Mr. Reid 03:17
right. Oh, I see what you mean. I see what you mean. Well, experience makes a difference and all of her other teachers did have more experience than you do. Um, I don’t know. Oh,

Teacher 03:32
well, I actually have quite a lot of experience and but parents know their child the best and you know, know things about them know, things that aren’t that we don’t see in school, and that’s why I wanted to bring you in, you know, and, and have this talk with you. Um, so can you tell me books, what types of books does she like?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 2 of 20

2. Question

Mr. Reid 03:18
Well, I mean, experience makes a difference, and all her other teachers had so much more experience than you do.

Alexis 03:27
Well, I think that I am very prepared and very willing to teach this classroom at a high level and it is managed very well. So I’m not necessarily sure if experience is a factor. It might just be how she feels in this classroom environment. I obviously want to make sure that she feels as comfortable as possible. So that’s why I’m talking to you today. I feel like maybe

Mr. Reid 03:48
Well Yeah

Alexis 03:50
Yeah.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 3 of 20

3. Question

Mr. Reid 03:16
Yeah. And experience makes a difference and, and all of her other teachers, you know, had so much more experience than you do. So, I don’t know. But-

Teacher 03:30
Yeah, that’s, I mean, that’s true. I’m not as experienced as other teachers, and I totally understand where you’re coming from. I don’t know if she’s the same way and other classes. I’ll have to talk to the other teachers about that, to see what they’re doing in order to get her to participate.

Mr. Reid 03:51
Sure.

Teacher 03:52
So I think that’s a good first step for me.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 4 of 20

4. Question

Mr. Reid 02:47
I mean, you don’t need to be you know, you don’t need to be sorry, per se, but I’m just it’s just an observation of mine. It’s an nothing to be sorry for, of course. And of course, you’re here. We’re here to be here for Katie. That’s why you called me. So, but I just, I just feel like in comparison to how well she gets along at Sunday school with her teacher, and last year, I heard so much about her teacher. And this year, I don’t. So I think, you know, experience makes a difference and all her other teachers had so much more experience than you do.

Teacher 03:32
Well, I know I am new to this school, but I’ve had a lot of experience in other school placements. I’m just really wondering if she talks about school at all with you or any of her… any school friends that he has or just school in general with her this year. Just anything…

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 5 of 20

5. Question

Parent 03:32
Okay, but experience makes a difference, and all her other teachers had so much more experience than you, than, you know, you do.

Teacher 03:42
Right. Yeah. It is my first year of teaching, but I think that, yeah, I have a lot of experience with kids in the past, and and I still care a lot about Katie as a person, and I have gotten to know her a little bit this year. And—so yeah. Maybe if you have any, yeah, if you have any advice or tips for how, yeah, how I can interact with Katie better—

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 6 of 20

6. Question

Mr. Reid 03:06
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 03:18
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 03:48
yeah

Teacher 03:48
Katie be social?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 7 of 20

7. Question

Mr. Reid 03:32
Definitely. Definitely. Definitely. Um, I don’t know. Um, you know her other teachers had so much more experience. I don’t know.

Teacher 03:33
Okay. Well, have any of her other teachers reached out to you at all? Have has she been like this in any of her other classes?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 8 of 20

8. Question

Parent 03:01
Um, no, she doesn’t talk about friends from school this year at all. I mean, I’m just thinking that I mean, experience makes a difference, and all her other teachers had so much more experience than you do.

Teacher 03:24
That’s definitely true. I will admit that I am new. But I do think that Katie can still engage with her class peers and just want us to both be able to support her in that as best as we can. I’m wondering what—

Parent 03:42
I’m not a teacher so I can’t support her in a classroom.

Teacher 03:47
Of course not, not in the classroom, but I think that you have a huge

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 9 of 20

9. Question

Mr. Reid 02:49
Home is not a problem. Um, I guess. I’m trying to disseminate what you’re talking about, but um, Home is not the problem. I mean, I was called here because you need to talk to me about something that I’m, you know, I’m just thinking, experience makes a difference and all her other teachers had so much more experience than you do.

Teacher 03:19
So I, I, you know, I agree. I am a new teacher, but I have worked with children for many years. And I have a lot of experience working with children. So while I’m new in the field of, of teaching, I’m not new in my experience with children. And so I guess to make myself more clear, maybe I’m beating around the bush a little bit and I apologize for that. Katie isn’t, is having a difficult time making friends and interacting with friends in the classroom. And that’s something I want to work with you to make better and more comfortable for her.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 10 of 20

10. Question

Teacher 03:53
I you know, I feel very experienced. I feel like I can really help Katie. I just

Mr. Reid 03:59
Yes.

Teacher 03:59
I need to know what the problem is. And so I’m trying to attack this at another angle trying to problem solve. So since she wouldn’t talk to me, I’m hoping that maybe she would talk to somebody she feels comfortable with, so.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 11 of 20

11. Question

Parent 03:17
Well, I was gonna say, experience makes a difference. And all of her other teachers had more experience than you do. But that that’s it, I guess, a good idea. I think. Regardless, I think

Teacher 03:36
I understand your reservation that I’m a young teacher, but I have had a lot of experience with student teaching. So I’ve been in a lot of classrooms before and I learned a lot about reading development and those sorts of things. And Katie is doing great in her reading. I just want to make sure that she’s able to share her strengths with other students and really thrive in the classroom.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 12 of 20

12. Question

Parent 03:23
That’s a good question. I don’t know. Experience, no makes a difference. And in all of her other teachers had more experience than you do. Um,

Teacher 03:37
I am a new teacher, and I’m young, but I see that as a good thing because I know the new strategies are using and learning and I can relate to the students and have the energy to keep up with them.

Parent 03:52
Right.

Teacher 03:53
So

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 13 of 20

13. Question

Parent 03:11
Well, I mean, I don’t, I’m not a teacher, so I don’t know about what to do in classrooms. I mean, you know, experience makes a difference, and all her other teachers had so much more experience than you do.

Teacher 03:27
That is a valid concern. Yes. But I promise I am bringing into the job the same passion and drive and excitement with all my students that any of her other teachers would have and experience will come with the job. Is there anything that her previous teachers did in their classes with her to help her with peer interactions?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 14 of 20

14. Question

Mr. Reid 03:13
Yeah, I mean experience makes a difference and, all of her other teachers had so much more experienced than you do so.

Teacher 03:22
So is there anything that you know of that her previous teachers used to do that you think it would be beneficial for me to implement with Katie?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 15 of 20

15. Question

bennett reed 03:10
No, no, no, no. Um, but, you know, I just think that experience makes a difference and all her other teachers had so much more experience than you do.

Teacher 03:22
Um, well, I’m not really sure that it has anything to do with experience. I really just wanted to call you

bennett reed 03:28
okay,

Teacher 03:29
because I picked up on some red flags like I told you that she’s generally really quiet and looks at the floor when she’s talking and sits alone a lot and her peers. I think I’ve just at this point, stop trying to engage her because when they do, she is not very responsive. So I’m not sure has anything to do with my concern.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 16 of 20

16. Question

Ah, yes, she’s active in her Sunday school, but, I mean, I just, I got, I gotta say. I mean, I don’t know her other teachers had so much more experience.

Teacher 03:50
And yeah, I know it’s my first year working at this school. But I have lots of experience working with kids her age. I used to be a tutor for about 14 years before I came here and was a student teacher last year, so I’ve had a lot of experience working with kids in her age group. And that’s why I wanted to meet with you because I was a little concerned about her social interactions. And I just wanted to figure out a plan so that she feels more comfortable in the classroom and working with others. And if there’s anything I could do, is you said she goes to Sunday school. Does, do any of her classmates go to Sunday school with her?

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 17 of 20

17. Question

Parent 03:01
Right. Okay. Wow. Huh. It’s just—yeah. I mean, well, you know, experience makes a difference, and, you know, all of her other teachers had so much more experience than you do.

Teacher 03:21
Yes, that is a great point. I am a new teacher, but I did receive a degree from the University of Virginia, and where I had a lot of classes, a lot of training, and also a lot of experience co-teaching.

Parent 03:34
Okay.

Teacher 03:35
So, while this might be one of my first years in the classroom, I have been co-teaching for a few years.

Parent 03:40
All right, just trying to think here.

Teacher 03:45
So, I know that Katie loves reading

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 18 of 20

18. Question

Mr. Reid 03:19
Okay. Okay, we’ve, I have, I’ve gotten the point that you want to make sure you want to find out why she’s not participating in class and well, experience makes a difference. And all her other teachers had so much more experience than you do.

Teacher 03:37
Um, I can understand that. I am new at teaching. However, I am doing the best I can. And so that’s why I’ve reached out to you

Mr. Reid 03:48
Fair enough.

Teacher 03:48
so we could

Mr. Reid 03:50
Okay.

Teacher 03:50
come up with a solution together.

Mr. Reid 03:53
Okay, I mean, but that said, um, I’m not a teacher and I’m not in the classroom with her. I know her as my child outside of school, you spend more time with her than I do.

Teacher 04:06
Right. Which is why I just started to notice a lot of these changes in behavior. So I just, I just wanted to talk with you so I could get to know whether or not she was the same at home. So we could help

Mr. Reid 04:20
No, she’s not.

Teacher 04:20
try to figure out how to move forward.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 19 of 20

19. Question

Mr. Reid 02:56
I mean, yeah, true. academics are great. But she’s doing well. But if she’s not mixing or, you know, enjoying her classmates, whatever that does, some, that might be something we need to look into. I mean, experience makes a difference and all her other teachers had so much more experience than you do.

Teacher 03:22
Yeah, and I understand that, that I’m fairly new to this job. And which is why I think I wanted to reach out to her past teachers and kind of ask about how Katie was in their classroom and how they can help me help her. Just talk about things.

Mr. Reid 03:38
Okay.

Teacher 03:39
Things, yeah.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect

Question 20 of 20

20. Question

Mr. Reid 03:15
Well, you know, experience makes a difference and all of our other teachers had so much more experience than you.

Teacher 03:24
I know I’m young and I didn’t get questioned about my experience, but I think that I have the necessary tools and can reach out to the necessary resources

Mr. Reid 03:36
Okay.

Teacher 03:36
and best help Katie.

Mr. Reid 03:38
Yeah.

Teacher 03:38
Um, so I was thinking that you and I could maybe think about putting getting a book club together for her.

Mr. Reid 03:44
Yeah, okay.

Teacher 03:45
That way her peers

Mr. Reid 03:46
You’re talking.

Teacher 03:47
and her have like something common to talk about and she can start to open up with them and work with them.

Low: Responds negatively. Might blame the student, contradict the parent, or focus on defending/explaining themselves or their teaching.
Medium: Responds neutrally. Might 1) Ignore concern (Talk about something different; ask question not related to content shared); 2) Give an affirming response without pursuit (e.g. asks question related to concern without following up or acknowledge that the parent is right and then describe student for rest of time); 3) Quasi responds and pursues by providing a non-affirming response that acknowledges what the parent says (With that being said, Maybe it's the class) and pursues by making a connecting, building on, or recognizing expertise; or 4) Provides an affirming response and pursue but also defends self using "but" in a way that weakens the affirming response.
High: Responds positively. Affirming response to content shared plus pursuit.

Correct

Incorrect