Because there's a lot of other mama bears that are out there watching my kids.
Speaker 3:And when you know the love and concern and care that goes into every decision and every child.
Speaker 2:It really does help. It does give you a different perspective. I really wish that being a substitute teacher was treated like jury duty, because I think if you had that opportunity to not only see how hard it is to be a teacher but to see how much love is in a school every day, I think it would change your perspective on you know, it is hard to let your kids go out into the world Absolutely. It also might show you like, oh, what I need to do to get homework done and what's going on, what they're learning, because a lot of times it's not easy to get your kids to tell you what they're working on and we have a lot of tools for that. And as a parent, sometimes all those tools kind of overwhelm me. Gaining 8,000 Skyward messages and 8,000 Canvas messages telling me your kid needs to turn in X million pages of how. What's the best way to deal with all of that?
Speaker 4:I actually think that's a great question and I think too, this is funny almost in talking about routines almost routines as a parent knowing myself and saying how often am I checking grades, especially in the secondary schools?
Speaker 4:Obviously, with canvas and parent score, now you have so much access that you have to decide as a parent how much independence am I giving my child but how far before I need to make sure I'm intervening so things aren't happening. I think for my personally both I've been elementary middle schools and my own kids who are in high school like I had to do it for me once a week, like that was enough that we didn't go so far off the pathway. And I did it on Fridays because I was available to help on the weekends. I also didn't do it on a Monday night where I'm like I got to go to bed now and I'm not helpful and I'm just angry. So, actually really thinking through the routine and, like you said, you can have the Canvas Observer one, but this is where you sit, any open communication you can have with your kid Are you struggling? Do you need support? I see you're doing fantastic in this and I mean they are amazing middle schoolers, but they aren't always 100% honest with you, as a parent, about their grades?
Speaker 4:And so they'll be like, oh, did you tell your parents that you hadn't turned in the last five assignments? You're like that might not have been the conversation, so giving them grace. But also, especially in the middle school, this is a time to learn about grades. This is not high school, we're not credit bearing, but building those habits, both as the parent because you know, I remember, even as a teacher, this one parent that would email me every night. I don't think their grades are up to date and I was like we've got to create healthy boundaries for this parent. Like you have tools, but I mean, actually my grades are up to date. There was some other stuff going on.
Speaker 4:But I think, building those habits and with your child, like how often do I need to check in with you? It's going to be at least once a week, but if I'm seeing some red flags or else if you're doing really well, maybe we can extend that. And I think it's that open communication but, like you said, as a parent, not becoming so overwhelmed, because I do think our schools are great at communicating, but especially when you get into the canvas messages or that, it becomes fairly overwhelming, and I also think it's a good reminder that that's how the kids often feel Like when they're getting so many reminders of negativity. If it's not happening, how do we build some positivity? I'm like, hey, I'm really proud of you. We might not be where we want to yet, but you've turned in a lot of stuff. But, more than anything, you're learning and focus on the learning maybe, instead of just the minutiae. I think really matters as well.
Speaker 2:I have found that with my son in particular, who's in high school, that sometimes when I've approached him with grades, it's like whoa, immediately I've got it under control. It's like, according to these things, maybe not so much, and it's always like well, it's not up to date.
Speaker 4:It's like well, it's a moth lake. It really feels like it might be.
Speaker 2:It is a hard line to. What are some tips for helping your kids actually turn in their homework? Because I find my kids actually get their homework done, but there's that step of turning it in.
Speaker 4:It's amazing when you find in their backpack, I'm like so you got this great and these seven. I think it goes back to those routines. And this is again knowing your child and knowing you. You know, maybe it's something like I trust you, but when I check and they're not turned in, or just even backpack checks, I think at any. I will never forget going to my son's parent-teacher conference and when we saw his desk, the teacher's like just come, look. And I was horrified. I'm like son, how do you function? And she's like well, that's what we're going to work on together. And I mean he was a disaster. So we really had to build some skills of like he did everything. It was in cubbies, it was in backpacks and small steps Be like okay.
Speaker 4:And again, for some kids easily rewarded with something extrinsic, others that intrinsic just I'm positive, I'm proud of you. But I think you have to start with one awareness Like I realize you're not doing this. How can I help you and approach it from that point? And then the teachers are on your side. I think we need to remember the teachers would love to have the assignments, to know how your child's doing. So you know, I know if that teacher I'm like so we're going to check in with the teacher and I was like what I'm like? He's like you turn stuff in and he quickly learned like he did not like that, and so I think it's just creating those structures and remembering we're working as a team, because I always just remind students. If you don't turn it in, I don't get to know all the great things or what you need help with, and I think that's that reminder instead of just compliance. But this is part of the learning process. When you don't turn it in, I can't give you feedback. I can't see before a big summative test where you are with something. So I think sometimes it's just that mind shift a little bit about this is a part of the learning process, not just the compliance piece.
Speaker 2:I'm really glad that you brought up parent-teacher conference, because it does feel like the beginning of the school year that it just pops up really fast and I always feel like, well, is it even worth going yet? And then I feel guilty as a parent and talk to that. How important is it that first parent-teacher conference? How important is it for the parents to actually show up both at elementary and secondary level, because I'll be honest, I haven't been great at the secondary level?
Speaker 2:I was amazing at elementary because it's one teacher and then, like you know, middle school and high school. It's kind of like well.
Speaker 3:I get grades, yes, and by design we've actually moved those times up. So we have conferences starting in September and that is so we can step again as teachers and students established routines with each other and if there are concerns, they're identified early, so that it's not clear into the middle of November or beginning of November and there's not time to really steer differently and help that student. The whole goal of parent conferences is to build up that student, look at the strengths that the student has, look at challenges that student might have and then develop that individualized support that we have so many resources available to us now. Coming and meeting one-on-one with your teacher and having those conversations really helps to enable a plan for each individual student.
Speaker 3:As you know, all of us have multiple kids. Each of our kids have different needs, and even a teacher that's teaching a child of ours that they had before might recognize oh, this is completely different than your sibling was. And so I think sometimes parents say, oh, I know the teacher, I don't need to go, but you have that opportunity to have that meeting with your student and your teacher, and so I think for parents knowing that is such a golden opportunity to really have a one-on-one conversation with someone that's spending a large amount of time with your student, and so I think looking at it that way is how can we show my child that we're a team? There's three of us here in this team, you know, the teacher, the parents and the student and I think parent conferences are a great way to really do that.
Speaker 4:And I think similar to what you were saying. I know I didn't miss my kids' elementary and then by middle school I'm like, oh, there's eight teachers, I'll pick and choose. I think in the middle school maybe we need to reframe what parent-teacher conference is In elementary, where it's someone who's with them the whole time. But the secondary schools usually now, as we mentioned prior, you may know their grades, every assignment, but what you might not know is how your student's actually functioning in that class, like, do they have friends? Do they have the social norms that you'd hope for? Is there any signs that they're seeing that? Maybe as a parent I'm not aware of, of course, if they're struggling academically or they're advancing very quickly, you know we have so many programs to support students.
Speaker 4:So I know that I had to, at least as a parent, rethink why I was going to parent-teacher conference in the secondary, because I'm like, oh, there's eight teachers, should I go to all of them?
Speaker 4:And then I also found that my kids just hearing the positives, the teachers, I'm like, oh, I know you had an A in there, but what I heard is you're nice to people, that you help people out, and as a parent, that meant as much to me, as the A did, and so I me and also, I think, just showing the support for the teachers, like we're together, like you said in elementary. I might have lots more, I don't have as many time, but I'm here to support. Is there anything that you're noticing? But maybe changing that conversation a little bit away from just academics because, truthfully, with Canvas and Skyward now I can go in there and I'm like, yep, I know she's missing these four, this one was. I mean, I already have that knowledge but I don't know how she's interacting. Is she doing well with her peers? Is she involved with group discussions? Is all of that going well? And I think taking those into account helps you, as a parent, make that a little bit more valuable once you get into the secondary level.
Speaker 2:Yeah, because I'm always shocked when my kids are at people's houses and they're like, oh, they're so polite and I'm like really Good job you.
Speaker 4:You can do that at home too if you want to. They had great manners. Good job mom. Okay, cool, but I think you're right.
Speaker 2:Are you sure it was mine, those social behaviors?
Speaker 4:we don't always get to see them and how they're interacting and making sure they're okay, because sometimes they're like, oh, I'm not loving this interaction between your student and this other student, like, is everything okay? And that kind of gets us into some areas that we may not know as a parent.
Speaker 2:Which, speaking of that, when you go back to school, one of the great things is that you can get to know your front office staff, who is a great tool. We've talked about this before on Connect Canyons. What are the great tools that we do have with the front office staff? Who can they connect you to? What are all the services that we have at the schools?
Speaker 4:I'll just speak secondary and then, sally, feel free to add anything elementary. I think, too, our district has prioritized the overall wellbeing of students and I think that's incredible. I've worked in other districts and I've never seen a district that puts this much support into helping our students. So, and you even look at a website of a school and when you look and you've got in the secondary schools, we have social workers. Now we have counselors, we have community facilitators, we have hall mentors and safety specialists that are there for the safety of our students. We have check-in connect.
Speaker 4:But, as a parent, unless you ask for I mean, sometimes we reach out. As a former administrator, I'd reach out. I'm like here's all the resources of your students struggling and parents were like I just didn't know. So I think sometimes, like you said, if your student's struggling, just connect that office staff, whoever it is, or your administrator. Just go to them and say here's what we're seeing. It isn't maybe a crisis yet, but let's not get it there and maybe it's just a quick check-in.
Speaker 4:We even have, you know, in-house therapists now and maybe your child's dealing with some significant trauma that we could provide those resources, or that you're experiencing homelessness or you don't have. There's food insecurity, like we have those resources. So I think it's hard and humbling as parents when we're experiencing those things. But to remember again, going back to this whole conversation, we're a team and we know that if kids don't have some of those basic needs met, it's very challenging for them to be successful in school and attend school. And so even with the school nurses now I can't believe the change that made for our school. It's just having a school nurse, like you're okay to be here and maybe going back to anxiety and other things, like you just needed a little time, but we can have someone check in and these wellness rooms we've created like spaces of let's just be comfortable so we can be here and put this resources in place, because it is to me, probably one of the best assets of Canyons is that we look at that whole student and provide those supports.
Speaker 3:And I would say that's ditto for elementary. We all of those same resources. Some of the things I think our front offices in the elementary school are really good at is pinpointing a specific community resource. If we don't have that available at the school, they're going to be able to connect you with somebody that's going to really support you or your student. We talk about school secretaries just being the heart of the school and they know the kids by name, they know their struggles, they know maybe something that they're working on and they are going to be a great support. Just again, another adult in the school that really cares for your student.
Speaker 2:Okay, so with back to school, the first week seems like a blur To all of us. Yeah, it seems like it basically is get your kid there, but what are some of the things that, as they get in, what are some of the tips and tricks that you think that parents need to know and things that kids actually have to have in this first little bit of school?
Speaker 4:You know, interesting is depending on your school. The first thing and I know that a lot of the schools provide a lot of the supplies the first thing I tell parents is, before you go buy everything, find out from your school. For example, I had the privilege at Benville Middle School and we provide all the school supplies. So one before you go spend a lot of money, find out at back to school or night what actually just the basic things your kids need. But then I think even more important is we've talked about those routines, but the communication and that safety net. So if something's going wrong because I don't mean this, mean if a kid comes a day without a pencil, I've got you, I can take care of that immediately. We've got pencils. We order thousands, so we've got your pencil for you. But if I don't know you're struggling with something else, that's harder.
Speaker 4:So I think, like you said, the first part is a little bit of a blur. We all like to be prepared, do the best with our routines and negotiate the routines that are overwhelming. People Like, if you said, like I try to do all this. We're like well, we set this nice bedtime and it's not going to happen. So let's be realistic but not lose that boundary, but just maybe negotiate it a little bit. But even in terms of supplies, you know the secondary schools now we provide them the Chromebooks, we provide a lot of the supplies. But just being aware, just so your child doesn't feel uncomfortable. There's nothing like oh no-transcript, learning the priority, not worried about the things as much.
Speaker 3:And I would add to that is communication. Make sure that the school has appropriate email addresses or cell phone numbers, all of that information, so that the communication lines can be open. The school is going to communicate regularly with you and that is going to be a great source of support for your child, making sure they're prepared for things coming up or you are aware in ways that something that might concern your child. I think also, again talking about some of the things that you value for your child, make sure they know that you are committed to their education, that you support them and that you're again wanting them to be in attendance every day and come with that attitude of learning and growth. And I might have some things that are hard and some things that are uncomfortable, and that's okay and we're going to talk through that.
Speaker 3:I think in families where they have, you know, a family meeting, where families are able to share how they're feeling, share oh, this was a really bad day and this is why.
Speaker 3:And if your child knows that those things are in place and that communication is open and that you are going to work with the school and that you support the school, I think that's the biggest thing for our kids now is they've got to know that we are there to support them, but we also support the school and their education is for them, and so we want kids to really take that responsibility that I'm going to come to school and I'm going to learn. I'm going to come to school and I'm going to learn, I'm going to be on task, I'm going to take what opportunities are given to be involved in my education and in the extracurricular activities. I know a lot of times we just think of that as high school, but in our middle schools and our elementary schools now we have so many opportunities with STEM, makerspaces, science fairs, all of these things that kids can engage in and I think you know, helping them to see the excitement about that is something that is important.
Speaker 2:In talking about being involved and actually physically involved. A lot of kids are going to have some separation anxiety from their devices. Yes, yes, they are. There's going to be some schools that have rules where middle schools and secondary schools where they can't have their iPhones and telephones that sounds stupid. They're not all iPhones.
Speaker 4:It's okay, most of the kids like the iPhone. They've got a nice marketing job their devices.
Speaker 2:Their devices. They can't have their devices. How can you help your kids, you know, have limits and realize that it's not just torture, that you know my kids have been like oh, I'm not going to be able to have my phone at lunchtime, what am I going to do? And I'm like, well, you could do like we did in the old times and talk to our friends and eat and we survived. How would you suggest approaching that with your kids?
Speaker 4:I think this is a really important, as we've watched, especially in the middle schools, as we've tried to create better learning environments by making it so the cell phones aren't out as much. One, we've noticed the learning's increasing significantly. So I think it's important first for the students to understand why we're doing this. This is not a punishment. This is about learning and creating an environment where you can learn and you're not distracted. And I think, as we've seen in the last couple of decades, the reliance on the phone, both adults and kids and I think we need to be honest in that conversation. One, as adults, we could monitor better cell phone behavior. That's one thing. At home, I'm like I cannot be on my cell phone. I'm like what? I'm showing my kids that it's okay. So I think one modeling it, going back to the why and also helping them in a healthy way. See like you have devices, there's actually telephones in the school. When our school's community council went through this, we actually had to really work with the parents and say our number one goal is your child's safety, but just because you can't text them, we had to change that parent behavior. Like if it's an emergency, there's a hundred phones you call and I promise I will get your students so fast. So I think we need to build that in, like there are safety nets in place, but this would be a good week to start building some of those routines, because if your child has been on the phone from morning to evening, it's if there is going to be one.
Speaker 4:You talk about anxiety and separation. That is very real. The school's goal is to create learning environments where they're not distracted and I think we just have to all work together to remember that and be patient with one another. There's consequences, but I know, as we were doing it, we gave it some time. We know the first week when you come back, you've been on your phone a lot but, like you said, especially at lunches, the schools have gone that way. They can't believe how exciting it is to see kids talking again and not isolating.
Speaker 4:And then again the kids that aren't talking very obviously, very obvious and quickly. We can help them. Like are you okay? And it's amazing how quick we can help them find friends. Like, oh, I think I got your person here, but sometimes you have to remove that device for us to actually see how your child's doing. So it's hard, but what we've also seen is, once we as a community buy in together and understand why we do it, that the kids can do it. I mean, like I said, practicing as parents, I mean I also sometimes I'm like I just want to throw myself on the way the kids are like why? I'm like because it's always there. And they're like, oh, don't you love that about it. I'm like, okay, you can be on your cell phone for an hour, but this is not when you get home. You're on it from three to 10,. You know, like building those behaviors too, and starting now, you know.
Speaker 3:And I think, helping them recognize that they're some of the benefits they're starting to see. I think so oftentimes they're they're thinking about oh I can't do this, it's going to be so hard, so hard, but really, if I don't have that opportunity, like you, as a mom said, you can talk to other kids right, you can look people in the eye, you don't have to constantly feel like you have to reply to things, and so I think, as parents, helping them to see that the kids do feel benefits. I think some of our kids are begging to not have those cell phones because it's become such a thing that they have to do in order to fit in or to be part of the group. That having an adult or policies or procedures in place in a school saying I can't be on it actually is empowering them to do some of the things that they truly want to do. So I think, helping them to identify that.
Speaker 4:And I think it's kind of freeing for some of the kids. Like you said, my daughter she's like Mom, my friends get mad because I don't respond all the time quickly and she's had to navigate that because she'll put her phone away. She likes to exercise or do these other things and people are like why don't you talk? Are you mad at me? So we have to build some new norms, like you say. I said, just say it's your mom. She's like oh well, that works too.
Speaker 4:But I mean, I think sometimes with the kids, like you can just say my teacher won't let me. So if your friend's mad, you're like I can't get it taken away, or then I'm really in big trouble. But I think sometimes the kids need to remember like we've had the opportunity to experience this and we want to help you and support you. And it's okay to say that's like I have to respond. What if I don't respond? What if I didn't see this in social media? We're like it will still be there, and I think that's a reminder it will still be there, it's not going away.
Speaker 2:Unfortunately, unfortunately for lots of us for lots of years.
Speaker 4:It still is there.
Speaker 2:Are there other tips and tricks that you would like to get to parents?
Speaker 4:I just think my final one is just a reminder how important your own attitude is, that if you're positive about school, you support your kids. How your own feelings towards school are so important and just that idea that we're all working together, we love kids, we went into education because we love them and our goal is to support you. So just reach out and communicate.
Speaker 3:And I would echo all of that and just say we just can't wait for another great year. Your kids are in good hands in Canyon schools.
Speaker 2:At Canyons, we truly are looking forward to another great school year and the takeaway from this podcast is that we love your kids and we hope you know that. Thank you for listening to Connect Canyons and if you have any ideas for future podcasts, you can reach us at communications at canyonsdistrictorg.
Speaker 1:Thanks for listening to this episode of Connect Canyons. Connect with us on Twitter, facebook or Instagram at Canyons District or on our website, canyonsdistrictorg.
