Sim Staff 0:00
Begin simulation.
Teacher 0:06
Hi, Mr. Reid. Thank you so much for coming in today.
Mr. Reid 0:08
Oh, sure thing.
Teacher 0:10
So I want to get started by talking about how amazing Katie has been in my classroom and how she really does contribute a lot. For one, I think she is a really avid and strong reader. I can tell she loves reading, especially fiction. And whenever I get a chance to talk to her about that, she has really amazing thoughts to share. So that has been a fantastic job on your part, as well.
Mr. Reid 0:32
Great. Well, thanks.
Teacher 0:33
I think whenever she submits work, she does it well. It’s submitted on time, and she always completes tasks, just as I asked, which is again, fantastic. Um, so yeah, I think, all in all, I don’t have too many concerns about Katie. I think she is right on track to where she needs to be.
Mr. Reid 0:51
Okay.
Teacher 0:51
The one thing I did want to talk about, though, is that I wonder if there are ways to get Katie even more involved in the classroom. Something I’ve noticed, which is completely normal for a lot of ninth grade students, is that they can feel a little hesitant to participate in whole class settings like sharing answers with the whole class, or working in groups. And I see a little of that with Katie. And while that is completely normal, I wonder if you and I can brainstorm ways to help her feel more comfortable in that way. Because I think that would really improve her experience in the classroom.
Mr. Reid 1:24
Okay. Well, it’s good to know that first of all, um, and that does sound, you know, about right. I mean, she does love to read, but she’s never really been, you know, the first person to speak up in a crowd. So that sort of makes sense. But um, you know, I will say, I don’t know if we had this problem in the past. So I’m just trying to think of what would work.
Teacher 1:56
Well, I first want to stress that this isn’t a problem. Like I said, Katie’s doing a fantastic job in the classroom, so I don’t want you to be overly concerned about this. I think increasing her engagement could improve her experience even more. And I also think that ninth grade, especially this early in the year, is a huge point of transition for Katie and all students.
Mr. Reid 2:18
Of course, it’s… yes.
Teacher 2:22
So I’m not too surprised that she had never shown this kind of behavior in the past and she’s starting to exhibit it now.
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Please click on VIEW QUESTIONS to see how a lead coder segmented the same transcript and to compare your segmenting with theirs.
Copy and paste in the teacher’s greeting, beginning with “Begin simulation”. For this item, please include what the parent says as well if it is relevant and part of the greeting. For example, if the teacher says, “Hi” and the parent responses, “Hi, how are you?” and then the teacher says, “I’m well thank you—and you?” we want that parent comment. Greeting end when the teacher moves to talking about the student’s strengths, concerns, the meeting purpose, or asks a question about the student.
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Copy and paste in the strengths the teacher shares about the student. This includes descriptions of the student’s reading ability, their preference for fiction reading, their turning in of work in time, and statements such as “I love having her in class!” or “Thus, far things are going well.”
Here are a few tips:
If the teacher shares strengths AFTER sharing a concern, you need to capture the concern too. These teachers will be scored low because the concern came first so it is important to capture both!
If there are no strengths shared in the opening, please copy and paste in the ENTIRE opening, from “begin simulation” to “This doesn’t sound like Katie. It is probably something you are doing.”
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Please copy and paste in here any comments by the teacher establishing a purpose for the meeting or about Katie’s socialization and class participation such as her not working with other students, being quiet in class, wanting to be on her own in class, working independently, or not making friends. Comments about the meeting purpose can include comments such as “I wanted to talk to you today about,” “I was wondering if you had any insight,” “I was hoping we could make a plan,” “We’re here to talk about Katie,” or “I wanted to see if we could brainstorm ways to get Katie more involved in class.”
This might include multiple excerpts. It is fine to excerpt both lines by the teacher and lines by the dad that are relevant, such as him asking why he is there.
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Please copy and paste in here any questions asked by the teacher, including indirect questions such as “I was wondering if you had concerns you wanted to share.”
If there are no questions, please paste in the entire transcript from “Begin simulation” to “This doesn’t sound like Katie. It is probably something you are doing.”
Please capture COMPLETE utterances by the teacher, beginning with Teacher and the time stamp.
Please click on VIEW QUESTIONS to see how a lead coder segmented the same transcript and to compare your segmenting with theirs.
This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
How long, approximately, did it take you to segment this transcript?
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