Teacher 0:11
Hi, Bennett. Teacher, and thanks, thanks so much for coming in to meet with me, and great to see you in person. How are you doing?
Mr. Reid 0:20
I’m good. Thanks.
Teacher 0:22
Good. Well, great. And thanks again. I really appreciate you coming in and taking the time. And I am so excited to be teaching Katie this year. She’s such a bright student. And it’s really a privilege to have her in my class.
Mr. Reid 0:36
Oh, uh huh.
Teacher 0:39
So, you know, just, I’m sure you know, but Katie’s a voracious reader. She reads above grade level, she’s always has a book in her hand, and that’s such a amazing thing to see in a young person these days to to always be reading. So she’s, she’s definitely she’s definitely remarkable. So I called you here today, just because I wanted to, you know, let you know that she’s that although Katie’s doing well in class, she seems to be a little ignored by her peers at times and doesn’t socially appear to be to be getting along well. You know, so in group and collaborative situations so I just, you know, wanted to first let you share if you have any insights, questions or concerns about Katie, and you know, anything you hear about school from her?
Mr. Reid 1:37
No, so, why am I here?
Teacher 1:40
So, that’s a good question. And I, I, again, I really appreciate you coming in and taking the time. So my goal is to help Katie become more, you know, socially active and engaged in class and was hoping you know, you could share some insights and and some of your knowledge With me so that we can maybe create a plan together to help Katie you know come out of her shell a little bit in class.
Mr. Reid 2:08
Okay, I mean, I love my daughter, I can tell you that.
Teacher 2:16
Of course, um you know how-
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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.
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?
This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.