13b Certification quiz for segmenting: Items from “Doesn’t sound like” onwards

Mr. Reid 2:23
Oh, this doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 2:33
It’s okay. Maybe a school setting is a bit too tense for Katie. So what we want to do is to work out a situation together, what we can improve in the classroom to make her feel more open and feel safe in the classroom. So what kind of hobby does Katie have at home?

Mr. Reid 2:55
She loves to read, you know. Reading is her… it’s just her passion, really. More than anything, for sure.

Teacher 3:04
But how about at home? Is there any particular social skill that she has? Like she loves to ask or talk to family about certain book?

Mr. Reid 3:15
Well, she loves to talk about books, that’s for sure. Um, you know, that’s kind of the main activity is learning, you know, she loves that. I mean, well experience, you know, makes a difference and, you know, all her other teachers did have so much more experience than you do.

Teacher 3:35
Well, I understand that you have a bit, you’re a bit worried due to my age. Let me reassure you, I’m just, I’m here and I’m doing my best to create all the tools Katie needs to succeed, whether it’s socially or academically, so let’s work together on some strategies we can implement in the classroom so Katie can use and feel relaxed in the classroom.

Mr. Reid 4:03
Oh, so last year’s teacher had Katie and some other students participate in a book club. And, you know, that went really well. She loved it.

Teacher 4:16
That is great. Let me write that down.

Mr. Reid 4:20
Okay. Thank you.

Teacher 4:22
Also, another thing I noticed is that Katie tends to read fiction books rather than non-fiction books. And I understand that there are certain merits to reading only fiction books.

Mr. Reid 4:34
Well, I am, you know, worried about what this means for Katie, you know, for sure. The social stuff, not not so much fiction books, but yeah.

Teacher 4:43
Okay. So maybe we can implement more… like have her read more non-fiction books at home, because I feel like those will also help her with social interaction. Non-fiction will tend to have a lot of interaction between characters.

Mr. Reid 5:01
Okay, well, yeah.

Teacher 5:03
So let’s think of a way…

Mr. Reid 5:05
She’s pretty voracious, so she’s open to a lot of different things. So, sure.

Teacher 5:10
So what kind of library does she have at home? Is it only exclusive to fiction books?

Mr. Reid 5:16
Oh, no, we have all sorts of stuff. I, you know, my wife is a lawyer. So, you know, we’ve got, we’ve got just about everything under the sun. She’s pretty intellectually curious too, um, but maybe, maybe it’s me, you know.

Teacher 5:34
No, no, no. I’m sure that’s not…

Mr. Reid 5:35
There’s a weight on my shoulders, you know.

Teacher 5:38
That’s okay. It’s a lot of responsibility to be a parent and i understand, but just keep in mind, We are here to help your child succeed. We’re not here to, you know, give you pressures or anything. We just want the best for the family and for your child.

Mr. Reid 5:54
Right, right. No, of course. Yeah. I mean, they’re just… there are challenges at work. So, yeah.

Teacher 6:07
And maybe what does Katie’s schedule look like after school? Maybe we can have some sort of after school reading, other than just the book club and other interactions for Katie to her students.

Mr. Reid 6:24
She participates in Girl Scouts, um, and, you know, Sunday school on the weekends, but I think. you know, I think that’s a good idea as well. And more exposure, the better I think,

Teacher 6:35
How’s her interaction with the Girl Scout group?

Mr. Reid 6:39
[pulls out phone] Sorry.

Teacher 6:42
It’s okay.

Mr. Reid 6:43
I think it’s all right. But I think that, you know, your idea about getting her involved in more things… you know, as much as this was a surprise, I think that’s a good idea.

Teacher 6:55
All right. I understand that you have a very busy schedule, so I will include all this information we discussed in am email, and then I will also add in some more thoughts I have, and maybe you can take a look…

Sim Staff 7:10
All right, end simulation.

Transcribed by https://otter.ai

What is the time stamp of Bennett’s line that you should START segmenting at for “This doesn’t sound like Katie. It is probably something you are doing”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “Experience makes a difference and her other teachers had so much more experience than you do”?

What is the time stamp of Bennett’s line that you should START segmenting at for “I’m worried about what this means for Katie”?

What is the time stamp of Bennett’s line that you should START segmenting at for “Maybe it’s me. There’s a weight on my shoulders”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “There are challenges at work”?

Parent 2:05
Oh. Huh. Well, uh this doesn’t sound like Katie at all. So it’s, you know, probably something you’re doing.

Teacher 2:17
That could be⁠—that could be very possible. Um, I just wanted to let you know though that I did try to pair Katie with a peer, with a classmate of hers, and unfortunately, Katie hasn’t⁠—Katie and her peer have not been able to like interact as much on the relationship. It just seems that Katie’s very quiet. And I was just wondering if maybe you could offer me some suggestions or interests that Katie has. That way I could have her maybe talking with her peers.

Parent 2:52
Well, I mean, she reads a lot of course, and she’s in Girl Scouts. We’re active in our church. She has a good friend in Sunday School. And she doesn’t go to school here, though. But um, and she really, you know, loves her Sunday School teacher and really liked her teacher last year. So, I mean, experience makes a difference, and all her other teachers had so much more experience than you do.

Teacher 3:27
And I do appreciate your feedback. I will I will take that very seriously in how I’m teaching. And I do apologize if I have not been able to support Katie in the way that she needs to. But I but I will⁠—

Parent 3:43
I mean, last year’s teacher had her and other students read a book about what they were learning and talk about it in class. So, you know…

Teacher 3:53
That is a wonderful idea.

Parent 3:54
…she really loved that.

Teacher 3:55
Thank you so much Bennett. We’ll definitely take that into consideration.

Parent 4:00
Okay.

Teacher 4:01
Yeah, and I think that that would be a good way to get Katie to speak up more with her peers, and really help her peers as well.

Parent 4:14
Yeah, I mean, I’m, I’m worried about what this means for Katie.

Teacher 4:20
Yeah, I understand. And I just want you to know that I would love to work with you on this. So we can both have Katie succeed in school because I want nothing more than to help Katie.

Parent 4:31
Right. I mean, help is such a strong word. I mean, she-she’s just a quiet kid. I mean, you can’t change people. There’s nothing wrong with being quiet. And she might just be, you know, super focused on her work. I just, I don’t know what to make of it, really. I’m just trying to think if we’ve seen anything at home, but I don’t think home is the problem. I mean, I’m wondering, maybe it’s me. I mean, there’s a weight on my shoulders.

Teacher 5:18
Well, first of, thank you for just sharing all that with me. And yeah, I mean, I’ve definitely been trying to see if there’s anything in particular I can provide Katie⁠—I can provide support, and “support” is the word I meant to say. I do apologize. Did not mean to say “help.” I agree with you on that term.

Parent 5:41
Yeah, sure.

Teacher 5:42
Um, so I did ask Katie if she was maybe being bullied at school because that was a concern⁠—one of the concerns of mine. Um, but she didn’t (inaudible) and from my observations, it doesn’t seem to be the case either. (inaudible) unrelated to that.

Parent 6:04
There are challenges at work.

Teacher 6:11
I understand, and does Katie maybe sometimes see that at home?

Parent 6:17
I’m wondering. I mean, I’m just starting to think now. Maybe she’s heard. I mean, I’m facing layoffs next week. So I’m wondering if she’s-she’s heard her mother and I talking about it. As much as I⁠—oh, sorry⁠— as much as I would try to keep it, you know, quiet, but who knows.

Teacher 6:42
Yeah, so I do appreciate you sharing that with me. And maybe in our next meeting, which I would love to have if you have time available, we could talk more about that⁠—of how we can better…

Parent 6:54
Okay.

Teacher 6:54
…support Katie.

Parent 6:56
Okay, that sounds good. We’ll set up a meeting. Thank you.

Teacher 7:01
Thank you.

What is the time stamp of Bennett’s line that you should START segmenting at for “This doesn’t sound like Katie. It is probably something you are doing”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “Experience makes a difference and her other teachers had so much more experience than you do”?

What is the time stamp of Bennett’s line that you should START segmenting at for “I’m worried about what this means for Katie”?

What is the time stamp of Bennett’s line that you should START segmenting at for “Maybe it’s me. There’s a weight on my shoulders”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “There are challenges at work”?

Mr. Reid 2:22
That doesn’t sound like Katie at all. So

Teacher 2:26
Okay

Mr. Reid 2:26
it’s probably something you’re doing.

Teacher 2:29
Yeah, I mean, and that certainly might be the case. I that’s why probably why I wanted to to talk with you about it.

Mr. Reid 2:35
Right

Teacher 2:36
Because, you know, this is this is what I’m seeing in class and I wasn’t sure if that is who Katie is, or if it’s something I can change within my classroom,

Mr. Reid 2:43
um

Teacher 2:44
to bring out the more social part of her.

Mr. Reid 2:46
Yeah, that’s just a little surprising to me because she’s usually I mean, the, you know, a voracious reader to be sure, but a really hardly a shrinking violet at home.

Teacher 2:59
Yeah. Yes. How does Katie act at home?

Mr. Reid 3:02
You know, we spend our most time together you know, after dinner and during dinner, talk about books talk about talk about a lot of stuff.

Teacher 3:10
Yeah

Mr. Reid 3:11
So we kind of share ideas kind of share about our day.

Teacher 3:13
Okay

Mr. Reid 3:14
Um, doesn’t talk as much about school this year.

Teacher 3:19
Okay

Mr. Reid 3:20
Now that I think of it, but well, experience makes a difference and all her other teachers had so much more experience than you do.

Teacher 3:29
Yeah. And you know, I am certainly new at this starting teacher. But, you know, that also means I’m closer to my high school experience. And I can remember, you know, having peers that kind of closed themselves off from everybody else and didn’t interact as much. So, so you don’t see her that way at home. But does she talk about any friends or any any peer like friends she has in her age group at school?

Mr. Reid 4:01
Not a lot this year actually, you know, last year’s teacher had Katie and some other students, you know, participate in a book club that went really well.

Teacher 4:15
Yeah

Mr. Reid 4:15
I don’t know.

Teacher 4:18
Well, we have a book club here at the school so I’ll mention it to her and I’ll go see that teacher and see if she’s she’s part of it. And we can talk about getting her involved in that.

Mr. Reid 4:27
Yeah, I am you know worried about what this means for Katie.

Teacher 4:31
Yeah, I mean, it’s, uh, let me you know be clear I don’t think I don’t think she’s like exceptional in a way I don’t think she’s she’s an oddity for you know, not– high school is a tough transition for everybody, girls especially. So I don’t think it’s it’s anything like frightening that it’s been a rough transition so far.

Mr. Reid 4:50
That’s a good point I hadn’t considered. That is a huge

Teacher 4:54
Yeah

Mr. Reid 4:54
transition.

Teacher 4:55
I just, I just want to you know, be able to, you know, I noticed things and I want to be able to help make transitions with her and help her be, you know,

Mr. Reid 5:03
right

Teacher 5:03
as sociable as she seems to be at home, right?

Mr. Reid 5:06
Of course, of course.

Teacher 5:07
Yeah.

Mr. Reid 5:08
Yeah snd thank you for bringing it up.

Teacher 5:10
Of course. Yeah.

Mr. Reid 5:11
Appreciate it.

Teacher 5:12
So our plan being getting her involved in the book club.

Mr. Reid 5:18
Yeah.

Teacher 5:20
Are there any is there anything else any other clubs you think?

Mr. Reid 5:23
I mean, maybe it’s me, you know, there’s been a weight on my shoulders. Um, I don’t know.

Teacher 5:32
Do you mind, sorry. Do you mind if I ask what what is the weight on your shoulders?

Mr. Reid 5:37
No, it’s a well thank you. Um, yeah, it’s a little awkward. Um,

Teacher 5:47
Yeah

Mr. Reid 5:47
you know, there are um, how do I say this. You know, there are challenges at work and you know, kids are perceptive.

Teacher 6:03
Yeah

Mr. Reid 6:03
so

Teacher 6:04
certainly. So do you think Katie is is, you know, reacting to that, or do you think,

Mr. Reid 6:09
um, well, you know, it’s a lot of unknowns right now. And

Teacher 6:14
Fair enough.

Mr. Reid 6:14
and, you know, we’re not sure if there’s going to be layoffs. So, you know, I imagine I must be given off something because she kids are perceptive.

Teacher 6:27
Yeah. yeah. I’m sorry to hear that. Yeah. Okay. Well

Mr. Reid 6:38
sorry.

Teacher 6:40
That’s okay. Yeah. So I want to thank you again for coming in to meet with me talk about Katie. I will continue to try to get her to, you know, interact with peers in the classroom. I’m not going to enforce anything by any means, but I’ll keep trying on my end.

Mr. Reid 6:58
Alright.

Teacher 6:58
I’ll see about the book Club.

Mr. Reid 6:59
And let’s stay in

Teacher 7:00
and then we communication.

Mr. Reid 7:01
Touch.

Teacher 7:02
Yeah, certainly I

Mr. Reid 7:03
of course.

Teacher 7:03
I think this was a really productive talk. So um, thank you for coming in.

Mr. Reid 7:07
Thank you.

Bennett Reed 7:08
Alright end simulation

What is the time stamp of Bennett’s line that you should START segmenting at for “This doesn’t sound like Katie. It is probably something you are doing”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “Experience makes a difference and her other teachers had so much more experience than you do”?

What is the time stamp of Bennett’s line that you should START segmenting at for “I’m worried about what this means for Katie”?

What is the time stamp of Bennett’s line that you should START segmenting at for “Maybe it’s me. There’s a weight on my shoulders”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “There are challenges at work”?

Mr. Reid 1:39
Okay, um, ah, I gotta say, this doesn’t sound like Katie at all. So it’s probably something you’re doing.

Teacher 1:51
Well, I just think that there’s maybe something that just doesn’t want she just doesn’t want to maybe be friends or not be friends, but she just doesn’t want to like, exert herself. And I really just want her to have the best possible class time. I want her to be successful in life. So both socially and intellectually, and I really just want to figure out a way that she can really step out of that bubble. She, whenever we do peer interactions with the groups, she’ll she’ll do it, she prefers to be working alone, which I get is better for some people. But I really want her to just engage with her classmates, you can have some really great discussions, learn new things from your classmates. So I was just wondering if there any ways that you think we could do that?

Mr. Reid 2:38
Oh, well, you know, she loves to read. So that’s a that’s a passion.

Teacher 2:46
Yeah, I well, with you saying reading what if we set her up with like a book club every week at school? And then that way she can read and discuss what she’s reading with other people who are interested in reading. That way, it’s little by little, but if she’s still doing something she enjoys, but also stepping out of her bubble. How do you think, what do you think about that?

Mr. Reid 3:06
Yeah, that might work. Um you know, experience makes a difference and and all her other teachers have more experience than you do. But

Teacher 3:18
Well, personally, I don’t really think that this all this blame should be on me. I think this is just a collective thing I could be doing, but I could do things better as a teacher for Katie, but I just really want the best for her to succeed. So if you think there’s anything that I could do better to help Katie then just let me know. But like right now, I really just want the focus to be on how best to help, Katie So do you have any tips for me to help

Mr. Reid 3:48
yeah

Teacher 3:48
Katie be social?

Mr. Reid 3:48
last year’s teacher how had Katie and other students participate in a book club, you know, just as you said, and she loved it.

Teacher 4:00
Yeah, I really like that idea. And I really think it’s gonna be successful with Katie. And you know what started off small with the book club and over time, we’ll just grab her over, like, just bring more people in maybe not a book club, a different environment. It just has to go slowly and that she’s most comfortable, but also she is growing. How does that sound?

Mr. Reid 4:21
That sounds good. I am worried about what this means for Katie. So

Teacher 4:28
why are you worried what this means for Katie?

Mr. Reid 4:30
Oh, just because I want her to be social you know just as you mentioned.

Teacher 4:36
Yeah, I definitely think that she’s a great student. And you know what, like, just because she isn’t as social as other students doesn’t mean she’s any less noticed than other students. She everyone is special in their own way. So we just need to find different ways to help different students and a book club will most likely help Katie like it has last year

Mr. Reid 4:57
right

Teacher 4:57
So we just really just start off slow and then just add it on as she’s more comfortable. And I really think she’s gonna succeed.

Mr. Reid 5:05
Yeah, I mean, maybe it’s me. There’s a weight on my shoulders. Um but I don’t know.

Teacher 5:15
Well, I don’t want you to put anything on yourself. It’s not only your fault, it’s this accumulation of a lot of factors that we just are that are beyond our control. So we just need to be acting as a positive influence for Katie, we just need to keep our positivity up, make sure that she has people supporting her and make sure that she’s not alone in this and I think

Mr. Reid 5:37
Course.

Teacher 5:37
if we just being there for her, then she’ll see that social interactions are good for her.

Mr. Reid 5:43
Right.

Teacher 5:43
We’re two people that can start it and overall, like in the end, I hope that she will just she’ll get better over time and she’ll just feel more comfortable

Mr. Reid 5:52
sure um, yeah, there are challenges at work. Um so,

Teacher 6:01
yeah, well, you know,

Mr. Reid 6:03
I don’t know.

Teacher 6:05
Life happens, and sometimes it throws curveballs. But we just need to keep on going. There’s always a new day to have a new opportunity.

Mr. Reid 6:14
Right.

Teacher 6:14
And when one door closes, another door opens. So we just need to be positive.

Mr. Reid 6:19
Okay.

Teacher 6:19
Positive for us personally, positive for Katie, just so that everyone can keep growing the way that we all should.

Mr. Reid 6:26
Gotcha.

Teacher 6:27
Yeah. So do you have any questions for me?

Mr. Reid 6:30
Um sorry. No, I mean, I would like to follow up.

Teacher 6:39
Yeah for sure.

Mr. Reid 6:40
Let me know what works.

Teacher 6:42
I’ll keep you in the loop. I’ll give you a shooting email, give you a phone call. And then we can just stay updated with what we want to do next with Katie.

Mr. Reid 6:49
Sounds great.

Teacher 6:50
Again, she’s a great, great student, and I’m happy to have her thank you for meeting me today.

Mr. Reid 6:55
Oh, thank you. Bye bye.

Teacher 6:56
Have a good day

Mr. Reid 6:57
You too.

Teacher 6:58
bye.

What is the time stamp of Bennett’s line that you should START segmenting at for “This doesn’t sound like Katie. It is probably something you are doing”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “Experience makes a difference and her other teachers had so much more experience than you do”?

What is the time stamp of Bennett’s line that you should START segmenting at for “I’m worried about what this means for Katie”?

What is the time stamp of Bennett’s line that you should START segmenting at for “Maybe it’s me. There’s a weight on my shoulders”?

What is the time stamp of Bennett’s line that you should STOP segmenting at for “There are challenges at work”?