The presenter consciously stays away from generalities, ie. There is an assumption that one student can t be lifted without lifting all. The observing teachers respond with questions and references to their own experiences. They all know the student and, while not being prescriptive, they often have some new insights to offer about changes in student behavior, a breakthrough they have made or a helpful suggestion. Teacher Talk isn t remedial or evaluative.
Comments are generally warm and supportive.
But there is an obvious pressure to improve the classroom environment by the time it rotates around to your room. The presenting teacher is young and like so many in troubled urban schools, uncertified in high school science. But she appears to be hard-working and expresses a commitment to Gary. The presenting teacher offers that Gary likes to work with his hands and make things. The disparity is obvious.