CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the opportunity you’ll have to observe
in a school classroom where students are actively engaged in learning. Each of these three CSN courses require
all students to complete a 10 hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you and
your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours once
you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you must
complete in order to pass this class.

Your Name: >>> Kelsey Posatiere

CSN Course: >>> EDU 201

Professor: >>> Steven Saladino

Professor’s email: >>> steve.saladino@csn.edu

CCSD School: >>> William and Mary Scherkenbach Elementary School

Cooperating Teacher: >>> Ericka Morales

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your classroom
observations. Complete the questions below:

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Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting,
organized, etc? Describe the physical environment in detail. >>> The classroom is very large compared to
other classrooms I have been in. However, it is kept very organized and it is bright and friendly.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL,
students with physical challenges, and any other apparent attributes that are important to note. >>> The
class is fairly diverse. Females make up more than half of the class. Mrs. Morales does have 2 ELL students and
no students with any physical challenges.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> She has no posted
rules in her classroom. I asked her why and she said because doesn’t like the idea of having rules and would
rather them have principles to follow. There are also no principles posted.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used
for compliance or noncompliance? >>> She has no posted rules in the classroom.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> The
classroom is pretty large when you walk in there is plenty of room to get where you need to be. The desks are off
to right of the room and the teacher’s desk is in the back left corner. I feel that the space is used efficiently.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be
improved? >>> I feel that the physical arrangement of the classroom doesn’t need to be improved. The
classroom flows well, and the students and teacher have plenty of room to walk around. The students also have
plenty of room to get into large groups and interact with each other

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>

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9:00am Morning Meeting 11:05am Specials 2:35pm Writing
9:15am Social Studies 12:00pm Lunch
9:55am Math 12:45pm Reading

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is done mostly in whole groups however, she will pull students aside and go over things a little more in
depth for the students who are having a hard time with a concept.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> I feel that
Mrs. Morales’s teaching style is very straight forward, and she is very cut dry.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> I feel that the learning style that she uses the most is visual. When it comes to word problems
she has them use highlighters to highlight certain parts of the problems. The students are use white boards to
write out problems while she is instructing.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> Yes, Mrs. Morales has them get into groups of 2 (which are assigned) and then has the, discuss the
problem they are trying to solve and work together, and then as a class the students have to tell her how they
solved the problem.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
>>> Yes, there is one student who is isolated from the rest of the class. This is because she is not able to sit at
the grouped desk along with her fellow classmates due to the fact that she has a hard time focusing and get
distracted easily.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> I feel that instructional
time is managed efficiently. Mrs. Morales makes sure that she is able to go over what students need to know and
then she waits until the end to answer any questions and puts them in groups.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>> She transitions from one subject to another by doing class
bathroom breaks. She feels that this help the students clear their heads from the previous subject and will be
more focused on the next subject.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>> When trying the get the students
attention she would either just simply say “students” or “ eyes up”.

Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. >>> Mrs. Morales has to deal with students who are
hyperactive and disruptive, she also has students who have a harder time focusing. She deals with disruptive
students in a smaller desk cluster and towards the back of the class and then with the student who has a hard
time focusing is placed by herself.

Instruction Question 11: Are there any policies or procedures in place that help or hinder instructional
time? If so, explain them and how they help or hinder use of instructional time. >>> I don’t feel that there
are any policies that hinder instructional time. I feel that by having strict policies on hand raising and speaking out

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of turn really helps. I think that it saves time because students aren’t yelling out and interrupting her when she is
in the middle of teaching.

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of
the school where you are assigned to observe. Remember you are evaluating the school for its educational
culture, place of learning, sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort, and
feelings the school creates for students in the educational setting.

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 1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols. >>> The grounds of the school are very clean and
new looking. There are several crosswalks in front of the school.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security. >>> I didn’t notice any entrance security when going to
the school. The school was covered in student art which I really enjoyed seeing. It was bright and clean.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within
the school.

1. Identify the school’s mission statement, motto, and mascot. >>> The school’s mascot is the stars.
Their mission statement is “ The community of Scherkenbach Elementary School works together to create
a positive environment that ensures that students will master essential skills and demonstrate their
strengths and talents through active learning.”

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school. >>> Students seem comfortable interacting to the office staff. Office staff
interactions with visitors are a little informal but they are friendly.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades,
block scheduling, periods) Does the school use inclusion, or a pull-out program for special
education students? >>> The school uses a pull-out program for special education students. So, if a
special education student is in a regular education class they will be pulled out for about an hour or so.
They also have students who are in special education classrooms get pulled out of their classroom and
they place them in a regular education classroom for about an hour.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc. >>> Students gather outside
before they go into the classroom in the morning. Then before lunch they are able to play on the
playground for 5 mins. Students seem to navigate towards their own classmates even when outside of
the classroom.

5. 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.
>>> The school offers a lot of extracurricular activities like student council, drama, choir, and basketball.
One award that I noticed was an award from the national PTA for school of excellence.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality. >>> She expects all of her students to be respectful and follow the guidelines
she has set for them. Every morning she goes up to each of her students and tells them goodmoring
by name and talks to them before class starts. She really likes to give every student one on one time
with her, which I really liked.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> Most of the
students seem to participate. She does a lot of group work, so I feel that even if a student doesn’t
want to participate it forces them to because she walks around and makes sure that everybody is
talking to each other and working together.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution
of power, tone, frequency and reinforcements. >>> The interaction between student and teacher
is very structed. When she speaks to them for the most part it is in a stern tone. When a student
comes up to her to ask a question she will tell them to go sit down and raise their hand. When a
student asks to go to the bathroom instead of telling them yes or no she tells them to follow the

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 proper procedure (which is standing next to the door). Even though she is strict on how her classroom
runs students still seem comfortable asking her questions and interacting with her.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating teacher will
allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? >>> Her honest answer was that
when she first started out she was offered the job and she took it and she loved it so much that she stuck to it.

Interview Question 2: What are the main challenges you face as a teacher? >>> One of her biggest
challenges is that she doesn’t feel like there is enough time in the day to get everything done.

Interview Question 3: What is the best part of being a teacher? >>> The flexibility of the hours and the fact
the for the most part she can make her own decisions on how things run.

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Interview Question 4: How do you determine where students sit in class? >>> She bases where students sit
in class by behavior and how they are doing academically.

Interview Question 5: How do you determine the members of any flexible groups? >>> She bases groups
off of who know the subject better and then she will place that person with somebody who might be struggling
with the subject.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> She
does daily assessments of her students by walking around and looking at student’s answers, she also does exit
tickets, and by listening to student’s discussions during group work.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Every
2 weeks she has to send a progress report to the parents. She also has to update her gradebook once a week, so
parents can see their students updated grade.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>> She only interacts with student’s parents when needed and it is usually
about behavior problems.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
1 set of grades per subject a day.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> She said it takes
her about 3 hours a week.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> A
strategy that she uses to maximize instructional time is by having assigned groups for every subject.

Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group? >>> A reinforcement program that she
finds to have success with is love and logic. For behavioral consequences she gives behavior reflection sheets,
so students have to reflect on what they did wrong. She also has one on one meetings with the students to talk to
them about what they did.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
She said they usually aren’t involved unless she feels that they would be useful for what is being taught.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? >>> She is evaluated 2 times a year and the
administration uses NEPF as a measurement tool.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> She said a
consequence for a bad evaluation is probation, but she wasn’t sure.

Interview Question 16: What types of support do you receive instructionally, financially, or professionally
from the school, parent organization or school district to enhance instruction? >>> The school and school
board offers professional development. She also said that parents will make donations to the classroom for new
supplies or even more technology.

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Interview Question 17: What surprised you most about teaching as a profession? >>> She said that what
surprised her most was all the unrelated paperwork that she has to do.

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct instruction. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was
being presented by the classroom teacher. Please describe the setting, the lesson that was given, if the student
was on task and engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
student’s point of view.

>>> The student I decided to observe for the day was the girl sitting by herself. The class started by putting their
things at their desks and then sitting on the floor in a circle for “morning meeting”. Morning meeting is when the
class says goodorning to each of their classmates and then 3 people get to share about themselves and then pick
2 students to ask questions regarding what they said. The student I chose to observe seemed very eager to
engage with her classmates and raised her hand every time it was time to pick a student to ask questions. After
morning meeting the teacher handed out a math test and was making a few announcements regarding the test,
the student had her back turned towards the teacher and seemed to be distracted by something on her desk. The
test took about 45 minutes for the class to complete, during this time she seemed like she was having a hard time
focusing and was very fidgety. Towards the end of the math test the teacher unfortunately caught her using a
calculator and her test was taken away from her. When this happened, the student didn’t really seem to react,
which I was surprised about. The student just put her calculator away and started reading her book. When the test
was over the teacher began going over daily math, the student didn’t turn around once to look at the teacher, she
seemed more focused on going through her things and playing with her pencil. After daily math all the students
gathered on the floor to go over the rules for going outside for one of their science projects. This student sat
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towards the back and didn’t talk to any of her classmates. When asking students to volunteer to read the rules
she was very eager to raise her hand and be a part of it. When not being picked she would slap down her hand in
frustration. After going over the rules to go outside the class lined up and went outside. While outside the students
were supposed to be with an assigned partner and were supposed to be looking at different types of soil in the
garden. This student however seemed very unfocused and was just walking around and wasn’t interacting with
her partner. At one point the student picked up a handful of dirt and threw it at a bird bath that was placed in the
garden area. After coming back inside it was time for the students to go into their art class and then recess and
lunch. I noticed being outside with them for recess she was by herself playing on the playground. When picking
them up from the lunchroom I noticed was wasn’t really talking to anybody and was by herself. After lunch the
class went back to the classroom and worked on fractions with the teacher. The whole class sat on the floor with
their partners and whiteboards. The students would have discussions on what the teacher was going over and
they would solve problems together. This student seemed distracted and wasn’t working with her partner. After
fractions the class went to the computer lab to work on the classwork that they had assigned on Google
Classroom. When going into the computer lab the student has a hard time figuring out how to log into the
computer but doesn’t attempt to ask for help. After the teacher realizes she needed help and she was able to log
in. She seemed to actually be pretty focused on her work. I was surprised to see her move through the work and
not be so distracted, like she was in the classroom and during instructional time. After realizing how efficiently she
was working, I noticed that she had headphones on and I wondered if by her not being able to hear the things
happening around her it helped her focus a little better. When done with the computer lab the students went back
to the classroom and gathered their things to go home for the day. She organized her desk and waiting patiently
until it was her turn to be dismissed.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.

>>> The first day of my 10 hour observation I was very nervous. I had never been in a classroom before besides
when I was in school, so I didn’t know what to expect. The teacher was very friendly and was very helpful when it
came to me asking questions. When the bell rang on both days we would go outside and get them, but before
going inside Mrs. Morales would stop at every student and say good Moring by name. She would also ask them
how they are doing, which I really liked, and you could tell the students liked it as well. When walking through the
hallways she had a rule of no talking and if you talked you have to walk by her side. The students seemed to
know this procedure well. When getting into the classroom every Moring they would start with “Morning Meeting”.
“Morning Meeting” is where the whole class would sit in a circle on the floor and then say goodmoring to all their
classmates. Also, everyday 3 different students would be picked to share something about themselves, and then
those 3 students will pick 2 students to ask them questions. After this portion the students would also have the
opportunity to say something about what is going on in their lives at that time. I really liked this, it gives the
students the opportunity to learn about each other and interact with the teacher and their classmates. When going
over different subjects she has the students partner up with one of their classmates, and they are assigned to
different partners based on the subject. I had mixed feelings about this because I felt that it was difficult for some
of the students to remember who their partner was for each subject. One thing that I really liked was how she
transitions from one subject to another. When getting done with one subject she would do a class bathroom break
before heading into the next topic. She said she does this because it seems to help the students clear their minds
before starting a new topic. She also have very strict rules about talking out of turn. If a student walks up to her
without raising their hand, she would tell them to go sit back down and raise their hand and then she will answer
the question they have. Also, when students are talking when they aren’t supposed to, she would tell them to go
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stand outside and wait until she can go outside and talk to them. She said by making them wait outside it makes
them grasp the concept more because the students feel that they are wasting time outside when they could be
inside getting work done. When it came to student’s school work, whenever they would get something wrong, she
would sit them down and go over what they did and how they should do it. She would also give them the
opportunity to redo the work and turn it back in. I really liked this because I feel that by taking the extra 2 minutes
to help a student understand something better in really benefits them. You could tell that Mrs. Morales really loves
being a teacher and will do anything to help her students succeed. I am really happy that I got to learn from her. I
learned so much in such a short amount of time from her. I feel that I can take some of her teaching strategies
and use them as my own. Her classroom was structed and organized, and I feel that the students really do
appreciate it, even though some might think she might be a little too hard sometimes. Seeing some of the
students come up to her in the Moring and give her a hug or hug her before they leave for the day, you tell can
that they really apricate all that she does. This experience had made me even more excited for my future and I
hope to be as good of a teacher as she is.

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