Field Observation

Kara Ozuna

Dr. Warby

EDU 203

3/7/18

Field Observation
Assignment 1: (Observation)

1. What are your first impressions of the classroom/school environment? Warm? Friendly?

Organized etc? Describe the physical environment in detail.

My first impression of the classroom is friendly and organized. When I first walked into

the classroom I noticed on one wall she had pictures of students that says “#ourclass”. Next to

that she has a list of classroom jobs, the class rules, and a calendar. She has a bulletin board that

has a list of words that the kid have been working on. Her desk and work space was very

organized.

2. Please describe the student make-up of the class, including gender, ethnicity, ELL, students

with physical challenges, and any other apparent attribute that are important to note.

There were eleven girls and ten boys. Many different ethnicities like African American,

Hispanic, and white. Two student had attention deficits disorder.

3. What are posted class rules in the room? (exactly as written)

The posted rules in the classroom are; 1. Listen when your teacher is talking. 2. Follow

directions quickly. 3. Respect others, respect yourself, respect your school. 4. Raise your hand to

speak. 5. Be safe, be kind, be honest.

4. Does the teacher enforce the rules? Are rewards or consequences being used for compliance or

non-compliance?

Yes she enforced the rules. She gives treasure box once in a while for students who are

behaving. She also has a system on class dojo where she rewards or takes away points.

Assignment 2: (Classroom Layout)

1. Describe the workflow of the room. Is the space used efficiently? Are there any

improvement you would recommend?

 The space in the classroom was used efficiently. She put the desks the way she did

because she assigns students to groups and does rotation. It also helps keep down the noise

volume in the room. I don’t think I would change anything because everything had its place.

2. In your opinion, are there any concerns regarding safety during a normal school day or during

the possibility of fire, shelter in place, or lock-down?

No there were no concerns with safety.

Assignment 3: (Instruction)

1. What is the posted daily schedule for different subjects or periods?

Specials is posted along with the daily schedule.

2. Is instruction done in small groups, centers, whole groups, individual?

Instruction is done in small groups. She calls it daily rotation. The only time I saw her

work with the whole group was when it was story time.

3. How would you describe your cooperating teacher’s teaching style?

Her teaching style is very interactive. She is involved with each student instead of

teaching them all at once.

4. Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples.

When they do rotations they have different activities they can do. They have hands on

activities, reading activities, and music activities. Some language stuff is done with music to

make it more memorable. They watch school course rock for language activities. They do a lot of

partner activities.

5. Do the students seem engaged in the lesson(s) that are being presented? Please explain.

Most students are engaging and are staying on task during the lesson. Some seem to get

distracted easily and tend not to be engaged with what is going on.
6. Are there any students isolated from the rest of the class for any reason? Why?

No all students are interacting with each other. They all sit in groups of four or five.

7. Is individualized instructional time managed efficiently? Please explain.

Yes, she has a timer that goes off every 15 minutes that means it’s time to rotate. A

groups of four comes to her desk and she gives instruction while the other students are engaged

with something else.

8. How does the cooperating teacher handle transitions from one subject or period to another,

and are these transitions effective?

She has a timer that foes off and students get what they need and go where they need to

be. Yes it’s very effective.

9. List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown, light

flicker, heads on desk) How effective are they?

Some ways she attempts to get attention is by saying “Heads down.” or “Give me five.”

She also has a timer that goes off.

10. What specific behavior issues does the teacher have to deal with? How does the teacher deal

with these behavior issues? Be specific.

A student does not like to listen to instruction. The teacher is very calm and patient when

talking to her. There’s also another student who does not stay on task. She encourages him to do

work and get assignments done.

11. Are there any polices or procedures in place that help or hinder instructional time? If so,

explain them and how they help or hinder use of instructional time.

She has them do homework nightly. She also has them read books while she is working

with a group in daily rotation.

Assignment 4: (Culture)

Physical Characteristics

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,

paring lot, crosswalks, gates, sign and symbols.

The school seems like a friendly environment when approaching it. They’ve painted the

windows with flowers and other spring like things. There’s also a sign about how learning math

can be fun. There’s a kindergarten playground in front of the school. The bigger playgrounds are

on the side of the school. There are tree’s all over the parking lot, which is pretty small. There

aren’t any crosswalks around the school.

2. Next, study the interior of the school: are the hallways/classrooms labeled, halls, floor

coverings, lighting, doors, windows, hall colors and decorations and entrance security.

The hallways are labeled. They are called pods and they each have a certain number

assigned to them. There are a lot of bulletin boards through out the school and each has its own

theme. Most are reminders about upcoming events for the school. Others are about students

success. There’s a courtyard in the school and a lot of windows that let in the sunshine. When

people first walk in the office manager greets and assists them.
Culture of the School

1. Identify the school’s mission statement, motto, and mascot.

Darnell’s mascot is the ‘Superstars’. Their mission statement is “To empower students to

become responsible, creative citizens who will achieve excellence in all academic and social

endeavors.”

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions

in other areas of the school.

Staff in the main office is very friendly and helpful. I also noticed that staff around the

school was also helpful and informative. Teachers are also very friendly and helpful throughout

the school.

3. Observe student-to-student interactions, inside and outside the building. Observe where

students gather to socialize - lunchroom, halls, playground, etc.

I noticed most student interactions are on the playground. Students would get in groups

and either play games or just walk around the field and talk.

4. Examine school traditions, achievements and awards; community recognition or community

partners; extracurricular activities/clubs and athletics. Look for and document sources of

community pride and sense of identity through ceremonies, assemblies, trophies, and artifacts.

Each teacher would pick a student that has improved through out the week. Then that

student would get an award in the lunchroom.

Culture of the Classroom

1. Look for teacher(s) expectations for learning and success, interactions with students, and

his/her personality.
 Mrs. Tsisnakis was very supportive and encouraging when teaching her students. She had

a positive personality and was always friendly with her students.

2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribute of

power, tone, frequency and reinforcements. Who participate? Who does not.

Interactions with teachers and students is professional and positive. Teachers speak to

their students with a positive tone and students respond quickly and ready to work.

Assignment 5: (Cooperating Teacher Interview)

1. What was the primary reason you became a teacher?

She says she fell into teacher. She originally wanted to be a music teacher, but after she

graduated she found it hard to find a music teacher position. She gaunt that she really enjoyed

working with younger kids while substituting. She went back to school and got her masters in

elementary education.

2. What is the main challenge(s) you face as a teacher?

The biggest challenge is a lock of support from the district. This school especially being

that they don’t have title funding. They don’t have up to date technology. They don’t have

enough head phones, smart boards, and computers. It’s frustrating because these kids are

supposed to be growing up with technology and they don’t have it. They also don’t have a

curriculum. Teachers use their own or use what they’ve been given from other schools. In special

education there’s a lack of identifying students. Teacher have to jump through hoops for kids

with special needs. It feels impossible she says. They need loads of data to get the ids the things

they need.

3. What is the best part(s) of being a teacher?

 Seeing the kids be successful and grow form the first day of school to the last day of

school. Their progress in reading from a few words to reading chapter books. Also seeing the,

progress in math.

4. Beyond standardized testing, what assessments do you use regularly? How do assessment

results determine flexible grouping?

In small groups she does an end of the section test. If completed with 80 percent accuracy

she moves them up. If under then she moves them down to the group below and they repeat the

section again. I their in the lowest group they continue to move on. They review the same skills.

For math they get pulled to the table for additional help. She also does end of the unit testing.

5. What requirements are placed on you for reporting progress to parents?

Progress reports go home every 3 weeks. Report cards are every semester. As needed

messaging parents of students who are struggling or achievements.

6. Describe the interaction and discussion you have with a student’s parents?

Mostly message through class dojo or through email. Those that have to have a meeting

she has a phone call with. Interaction with parents is during parent pick up.

7. What type of scissions do you typically have with parents?

Progress of how their child is doing whether its accomplishments or problems during

class.

8. How much grading do you complete on a daily/weekly basis?

There is a lot of grading. They have a weekly spelling test that she grades on Fridays. She

checks homework daily. There’s unit teats once every two weeks both math and reading. There’s

also science, social studies, health, reading, writing, and math that all get graded.

9. How much time does it take to prepare lessons for the day/week?
 It can take hours. It depends on the unit their working on. Minimum maybe a half an hour

per week. When she was a new teacher it took a lot of time.

10. What procedures or strategies do you use to maximize instructional time?

Hand signals, give me five, table groups help because it keeps chatter low. She used to do

champs training at her other school. She has a very strict schedule that she follows. She makes

sure to finish everything up. She makes sure every subject is completed in a certain amount of

time.

11. What positive reinforcement programs and behavioral consequences seem most effective

with students?

She uses a clip chart. It’s a positive way to reinforce positive behavior. She doesn’t use a

lot of treasure box, but uses it occasionally. Each time they go up in the cart they get pain on

class dojo. If they go down they she subtracts a point. She associates class dojo with behavior in

class. She does points at the end of each day so parents can see how they are behaving in class.

12. How are specialist teachers involved in the instructional planning process?

They look at the standards that the teachers have in the classroom. They talk about what

they’re teaching and when so they can match up as well. Research projects are done at the end of

the year and so when they do reattach libraries do research as well.

13. How often are you evaluated, and what measurement tool(s) is used by the administration for

determining your own performance?

There’s random observations through out the year. It depends on the administrator on

when they come in. Tools they use are ones that are given to them by the state of Nevada.

There’s a certain amount of minutes that they have to come and observe teachers. Use the

evaluation system through the state of Nevada.

14. What consequences are there if your evaluation is not favorable?

She did not know. She thinks they try and get people to come in and assist them for

whatever their weakness may be.

15. What types of support do you receive instructionally, financially or professionally from the

school, parent organization or school district to enhance instruction?

None financially. Instructionally/professionally they have to take a class like champs

training. They have to do six credits every six years. They have a professional development

meeting in the morning. Next year they are gong back to days. PTA plans activities that go along

with technology. They provide educational materials to help.

Assignment 8: (Specialist Classroom Observation)

1A. Do the students participate or behave differently in these classes in comparison to their

regular academic/cooperating teacher’s class?

Students seem to be more rambunctious in this class because it’s PE. They are more care

free and louder because they are playing games.

2A. Does any student seem to have a particular talent? Describe.

Every child has their own special talent. Some are better at hitting the ball than others.

Others are better at being goalie or throwing the ball in play.

3A. What is the curriculum like in comparison to the regular education (cooperating teacher’s)

class?

The teacher plans different sports for the children to play. It's different because it’s all

about physical education.

4A. Describe the specialist teacher’s instructional style.

 She is very informative with the kids. She is also very stern when talking to them because

they are more rambunctious than they would be in a normal classroom.

5A. What different strategies do you notice this teacher using that are successful?

I noticed that she uses a whistle to get the kids attention. She also gives very clear

instructions.

6A. What are the challenged the specialist teacher has to deal with?

Some challenges she has to deal with are having two classes in one room. There’s a lot of

talking also and she has to make sure she talks loud and clear.

7A. How are student need being met?

They are getting exercise and learning about how important physical education is.

Assignment 9: (Observe a Student)

The lesson was to work on their reading packet then when they were done they were

supposed to read a book. The student did not participate during class instruction. While working

on the assignment he couldn’t stay focused. The student seemed to space out a lot. During

reading time the student would not stay seated. He would not stop talking to other students while

they were trying to read. The student was told four times to settle down within a time frame of

fifteen minutes. He did not follow directions. He was very focused on what others were doing.

The student got sent to his table for bothering other students. That was the second time during

class he got sent to his table. Once sitting he put his head down and did not do any work.

Assignment 10: (Course Summary)

My field observation was an amazing experience. The class I observed was very well

behaved and the school was very friendly. Something I’ve learned from this experience is that

you have to be stern with the students otherwise they won’t respect you. Students will walk all
over a teacher if they know they can get away with things. I’ve also learned that it’s important to

be organized. There’s so many different assignments that the students are working on and it’s

important to keep track of them . It’s also important to keep your work space organized. This

field observation has prepared me for my teaching profession because it’s taught me how patient

you have to be, especially with children who have special needs.