What changed in the greeting?

Start with one greeting.

Follow Shadow’s source pathway →

In the longer go-home recording, the trainer remarks on Shadow not jumping during the current greeting. At around 8:10, the room view includes Shadow, her family and the line attached to her. Continue beyond the remark to see what happens next. The comment concerns that exchange; it does not describe every greeting after the visit.

First write down an event you can locate: a person approaches, the dog moves closer, the person makes contact, the dog stays on the floor or changes position. Put the source time next to your note. If the dog is hidden behind a person or furniture, leave that part unknown. You do not need to fill every gap to make a useful record.

Not jumping and not mouthing are different observations.

Later, around 20:25, the conversation includes an account of Shadow putting a person’s arm in her mouth and a response to that. A discussion of jumping follows. Keep the two topics together when describing that moment. Selecting only the no-jumping remark would remove useful information about the contact.

You can record feet leaving the floor, mouth contact, closeness and movement separately. None is a substitute for the others. Likewise, a seated dog can still be interacting actively with a person. Describe what you see before choosing a label for the whole greeting.

The recording does not let you determine the force of mouth contact from a distant picture. Do not turn a note into a diagnosis or an assumption about how the person felt. If handling concerns are part of your own situation, discuss them with your trainer; do not recreate a difficult greeting to collect a better example.

The people and the support belong in the record.

Notice who is seated, who walks toward whom and who holds the line. A greeting with a seated family member and a trainer nearby has different conditions from someone arriving through the door. If you compare those moments, record the differences first.

A person touching or talking to the dog is also part of the exchange. Look for the timing of that attention alongside any request and response. Keep your notes descriptive: what happened before, during and after the contact. You do not have to decide why the dog acted that way to bring a precise question to a lesson.

The handler-change guide helps when another person takes over. The difficult-moment guide helps you describe your own situation without reducing it to a label.

Make a short greeting record.

1. Setting: Where did the greeting happen, and who was there?
2. Beginning: Who approached, and where was the dog?
3. Support: What line, handler, boundary or instruction was present?
4. Contact: What could you see about feet, mouth contact and proximity?
5. Continuation: What did the dog and people do afterward?
6. Limit: Which detail was hidden, reported or unclear?

Use the observation notebook for a source-linked example. To compare two actual greetings, use the comparison workbench and keep their conditions on separate lines. Those tools keep entries on your device; they do not submit a training assessment.

Take one practical question to your owner lesson.

Try: “In this greeting, which response are we working on, and what should each person do before and after it?” Ask your trainer to clarify the setup and the next agreed step for your dog. The public recording gives you an example to discuss; it is not a reason to remove support or add a more difficult visitor exercise yourself.

For a second home-learning question, read the same cue on a new bed. Shadow’s family practises that transfer in the same visit. Greeting behavior and working on a household bed are different tasks, even when they happen in the same room.