8.3a Additional practice for “I’m worried about what this means”

Teacher  04:36
I don’t want you to be worried about it. I just want us to be able to make a plan to help her continue moving forward in the best and most productive way possible, because she is doing really great in reading and so I think kind of latching on to that. That interest in her would be a really productive way to keep her moving forward. Mm hmm. Okay,

Parent  04:55
no, that’s

Teacher  04:56
Is that something that you think would work well for her?

Parent  04:57
 I think so. I mean, she loved it. Last year, so I figured,

Teacher  04:37
Yeah, I wouldn’t⁠—it’s not anything to be too worried about at this point because I think that since it is, you know, October, early in the year, we can kind of do a lot. There’s a lot of time left in the year that we can kind of work together and maybe even talk about it at home with her a little bit. Ask her how she’s doing in school, ask her if she has any friends in her class. And since you seem to have that great relationship, she’s a little bit more outgoing with you. Maybe even if you talk to her a little bit about how she how she feels about class interactions at home, maybe that can kind of get her get her chatting a little bit more about what’s kind of going on.

Teacher  04:56
Well, I think um, I think we’re gonna nip it in the bud early. You know, I don’t think-

Mr. Reid  05:01
Nip what? What are we nipping?

Teacher  05:04
We’re gonna, just the the worry you have I don’t think that you need to really worry too much about it.

Mr. Reid  05:14
Well, I’m here though. There must be some reason. I mean, you wouldn’t call me in if it wasn’t serious.

Teacher  05:20
Yeah, I definitely. I’m just, I think we’re getting I’m getting it before it gets to a point where I think it it’s a real big problem. You know what I mean? Because I want to get your input, see what you kind of, maybe your experiences have been, things like that.

Teacher  04:27
Well, I just want you to to let you know that it’s okay that Katie can be quiet sometimes. There are kids who are very shy. I was shy myself, but yes, I think we should definitely work⁠—come up with a plan, so we can help Katie kind of come out of her shell a little. Oh, and, and if you do have any questions or concerns, I would love to hear those as well.

Teacher  04:55
my goal of this is to sum is to work together to try and help how Have a positive experience for Katie.

Mr. Reid  05:01
Okay.

Teacher  05:02
Um, I know we have book clubs like a Harry Potter club here at the school.

Mr. Reid  05:07
Oh, okay!

Teacher  05:07
Is that something you think she would be interested in?

Mr. Reid  05:10
I mean, I know she loves those books. And, you know, just in general, like, she just loves learning new things, and she loved that whole saga. So she’s really, like I said, you give her, I mean, I don’t know, you give her a book. And she’s just, she’s a happy girl, so.

Teacher  05:28
Yeah, she always has a new book with her. She reads so fast.

Mr. Reid  05:31
Yes, and it’s a little intimidating. But yeah, um yeah.

Teacher  05:38
Great, well,

Mr. Reid  05:39
Um,

Teacher  05:39

Teacher  04:35
Definitely so I think a book club is a great suggestion I really appreciate you suggesting that, I hadn’t thought about. And I could definitely reach out to, you know, other parents in our class or in her in our grade entirely and see if there’s a group of people that wants to, you know, maybe work on a book that maybe Katie’s interested in. That’s a really good idea, but I would say mainly, it’s not that I want you to worry about Katie I think the first step is really just getting to the bottom of why she feels

Parent  05:05
Yeah.

Teacher  04:37
So, I definitely don’t want to worry you. It’s just something that we—I wanted to address early on in the year because, you know, collaboration and interactions with others are so important, especially as, like Katie, like, moves through high school and then transitions into other post-secondary options, so supporting her earlier rather than later in this process is was my thinking. But I really appreciate this information about the book club, and I was wondering was this something that happened before or after school or was it like a class that she was involved in?

Teacher  04:26
Yeah, I understand that would be worrisome. I think. I think that’s a great idea, especially since she loves reading. And, um, it’ll be a great way for her to talk about something that she’s really interested in. And that would be a great gateway for her to have this other peer interactions and to build those friendships from there. I think that’s a really awesome idea.

Parent  04:43
so pleased to start.

Teacher  04:45
Yeah. Do you have any other like, things you want to talk about about Katie that you’re worried about? Or just any questions that you have?

Parent  04:54
This is a pretty big thing.

Teacher  04:31
Yeah, it’s somewhat concerning, which is obviously why we’re talking about it.

Mr. Reid  04:36
Yeah.

Teacher  04:36
I was considering maybe giving you some after school program suggestions that might help engage, but you said she, you she works at home, so.

Mr. Reid  04:48
Um, well, she goes to a center after school and then, you know, my wife picks her up or I pick her up but I mean, if there was transportation, she could do some after school clubs.

Teacher  05:01
Okay, cool. Well, I will definitely look sort of look into those maybe get him more engaged outside of school so that she can then have a lot of people to work with in the classroom.