# Chalk & Chance Player Guide Script ## Step 1. Start the rehearsal What you see: a classroom scene, students, and teacher-facing information rather than a conventional menu puzzle. What you study: the room as a practice space. The game is asking you to rehearse teaching decisions, not simply complete a level. What to feel or notice: mistakes are expected data. A confusing moment is useful because it tells you what to try differently. ## Step 2. Open the demo gate What you see: a voice-safe taste demo button and a server-verified passcode field for voice-enabled access. What you study: the public taste demo keeps spoken student lines silent so casual visitors do not trigger ElevenLabs costs. What to feel or notice: if voice is silent, it is intentional. Use the passcode gate for voice-enabled review sessions. ## Step 3. Read the first screen calmly What you see: class code, name, password, guest-play options, and a voice status note in public builds. What you study: class sign-in is for assigned courses. Public demo access is enough for first-time exploration. What to feel or notice: Settings explains whether voice is protected, unavailable, or enabled. ## Step 4. Use the Mission Hub as a learning map What you see: START HERE, mission rows, badges, and locked missions. What you study: badges are practice goals. Routine means pacing, Echo means surfacing reasoning, Balance means distributing airtime, Mirror means feedback, and Insight means capstone judgment. What to feel or notice: locked missions are not a punishment. They show the sequence of teaching skills the game wants you to build. ## Step 5. Notice Settings and Import What you see: Settings and Import a lesson plan. What you study: Settings adjusts comfort, including sound effects, voice status, larger text, reduced motion, and dialogue reveal speed. Import turns your own lesson text into a playable scenario. What to feel or notice: the game can become closer to your actual teaching context, not just a fixed canned example. ## Step 6. Read the classroom signals What you see: students, bars, objective checklist, attention, composure, participation, wait time, and disruptions. What you study: these are live teaching signals. Attention shows whether the room is with you. Composure shows your remaining capacity. Participation shows whether students are included. What to feel or notice: you are managing a learning environment, not only choosing dialogue. ## Step 7. Enter a student thinking moment What you see: a student nearby and an interaction hint. What you study: move with arrow keys or WASD. Press Z, Enter, or Space when facing a student. What to feel or notice: interaction is a teaching decision. You are deciding when to step into a student's thinking, not collecting points. ## Step 8. Read the student first What you see: a student response, portrait, meters, and possible teaching moves. What you study: the hidden need behind the response. The student may be confused, dominant, avoidant, anxious, off-task, or ready for a deeper prompt. What to feel or notice: listen before acting. The best move depends on what the student needs, not just which button sounds positive. ## Step 9. Use academic teaching moves What you see: Elicit, Extend, Revoice, and Wait. What you study: Elicit asks for reasoning. Extend presses deeper. Revoice clarifies or restates the student's idea. Wait protects thinking time. What to feel or notice: these moves help students do the thinking themselves. ## Step 10. Use social and management moves carefully What you see: Connect, Praise, Redirect, and Tell. What you study: Connect draws on a student asset. Praise names useful effort. Redirect protects classroom order. Tell gives the answer directly but may reduce practice. What to feel or notice: faster is not always better. The strongest teaching move is the one that preserves student thinking while supporting the room. ## Step 11. Read the result chip What you see: feedback after your move, including changes to understanding, engagement, rapport, and order. What you study: cause and effect. Your choice changes the classroom state, and the result chip tells you what moved. What to feel or notice: the classroom is responding to your teaching decision. Use that response to adjust, not to judge yourself. ## Step 12. Use the debrief What you see: pass or miss indicators, missed-objective tips, and reflection choices. What you study: the missed objective. If wait time was low, practice pausing. If participation was low, reach quiet students. If disruptions were high, use smaller redirections. What to feel or notice: the debrief turns gameplay into reflection-on-action. ## Step 13. Replay with one focus What you see: the option to replay or choose another mission. What you study: one specific focus for the next run, such as wait time, eliciting reasoning, or distributing attention. What to feel or notice: improvement comes from focused repetition. Try again with a clearer teaching intention. ## Closing The point is to see the classroom, study your choices, and feel how teaching moves change student thinking.