CSN Education Department, Field Observation Activities

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Greetings Future Educator,

One of the most rewarding
aspects of EDU 201, EDU 202
and EDU 203 is the
opportunity you will have to
actually observe students at the grade level you are interested in eventually teaching. These
CSN courses require all students to complete a 10 hour "Field Observation" in one of the 13
Performance Zones of the Clark County School District. Once your placement is processed,
you will receive details regarding your specific assigned school from your CSN instructor. You
will then contact the school and meet with your cooperating teacher. Both you and your
cooperating teacher will design a mutually agreeable schedule to complete your required
contact hours. Within this packet, you will find the required experience assignments and field
documents that you must complete in order to pass this class.
Name: Christina C. Martinez

CSN Course: EDU 201 Intro to Elementary Education

Professor: Susan Bridges

CCSD School: West Preparatory Academy

Professors email: susan.bridges@csn.edu

Cooperating Teacher: Ms Ghannadan

Save this completed packet for your Education Capstone Course, (EDU 299) and pay attention
to items marked with an (* asterisk) as these will be especially helpful in completing your
Classroom Management, Diversity, and Differentiated Instruction presentation in EDU 299.
Your CSN instructor will let you know whether you will be handwriting directly in this packet, in
a separate reflective log, or word processing responses to the following requirements and
assignments.

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BEFORE ARRIVING ON THE FIRST DAY...

1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for the best day/time to come and meet your assigned cooperating teacher. School
phone numbers, locations and other information can be found on the CCSD web site at
http://ccsd.net/schools/
2. Preplan an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this
CSN class and institution. The school is allowing you to visit to further your understanding of the
profession. It is imperative that your actions reflect a willingness to learn, and are reflective of a future
professional educator.
3. The first half of your field observation/experience will be centered around learning about the school
you were assigned, and focusing on the general and unique characteristics of its culture. You will be
looking at, and reflecting upon things that are going on in the classroom at the grade level or subject
that you were assigned. You are simply observing during this time. Your cooperating teacher will give
you guidance on how, and if, your experience can be expanded beyond these observations when
he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL, THE FIRST DAY

Introduce yourself. Since this is your first visit, ask the teacher where he/she would like you to sit
while you complete your observation hours for this CSN Introduction to Education class. Show the
teacher this Field Observation Activities Packet, your Field Observation Time Log and
Cooperating Teachers Field Observation Student Evaluation pages. Let the teacher know
that you will be asking him/her to verify your hours of attendance each time you visit, and grading
you after the observation hours are complete.

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ASSIGNMENT ONE (Observations): After arrival, take a seat in a nonintrusive location to

begin your classroom observations. Complete the questions below:
Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
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My first impressions were pleasant. Everyone was very friendly to me. Every
single person who passed me, while I was waiting in the office, made it a point to
say good morning to me. Except the Administrator, even after seeing me several
times just waiting, he said nothing, not even eye contact or a smile. My
cooperating teacher was a bit standoffish. It took her awhile to warm up to me but
even still I was just a stranger in her classroom. I got the feeling she felt as if I
was there to monitor and critique her verses learn from her. The room was a little
messy and unorganized. Her reasoning was because there was a lack of storage.
Her class was in a portable trailer. All the elementary classes were. There was
enough space for all the students and enough room for extra furniture and
shelves to be placed around the boarder of the room. The walls were decorated
with learning materials and there were several white boards around the class.
Each one was covered with different items from that weeks current lessons. She
had her own desktop and laptop, with several computers for the students. There
was a lot of teacher made activities and pictures of the students.

*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.
came in not doing any research on the school. I wanted to be surprised and to
feel as if I had a new set of eyes for a clean perspective. To my surprise, the whole
entire class was of Hispanic descent. I was expecting at least a balance between
African Americans and Hispanics, maybe a few others. The majority of her class
could understand English quite well. There were at least three students who were
struggling because of the language barrier. None of them were physically
challenged. She had fifteen students all together, six were girls and nine of them
were boys. The teacher did not speak any Spanish at all and found it difficult to
communicate with some of the more challenging students. When it came to
parent teacher conferences she had to schedule an interpreter to help assist with
the conference.

*Observation 3: What are the posted class rules in the room? (exactly as written)
I have never been a part of a class that did not have classroom rules posted.
There was not one rule posted anywhere inside this classroom. She was very
stern with them and was constantly correcting behaviors. I could tell they were
accustomed to some sort of verbal rules by the way she corrected them. I didnt
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want to ask her or offend her. However, I was able to attend a Specialty Music
Class. Her rules were posted on her classroom walls.
1. Follow directions.
2. Keep hands, feet, & instruments to yourself.
3. No put downs.
4. Participate in all activities.
5. Treat others as you would like to be treated.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being

used for compliance or noncompliance?

I essentially had to guess what rules she was enforcing when she did have to
correct her students. She had created a color chart. Blue was for excellent, green
was teachers choice, yellow was a warning, red was a call home. The students
had individual clothes pins and started out on green every morning. Anytime one
of the students broke a rule or if she had to correct them more than once, the
student was required to go move his/her clothes pin to the color stated by the
teacher. She said she did not give out rewards but that the school Administrator
was requiring them to. She also mentioned that the school was providing those
rewards for the students. Rewards where knowing that they did a great job,
pencils, erasers, stickers, and a green card home.
ASSIGNMENT TWO (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.

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
The workflow is done very well. It works for this small group setting. It is not
overly crowded with furniture and there is just the right amount of space for the
students to walk through the room freely. The students have more than enough
room at their tables to do their work and space to spread out their work materials.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
The physical arrangement of the room was fine for her style. If I was to move
anything it would be their carpet area for gathering time. I would not have that
area so close to the door because of all the foot traffic that takes place on that
area rug. I would move that rug closer to the library carpet area. The book shelves
were all scattered throughout the room, I would place those together around the
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library carpet. The teachers personal area wasnt really designated and a lot of
her stuff was scattered around the room. A teachers corner would be nice so that
the students would know what area was off limits verses what items.
Classroom Layout Question 3: 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?
I would be concerned with there being only one room. There isnt really anything
in the room that could block the openings for a shelter in place. There are two
doors which can be a good thing or a bad thing. When it comes to a fire, they
would have the option to use either door in case one was blocked off. For a lockdown, now you are required to protect both doors from being opened. Their
classroom was close enough to the open play field which gives them a great
place to meet away from danger.
ASSIGNMENT THREE (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?
7:30 am Students start arriving on campus.
7:45 am Students lined up with breakfast bags.
7:55 am Morning Ceremony
8:30 am to 9:40 ELA
9:40 am to 10:00 Bathroom and Recess
10:00 am to 10:47 Writing, Wednesday French
10:50 am to 11:23 Lunch
11:27 am to 12:50 pm Math
12:55 pm to 1:45 Interventions, Small recess
1:50 pm to 2:40 Specials, Art, French, Music, P.E., Library
2:45 pm to 3:30 STEM/S.S.
3:30 pm Released to go home.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
I would say that the majority of her instruction was done as a whole class. There
were times early in the day, when the students were split up into their weekly
groups to do centers while she worked on reading with another group. A good
amount of time is spent at the tables where they are doing individual work.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
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My cooperating teachers teaching style was more visual. Because there are
several students who do not understand English very well I would think you
would have to be for them to comprehend what she is teaching. She would
demonstrate kinesthetically and they would respond, and mimic her movements
and words. She was very kind and patient.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning

styles)? If so, give examples.

She was very kinesthetic. She used her hands for everything. To count their
numbers, she had them use their fingers and swipe numbers in the air. When it
came to phonics she used silly songs to help them grasp the concept and had
them motion the letters. They all seem to enjoy the auditory aspects of how she
taught her lessons. She had a song for everything, sight words, sounds of the
letters, number recognition, and counting.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being

presented? Please explain.

Most the time, all the students were fully engaged in the lessons. The only time I
saw any of the students not engaged is when they were doing their group
activities. Some of them were struggling with the assigned task. The only other
time was during their carpet time. Some of them wanted to talk and fool around
every now and then but she was quickly able to get them back on task.

*Instruction Question 6: Are there any students isolated from the rest of the class for any

reason? Why?
During my time in class there were no students being isolated for any reason.
They were all very well behaved. She did mention that it took her a couple of
months to get them that way, to where they finally understand that there are rules
to follow.
Instruction Question 7: Is instructional time managed efficiently? Please explain
Instructional time is managed by the Administration. He sets the schedule for the
classrooms. I think my cooperating teacher used her time wisely. Although I did
notice that there wasnt much free time to just talk about random things and to
get to know her students a little better.

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Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
During classroom subjects, she likes to play a little tune on her phone when it is
time to clean up. She than gives instructions for them to follow and then asks
them to all melt away their items on their desk, meaning put them away and make
them disappear. When moving to another class or using the restroom she uses
helps. One person is to lead the group, they stop at certain stages while reaching
their destination. Another person holds the door and changes the door sign to let
everyone know where they are going to be at. The last person carries the
backpack with just in case supplies and the classroom name sign.

*Instruction Question 9: List ways that the teacher attempts any attention getting

commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
The only attention grabber she really used was the special music she had on her
phone. They knew that when the music stopped they needed to have their stuff
put away. She didnt do countdowns or light flickers. It seems to be very effective
with the students.

*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.
When I asked her about students she mentioned that she has never had any
major problems happen behaviorally. There was one boy who was sent home a
few weeks before I did my observation. She said the student really didnt
understand English very well so it was hard for her to understand what was going
on with him and it was hard for to explain what he did wrong.

*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.
The one issue that seemed to bother most the teachers was the class scheduling.
It is not flexible and their classroom schedule is set up by the Administrator. She
felt it would be better if they had the freedom to teach what lessons they wanted
at certain times of the day. She felt Math should be taught during the morning
hours instead of the late afternoon when all the students are tired.
ASSIGNMENT FOUR (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.
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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.
1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols.
The property was big. They did not want me walking around in case I wondered
off or got lost. The buildings were spread out and there was fencing all around
the property. The fencing near the elementary playground was not considered
safe. It was not enclosed completely and anyone could walk on campus from that
area. Their equipment was outdated. There wasnt much for them to do in their
play area. The cement was all cracked and there was garbage everywhere and
overflowing from the trash cans. There were bushes here and there. The grass
field was pretty big, few trees. The parking lot was tiny and at the end of the day it
was lined with cars trying to get out and in. There were no major signs or
symbols.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
The color of the building was mellow and light. It was a bluish, grey, and white.
There were doors and halls leading to different locations. There were not a lot of
decorations more of evidence of learning from the older more advanced groups.
The new elementary school was still being built and its new location was a way
from their current location on the property. The breakroom seemed very outdated
but usable and quiet. There was no major security at all near the entrance.
Anyone could just walk in and on the school grounds. There was no check-in as
well.
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.
1. Identify the schools mission statement, motto, and mascot.
Mission Statement West Prep is committed to providing a safe, caring, and
positive educational environment that promotes life-long learning; challenges
students to achieve maximum academic progress and social development
thereby preparing every student to advance to a college or university.
Vision Statement The vision of West Prep is to increase student achievement by
ensuring that all stakeholder relationships are governed by the philosophy that
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everything we think, say or do is TRUTH, FAIR to all concerned, building
GOODWILL and BETTER FRIENDSHIPS, and BENIFICIAL to all concerned.
Motto The Husky Way
Mascot Husky
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
When I went into the office, I didnt know that there were two separate offices. The
first office I was in was for the upper grade levels, 6 th 12th. I did not see any
students go through this office at all. Everyone there who passed me said good
morning. There was even a gentleman down the hall, twenty feet or so from where
I was sitting, who made the effort to say good morning to me. I was asked several
times if I had been helped. Since my cooperating teacher was late meeting me
one of the assistance, from the office, walked me to my cooperating teachers
classroom so I wouldnt get lost. They were all very professional and kind in the
main office. I did observe a P.E teacher yelling at an older student, telling him to
shut his mouth. This was during the time of day when we were walking all the
way to our playground area.
3. Look at the formal practices: school day schedule; ages of students; calendar of events; size
of school; grouping of students.
For the most part they were all on the same schedule. During midday, they seem
to separate a bit. I did not see a calendar of events posted anywhere but when I
looked on the website it had upcoming events posted for either elementary,
middle, or high school. The school in total consisted of over 1,791 students. They
were broken into three major groups, Elementary K-5 th, Middle School 6th-8th, and
High School 9th-12 grade.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.
While watching the class on the playground the always seemed to get along well.
There were a few boys teasing a few girls, who quickly got spoken to after they
told the teacher on them. While walking through the school with my class we
heard a lot of cursing and horsing around from the other students that were
walking around going to their classes. I did not see a lot of students gathering to
be social. They always seem to be moving to their next destination and getting to
where they needed to be. We saw a group of older boys who were supposed to be
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doing laps for the P.E. coach, they were fighting and rolling around on the
ground. I guess that was their way of socializing.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
This school consisted of grades K-12. It was a good size school. It was enough to
worry about getting lost every day. All the elementary classes were grouped
together outside of the main building. Middle school and the high school were all
the main building. There was no mixing the younger ones with the older students.
They did not go into their gated playground area. It was a lot of walking for the
students to use an inside bathroom. They had a few portable trailer bathrooms
outside that the cooperating teacher did not like using. She mentioned that they
did not have working sinks inside the bathrooms. We did go into the building a
few times during their bathroom break and I got to see some of the hallways and
classes. The hallways were decorated with students art work and labeled
appropriate to the subject of the class. We passed the music rooms while the
students were warming up before their class started.
6. 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.
This was my first time being in a school that covered all age groups, K-12 th.
When I walked around the school with my class I really didnt seem much. Usually
you see a lot of trophies and photographs of staff near the main office, but I didnt
see any of that. When I went into the lunch room, which was very brief, I did view
some school banners hanging on the wall but nothing outrageously prideful. So, I
decided to search on their website. At first glance it is a little over powering with
all the amount of stuff that is placed on their site. It was more geared to middle
and high school. While going through the website I found lots of photos and
information. They had a list of six community partners: Gear Up, Las Vegas West
Rotary, Community and Schools, Workforce Connection, C.O.R.E. Academy, and
After School All Stars.
C. 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.

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When I talked privately with my cooperating teacher, she talked about how she
felt about the testing and expectations. She had mentioned that a lot of students
came in at the start of the school year never being exposed to any type of
academic learning skills. A lot of them were behind before they even walked
through the door. She was frustrated with how they are expected to meet testing
requirements so quickly in the school year, how they are being introduced to new
concepts that she felt shouldnt be introduced until they understand the basics.
Her interaction was usually as a class in whole. The only time I saw any one-onone was when she called them over to her desk and she was assessing them for
her files. Even while on the playground I was surprised to just see her walking
around and not actually physically interacting or conversing with them. She
mentioned that her previous class was not affectionate with her and this group
was pretty much the same way. There were only a few students who would
willingly give her a morning hug. I was surprised to see that lack of connection
between them. It was as if something was missing. They had not developed a
bond or mutual trust.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?
The high level of student participation took place between all the students. It was
nice to see them all wanting to take part in everything. There was rarely any
goofing around when it came to volunteering answers. She also used her color
chart and this time as a way for students to move up on the chart. It was also a
time for those students who might have had to move down their clothes pin early
in the day to improve.

*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency and reinforcements.

This class was mellow and never really tried to push any buttons. Her tone was
calm throughout the whole day. Anytime she had to correct someone for anything
her tone was gentle but firm. If there were issues amongst the students she
would pull them aside for them to talk through what and how someone was
feeling. The group worked well together. They all got along and worked together
as if they were a united team. She did minor correcting now and then, running
instead of walking, raising hands, staying focus. She did mention it had taken
some time to get them all this way.
ASSIGNMENT FIVE (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.
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Interview Question 1: What was the primary reason you became a teacher?
I wanted to help make education equal amongst students. I wanted to service in
the lower income schools and students. I am very passionate about education
Interview Question 2: What is the main challenge(s) you face as a teacher?
The main challenges I face as a teacher are the obstacle. Math curriculum, the
expectation is so high on these kids. For some of them, this is the first time they
are being introduced to any type of learning. Something always new coming in,
requirements or a new student.
Interview Question 3: What is the best part(s) of being a teacher?
I love it all, the kids, you get to do all this learning, and the fun things you get to
do with them.
Interview Question 4: How do you determine where students sit in class?
At first I just let them sit randomly in the class. When I see how they interact
amongst each other, then I realize some of them cannot be placed together. I put
my highs, mediums, and lows paired in groups together. Sometimes I put my
Spanish speakers together as well so they can help one another.
Interview Question 5: How do you determine the members of any flexible groups?
I start off with letter names and sight words. If their name matches the sight
word, then they move into that group. Then I rotate them around the room.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
I have put together a binder sheet for each of my students. I collect and
sometimes test them based off what I have in the binder for that student. It gives
me an idea of who needs to still work on what. When I am done, I can just print it
out and use that information.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
These requirements fall solely on the teacher. When I have a student that is
falling behind then it is time to sit and talk with the parents. I have eight sets of
parents who do not speak any English. I must set up a time to have an interpreter
come in and repeat everything I have gone over in English. You hope that they
understand and there is improvement with the student.
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Interview Question 8: How often do you interact with a students parents in person?
I interact with them on a daily basis, in the mornings at drop off, and in the
afternoon when I do have parents who do pick up there child, that is another
opportunity.
Interview Question 9: What type of discussions do you typically have with parents?
I typically have two types of discussions, one is behavior and the other is
progress.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
I grade per subject a week, sometimes assessments, but when it is big I usually
do it once a month.
Interview Question 11: How long does it take to prepare lessons for the day/week?
It takes me roughly two hours per lesson.

*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?
You have to keep to the schedule or your whole day will be off. That is why I
always have my timer going off, so I know, and so the students know as well.

*Interview Question 13: What positive reinforcement programs have you had success with?
We are required to do prizes and incentives as our positive reinforcement. I do
not believe in them but they we have to do them.

*Interview Question 14: What behavioral consequences seem most effective with this age
group?
Nobody wants a call home; these students try very hard to make sure their
clothes pin makes it to the top of the chart and stays there.

Interview Question 15: How are specialist teachers involved in the instructional planning
process?
They plan their own instructional lessons for their class. During that time, I have
my meetings or do some of my prep work.

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Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
One formal evaluation a year from my administrator. Although I do believe I was
evaluated by someone from the district, I dont remember. She pointed out a few
things in my class. One was my mess, the other was an activity I had created for
the students. They take records and submit them.
Interview Question 17: What consequences are there if your evaluation is not favorable?
I dont know, I have never had one before.
Interview Question 18: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?
Basic office supplies and paper is covered. Sometimes we do donors and Avid
when we really need, or should I say, want something for our room. Other than
that, you end up supplying the other things.
Interview Question 19: What surprised you most about teaching as a profession?
How much I really fell in love with it. I cant see myself doing anything else. I may
try 1st grade one of these years, or an older age group.
ASSIGNMENT SIX (Classroom Interactions):
Teacher Exchange Directed to Boys vs. Teacher Exchange Directed to Girls.
Record tally marks for a 20 minute period when direct instruction is taking place. When
interaction is between the teacher and any male student, add a tally mark. Do the same when
teacher interaction is between the teacher and any female student. Record your tally marks in
chart form, and then summarize your findings in one paragraph.

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*Summarize your Classroom Interactions data from above:

My cooperating teacher was getting ready for an afternoon lesson on the carpet.
The students were going over their sounds and some of their sight words. She
brought out story cards to be placed in the pocket charts. She gave a card to
each one of the students. She had several of the cards already placed on the
pocket chart. The cards that the students had were going to complete the story
she was creating. The students card was to rhyme with the picture card she had
in its place. The teacher made sure that everyone was going to be allowed at least
one turn to answer and take part throughout the lesson. This was a great way to
balance out the girls and the boys. That day she was missing a few girls so the
boys outnumbered them. While reading the story if students felt that their word
rhymed with the picture they raised their hand and had a chance to speak. The
boys seem to incorrectly raise their hands verses the girls who had most of their
rhyming words down. She spent extra time instructing and assisting those
students who did not get theres correct. For the boys who struggled with their
English, she assisted them a bit longer than the rest. All of the girls seem to know
and comprehend English very well.
ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created
questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview
is optional but strongly encouraged ONLY IF IT CAN BE ARRANGED. After composing
your own five open-ended questions, do your best to arrange a 15 minute interview with the
Principal/Assistant Principal/Dean or other administrative personnel so you can get answers to
the five prewritten questions you came up with. This could be the most valuable part of your
experience if you can shed light upon what administrators are looking for, from their future
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applicants. (example Open Ended question: What are the most important qualities you look for
in a newly hired teacher?)
CSN Student Created Open Ended Question # 1 for Administrator:
What is the number one quality you think that every teacher should strive to
possess?
CSN Student Created Open Ended Question # 2 for Administrator:
If you could add one element to your elementary school what would it be and
why?
CSN Student Created Open Ended Question # 3 for Administrator:
How do you feel about the changes that are being implemented within the district,
specifically the charter schools? Do you think that it will truly help improve those
schools academically?
CSN Student Created Open Ended Question # 4 for Administrator:
What made you decided to be in the education field? Was that always your first
choice while you were growing up?
CSN Student Created Open Ended Question # 5 for Administrator:
Do you have any future goals to continue with your own personal education? If so
what, what more would you like to learn?
_(I was not able to set up a interview, there were police on campus that day.)___

Interviewed school administrators name/title:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember some schools do not

have these programs, so this assignment will be optional for some. Specialist classroom visits are strongly
encouraged ONLY IF THEY CAN BE ARRANGED. Make sure you get permission from your cooperating
teacher, as well as the lead teacher in the specialist, GATE/AP, or special education room.

A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, PE) they
attend, or a different middle/high school subject the same students attend within your
cooperating teachers grade level team.
1. Do the students participate or behave differently in these classes in comparison to
their regular academic/cooperating teachers class?
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I was able to accompany the students into their Music class. All of the students
enjoyed participating. They were getting ready for the Christmas program. Some
of the boys enjoyed goofing around but they quickly settled down. They behaved
slightly different but werent too off.
2. Does any student seem to have a particular talent? Describe.
There were a few who really enjoyed singing. Due to the limited time, we were in
the class I am not too sure about their talents.
3. What is the curriculum like in comparison to the regular education (cooperating
teachers) class?
This curriculum was completely different because they do not cover any of the
subjects they learn in their main classroom. The only thing they learn in Music
was how to sing and work several of the instruments.
4. Describe the specialist teachers instructional style.
She was an older teacher and very mellow. Everything was auditory and listening
to the words of the song and the pitch of the notes.
5. What different strategies do you notice this teacher using that are successful?
She did do a countdown to settle them back down. That was very successful with
this group.
6. What are the challenges the specialist teacher has to deal with?
She didnt understand nor did she speak any Spanish. It was hard for her to
verbally communicated with several of the students.
7. How are student needs being met?
They could move around the classroom. They got to touch all the instruments
that were laid out in front of them. Their curiously got met every time they want to
do something else. Their physical needs were met while playing a game of
musical bean bags.
B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted
and Talented classroom, or another classroom that is considered Advanced Placement)
Remember some schools do not have these programs, so this assignment for some will be optional. Specialist classroom
visits are strongly encouraged IF THEY CAN BE ARRANGED.

(Could not be arranged)

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1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the GATE/AP teachers instructional style.
4. Would you rather be in this class or the regular education class? Why?
5. How are student needs being met?
C) Ask your teacher for permission to visit the rooms of any specialized programs at the
school: Special Education, SEC (Severely Emotionally Challenged), Autism room,
Deaf/Hard of Hearing rooms, etc. Remember some schools do not have these programs, so this assignment
for some will be optional. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain

your professionalism at all times. Do not write a students name down when you are writing observation notes.
Maintain the students right to privacy by referring to a student as Student #1, Student #2 etc.

(Could not be arranged. They didnt want to overwhelm me with this group.)
1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the SPED teachers instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?

ASSIGNMENT NINE (Observing a student): Discretely observe one student in your

assigned regular classroom during an extended period of direct instruction. Summarize what
the student did during the observation, making sure to document ALL behavior. Detail what
was going on in the environment, and what you observed the student doing while the lesson
was being given.
1. Please summarize 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
students point of view.
I decided to observe one of her students who had the most difficult time
understanding English. The students were going over their Math assignment,
working with patterns. The teacher had them all sitting on the carpet while going
over and doing a quick game before she sent them back to the tables. She had
out a cookie tray with magnets placed on the opposite side. During the carpet the
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student I was observing would always raise his had and attempt to give an
answer. His teacher would give him praise even though his answers were wrong.
The students were asked to move from the carpet area to their desk to work on
their worksheet. The male student had to sit while the teacher gave verbal
instruction to the whole class. He quietly looked around the room and at his
worksheet. Their job was to create patterns out of wooden shapes she had placed
on everyones table. They each had their own individual paper to put their shapes
on and to fill in the colors. Students were not allowed to share their answers with
their friends at the table. It was a small test to see if they had grasps the concept
of creating patterns with colors and shapes. The student would glance around the
tables while trying to figure out what he was supposed to do. He did make the
attempt to do his work. One of the students next to him decided to address him in
Spanish and give his friend a little clue. The boy quickly scrambled to get the
correct colors inside the boxes on his worksheet. He spoke only a few words in
English when spoken to but seemed very well like by his peers. If it was me as the
student I would feel very confused and frustrated with trying to do an activity
while not understanding the directions. You could tell just by his attempts that he
really wanted to learn and do what everyone else was doing. It would really bother
me if my teacher did not know how to speak to me in my own language. The
communication barrier was openly frustrating from both views. His teacher
walked over a few times to try and show him how to place the shapes in the
correct order. The student would just nod his head and say yes. When she would
walk away he would just look around at the other students who sat the table and
take a glance at what they were doing. His friend continue to try and help him
catch up and I could quietly hear them whispering in Spanish. When it was time to
turn in his sheet he only got half of them correct. As a child in this setting, I think
I would start to wonder why I do not have a teacher who speaks my language.
Considering the whole entire class was Hispanic, I would wonder why my teacher
was not Hispanic as well. I personally did not see any behavioral issues with this
student or any of the other students.
ASSIGNMENT TEN (Summary):
Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
Out of all my years working in Las Vegas, this was my first opportunity to work
with students in a lower income area. I really didnt know what to expect. I was
warned about the area and being safe but when I arrived I really didnt see much
of an issue. I was at first, a little over whelmed with the size of the school. It was
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hard to understand where things where, where buildings and rooms where
located. I didnt know how where the elementary school was located from middle
or high school. I dont even think I really got to see most the school itself. It was a
little discouraging to know I was sitting in the office for 15 minutes while my
cooperating teacher was summoned three times and never showed up to meet
me. It was kind of them to walk me to where her classroom was located. When I
was walking to her room she was walking out and looked at me, and said Youre
not a parent. I just smiled and told her no. The fact that she forgot about me
coming and the fact that she was ignoring the summons to the office because she
assumed I was a parent, I found very rude. I knew from the start it wasnt going to
be an open dialogue of conversation between us. I was careful on what to ask her
and even when I did ask her a question it was a very short response. The
students where very open with me. I was asked to assist a group of students on
the carpet. One of which who did not speak a whole lot of English but understood
it well enough. I enjoyed being able to speak to him in Spanish and explain the
activity better for him. Spending time with lower income students showed me how
differently they are from well off students. Lower income students seem to care
about being at school and learning. There seem to be less behavioral problems,
outburst, and temper tantrums. Even their families seemed different. When the
students were being dropped off in the mornings, parents waited around until we
walked into the classroom. There was no just drop and go I am running late for
work mentality. I enjoyed my time on the playground with them. It gave the
students time to ask questions about myself and my family. One student opened
about not celebrating holidays. He said his grandmother doesnt like them. When I
asked him why he said he has never asked her. He said when he goes home he
was going to ask her why. We spent time talking about our favorite colors and
their favorite activities. My time at West Prep gave me a better view how teaching
could be if I would leave my comfort zone. It was probably the push I needed to
get out of working in a well off, high maintenance preschool, and to really focus
on what teaching is all about, students who want to learn.
-----------------------------------------------------------------------------------------------------------Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student
must submit their completed Field Observation Activities Packet to their CSN Instructor for
grading, AND turn in their validated Field Observation Time Log and Field Observation
Student Evaluation sheets. The CCSD cooperating teacher must also email the students
CSN Instructor before the final exam date. The instructors email can be found on the first
page of this packet. (pass/fail for the student)
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Remember to save this completed packet in digital form, or as a hard copy for your
Education Capstone Course, (EDU 299)

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