Field Observation Packet Edu 201

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: Arian Smith CSN Course: Intro to Elementary Education

201
Professor: Dr. Ce Isbell Professor’s email:

__celia.isbell@csn.edu_________
CCSD School: Vegas Verdes Elementary School Cooperating Teacher: Cindy

Iberri
Save this completed packet for your Education Capstone Course, (EDU 299)
and pay particular 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
© CSN Education Department, Las Vegas, Nevada 2013 1
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packet, in a separate reflective log, or word processing responses to the
following requirements and assignments.
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
Teacher’s 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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The school environment seemed cold and distant but I realized it is
because the school is an older school and the security fence is a new
concept to me as schools are much safer from outside threats in New
Zealand. However, once I stepped into the classroom with Ms. Iberri I was
overwhelmed with friendly students and a happy and welcoming
classroom. The area was not organized however nothing was messy – it
worked for the students and that’s what mattered. There is a computer
lab next to the entrance door and when you first walk in there is desks in
groups of 4 to 5 all over the room. The walls are decorated with students
work and achievements including a section for that Nevada Reading
Week. The teacher’s area is near the exit door to Ms. Soto’s room,
students are allowed in the teacher’s area and there are loving messages
from past students on the wall.
*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.
There are only three female in the classroom, the rest of the students are
male. Three students only talk Spanish at this time as they are directly
from Cuba and Equator. 80% of the students are Hispanic. The other
twenty percent are a mix of African-America, White/European, and Asian.
No students had physical challenges however six students had to leave
during class to get remedial tutoring and one student has ADHD.
*Observation 3: What are the posted class rules in the room? (exactly as
written)
 Listen to the teacher / adult.
 Listen to others.
 Put your hand up if you want to speak / answer.
 We keep our hands / feet to ourselves.
 Respect each other.
 Respect other people's property.
 Take care of our equipment.
 Bring the right equipment to our lessons.
*Observation 4: Does the teacher enforce the rules? Are rewards or

consequences being used for compliance or noncompliance?
Yes, the teacher does enforce the rules. The teacher asks the teacher what
they were doing, informs them of the bad behavior, and refers to other
students not doing the incorrect behavior. She allows students to read
something they want, or go to lunch earlier if they are good. When they are
bad, they must sit near her and explain to her what rule they broke or what
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they did wrong – once they do they are rewarded. She also has a point
system on her phone that alerts parents and students if they got points or
not.
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.
Classroom Layout Question 1: Describe the workflow of the room. Is the

space used efficiently?
I personally don’t believe it was used efficiently; however, the students
loved being able to have the desks they were. The layout of the desks made
the classroom seem cluttered and messy but they were able to move around
the desks with ease.
Classroom Layout Question 2: In your opinion, how can the physical
arrangement of the room be improved?
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I would have the desks in smaller groups to make the space less chaotic.
And I would take away a table to create more room.
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?
No concerns about safety in this school. The doors are locked from the
inside and fire safety drills are placed in every room.
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?
Ms. Iberri’s class does reading and social studies, so there is a daily
schedule going over the topics and readings they are doing including free-
time and recess. There’s also a section for change over as the morning
group goes over to Ms. Soto’s class who is next door to do writing and
mathematics.
Instruction Question 2: Is instruction done in small groups, centers, whole

groups, individual?
Instruction is done in small groups with some individual for online
subjects which they use computers and iPads with. However, the teacher
does a whole class lesson when reading a book to the class.
Instruction Question 3: How would you describe your cooperating teacher’s
teaching style?
I’d describe it as student centered. Every time she teaches a lesson
she makes sure the students want to learn what she’s teaching. She’s also
extremely close to her students which makes teaching them easier.
*Instruction Question 4: Does the teacher incorporate the sensory
modalities (learning styles)? If so, give examples.
The subjects the students do on the iPads and computers do have
sensory modalities, sound, interaction, problem solving, visual. She teaches
mostly visual/audio when reading aloud to students but she makes sure the
students are involved by engaging with questions and showing the photos.
*Instruction Question 5: Do the students seem engaged in the lesson(s) that
are being presented? Please explain.
Ninety percent of the students are actively engaged in the lesson. The
students face the teacher and reply to questions the teachers ask, a large
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majority raise their hands to answer questions. There are a few students
that get off task and she ropes them back in by asking them questions or
involving other students
*Instruction Question 6: Are there any students isolated from the rest of the
class for any reason? Why?
One student had to be isolated from the rest of the class due to his
disruptive behavior; ADHD. He worked much better by himself than with the
rest of the class.
Instruction Question 7: Is instructional time managed efficiently? Please
explain
Yes, the instructional time is managed efficiently with what the teacher
wants to teach the students. However, due to Nevada Reading Week,
much of her lesson was changed to accommodate this.
Instruction Question 8: How does the cooperating teacher handle transitions
from one subject or period to another, and are these transitions effective?
She used a talk back reaction with her class. She would say “I have” and
the class would reply with “respect” which she then used the attention to
move to the next topic or 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?
The above method is used, she would count with her fingers to the class,
and she would also use an app on her phone to encourage good behavior
with a point system.
*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.
While observing I only saw the teacher deal with two students who had
behavior issues; she went over to them and asks them fair questions
about what they are doing to acknowledge the problem, and asks what
they need to correct the behavior. If they don’t after a certain amount of a
time
*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.
If the teacher needs to leave the room – the teacher next door
supervises both classes to remain on task. However, the teacher explained
that there aren’t many policies or procedures in place that help or hinder
instructional time.
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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.
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.
Large metal fences cover the grounds of the school. Buildings are
extremely plain too look at, white paint. School has large grass area for
P.E and two playgrounds. One playground is for Pre-K and special
education students – The other playground is design for older students.
Small parking lot on the side for staff. Each room in the school is
numbered. One main gate close to main office. One large tree near front
office. Signs stating there are children inside, what certain buildings are,
and exit signs.
2. Next, study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security.
Food hall is clean and very large too accommodate the students and
teachers. All classroom doors lock from the inside so once closed it is
locked for safety purposes. Classrooms connect to three other classes via
the same type of doors so there are no halls; just footpaths outside of the
classrooms. There is one or two windows close to the door but they are
small near classrooms. Decorations are primarily inside the classrooms
expect where the school motto/mascot is on a wall. There are no security
guards, and the entrance gate is always open.
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.

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The schools mission and vision are: The Vegas Verdes Elementary
School mascot is that of a Viking in a ship with the motto “Sailing
the Seas of Knowledge”
Mission statement: The mission of the Vegas Verdes Community is
to create an environment where students value academics, as they
become lifelong learners.
2. Analyze staff and visitor interactions in the main office. Note student and
faculty interactions in other areas of the school.
Main office staff are extremely helpful to visitors and parents. There
are two office women who work within the main office, one nurse,
and the office manager. One of the woman in the main office speaks
Spanish for the Spanish speaking students, parents, and visitors.
Outside of the office, staff interact with each other in a very friendly
manner and treat all students equally regardless if they are in their
class or not (fair and friendly)
3. Look at the formal practices: school day schedule; ages of students;
calendar of events; size of school; grouping of students.
Classroom schedules are displayed on a section within the
whiteboard. Ages from pre-kindergarten to 5th grade (3-10 years old).
Enrollment size is 485.
4. Observe student to student interactions, inside and outside the building.
Observe where students gather to socialize – lunchroom, halls, playground,
etc.
Students gather to socialize within the classroom if teachers allow
students inside, in the food hall, or on the playgrounds.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
The school is organized by grades and four group units which cover
all subjects. The classrooms/hallways are not labelled based on
grade or department but by number and name of the teacher.
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.
There is a wall within the main office of top achievements and within the
food hall all achievements are shown. Community pride are within the
main office and within the classrooms themselves. There is a mural near
the grass field with the school’s motto and mascot. I did not personally
see a place for extracurricular activities or clubs or athletics. The school
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does ceremonies and prizes within the food hall while everyone is eating
or they make an special announcement/time for ceremonies.
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.
The teacher pays attention to each student that asks for help and makes
sure to look around to see if anyone is struggling. The teacher is respectful
and fair when dealing with each student and does no argue with them. The
teacher has a very happy and up beat personality which rubs off on the
students.
*2. Evaluate the level of student participation in the class. Who
participates? Who does not?
The students all actively work on the subject they are doing. However,
they do get frequently distracted especially with myself being in the room.
Some students would come up and ask me questions. A student within the
class got bored of the subject they were doing but instead of disrupting the
class; started reading a book
*3. Evaluate the interactions between teachers and students, rapport,
cohesiveness, distribution of power, tone, frequency and reinforcements.
The teacher has an even tone with each student and makes sure to
reinforce good behavior with points on an app on their phone. The teacher
makes sure each group of students is responsible for the cleanliness of their
tables so everyone gets points. The students have a great rapport with the
teacher as they respect her and also hug her. The teacher also speaks
Spanish to her Spanish speaking students which these students adore.
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.
Interview Question 1: What was the primary reason you became a teacher?
The primary reason she became a teacher was because she wanted to make
a difference and help students achieve their dreams.
Interview Question 2: What is the main challenge(s) you face as a teacher?
The main challenge she faces as a teacher is having enough time to teach.
She stated that they are constantly testing and the fact other thing can

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happen during the day or week that would take time away from teaching her
students.
Interview Question 3: What is the best part(s) of being a teacher?
The best part of being a teacher for her is being able to see students looking
forward to coming to school. She says it’s a great feeling to have students
talk to you about what they learnt and why they like being inside your
classroom
Interview Question 4: How do you determine where students sit in class?
She stated she does a sitting chart and looks at data from her monthly tests
and AR (reading levels). She also said that once you get to know your
students you can tell the best place for them to sit and what students they
can sit, learn, help, and participate with.
Interview Question 5: How do you determine the members of any flexible
groups?
She said she looks at the month tests (evaluate) scores and pulls groups.
She also observes and analyzes quizzes on topics they just covered in
classes as well as pulling struggling students to teach them the topic again
in a smaller group setting.
Interview Question 6: Beyond standardized testing, what assessments do
you use regularly?
She talked about using Aimsweb which deals with fluency and
comprehension three times a year, also uses AR (accelerated reader) three
times a year, reviews monthly tests, and looks at progress monitors for
struggling students weekly.
Interview Question 7: What requirements are placed on you for reporting
progress to parents?
She explained that they are required to post grades on infinite campus
weekly for parents to see, and as a grade level, we give progress reports
monthly to parents and students.
Interview Question 8: How often do you interact with a student’s parents in
person?
She said she only interacts with parents in person if needed; however,
parents usually email her with any concerns they have and if they need to
schedule a parent teacher conference.
Interview Question 9: What type of discussions do you typically have with
parents?
She spoke about how they only talk about the students’ progress and their
behavior in the classroom or other classrooms such as special education
classrooms.
Interview Question 10: How much grading do you complete on a daily/weekly
basis?
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She explained she teaches reading and social studies to two fourth grade
classes so she said around three to four assignments a week for fifty
students.
Interview Question 11: How long does it take to prepare lessons for the
day/week?
On average, she stated about one to two hours once a week.
*Interview Question 12: What procedures or strategies do you use to
maximize instructional time?
She explains that she flips with her partner teacher Ms. Soto. She (Ms.
Iberri) teaches reading and social studies and Ms. Soto teaches math and
writing. In order for Ms. Iberri to get all her reading minutes, her partner
teacher teaches writing while she integrates social studies within her
reading. Ms. Iberri uses Fast Forward; a reading program during her
differentiated instruction time to meet the student’s needs. She goes on to
explain she also does a lot of small group instruction and uses the daily five
in her classroom. Students have jobs and work on assigned activities while
she works with struggling students in a small group setting. She states that
she models what she wants them to do in the beginning of the year so they
can do it independently and with pairs.
*Interview Question 13: What positive reinforcement programs have you had
success with?
She talked about how students get rewards within the classroom. She has a
treasure box filled with goodies, they can read around the room, help the
teacher, eat lunch with the teacher, and they get to be a star student.
*Interview Question 14: What behavioral consequences seem most
effective with this age group?
She said no recess, recess/lunch detention with the principal/assistant
principal, and no extra recess which they love having so it’s very effective.
The last resort is calling or emailing the parents.
Interview Question 15: How are specialist teachers involved in the
instructional planning process?
The teachers meet on Wednesdays after school and the specialist join their
planning/collaboration time. She says the specialist include something while
the teachers are working on something in their classrooms. For example, the
music teacher was teaching students the Fast Forward sounds that students
struggle with on Fast Forward in the classroom in his instruction
Interview Question 16: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?
She says they are observed two to three times a year by their
administrators. Students take monthly assessments and these assessments
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are looked at every month by the administration. She also states they are
evaluated by the NEPF all year.
Interview Question 17: What consequences are there if your evaluation is
not favorable?
She was unsure about this question, but she guessed that they would get
more help, more observations from administration, and make changes for
the better.
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?
She explains that the administration gives them the materials, programs,
and supllies they need to enhance instruction. She also gets school supplies
for her classroom from the office staff. She stated that the school district
offers courses all year to enhance instruction; however, it is not paid but
they get credits which goes towards renewing their license or get a raise
two years from this year (2017)
Interview Question 19: What surprised you most about teaching as a
profession?
She talked about being surprised that many people who are not in this
profession believe that being a teacher is an easy job. She says it’s not easy
but teachers do what they do because they want to help students, parents,
and other teachers. She talks about how teaching is a lot of work but it is
worth it when you can see you’ve changed someone’s life for the better.
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:

The interactions the teacher had with the students where favored
towards the boys in the classroom. The boys were much less confident in
their schoolwork than the girls were so they kept asking the teacher for
help, or re-read work, and to go over their work with the teacher. There are
more boys within the classroom than girls as well which plays a factor. The
teacher also had more interacts with the boys as two of the male students
got off task frequently as one has ADHD and the other is his friend who
encourages being off-task. The interaction with the girls lasted longer
compared to the boys as their questions were more in-depth than the boys
were. The girls also asked for a more in-depth explanation of what was
wrong with their homework or what they were doing. Overall, the
interactions were fair based on the ratio of females and males in the class.
It was surprising to see how the male students got up to ask multiple times
to get help on one part of the homework from the teacher whereas the girls
would ask multiple questions in the one interaction.
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 applicants. (example Open

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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 do you look for during the hiring process?
What are some ways that you connect with the community?
Is there any qualities or qualifications that would set future employees
apart from others?
Do you believe educational programs are a good influence on students
and why?
Do you enjoy working within CCSD? Why and why not?
_______________________________________________
Interviewed school administrator’s 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 teacher’s grade
level team.
1. Do the students participate or behave differently in these classes in

comparison to their regular academic/cooperating teacher’s class?
2. Does any student seem to have a particular talent? Describe.
3. What is the curriculum like in comparison to the regular
education(cooperating teacher’s) class?
4. Describe the specialist teacher’s instructional style.
5. What different strategies do you notice this teacher using that are
successful?
6. What are the challenges the specialist teacher has to deal with?
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7. How are student needs being met?
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.
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 teacher’s instructional style.
4. Would you rather be in this class or the regular education class?
Why?
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 student’s name down when you are writing
observation notes. Maintain the student’s right to privacy by referring to a student as
Student #1, Student #2 etc.
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 teacher’s instructional style.
4. What are the challenges these students possess?
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.

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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 student’s point of view.
The student I observed was female. The classroom was mildly busy doing
their independent work on the computers and iPad; specifically reading. All
students including ones that frequently disturb class were behaving. She did
her reading on her iPad for three minutes approximately, and switched to
reading a physical book. She kept hiding it from the teacher every time she’d
go back (I checked with the teacher later and she was aware she was not on
task; however, it’s the first time she’s volunteered reading on her own). She
kept to herself the entire twenty minutes. She would go back and mess with
her iPad to check something and hide her book that she was reading;
Captain Underpants. A student asked her what she was doing and she
showed them her book and her face lit up talking about it. During the end,
she went back to her assigned lesson on the iPad and finished her work
pretty fast. Unfortunately, she disturbed the class because she didn’t have
headphones in and the program on the iPad has very loud and obnoxious
music to keep the students interested. However, the subject changed to
reading to the whole class and she kept trying to read her book while the
teacher was reading out loud. So, the teacher told her off for not paying
attention and made sure she sat down on the matt to read and answer
questions.
ASSIGNMENT TEN (Summary):
Thoroughly summarize and reflect upon your entire 10 hour Field

Observation Placement.
My first day at Vegas Verdes Elementary School was great. The office
manager and office staff were extremely helpful and friendly to me and
helpful with all the questions I asked for this assignment. However, I had to
find the classroom on my own which was a great experience because I
could see how the school was made, the colors, paintings, different colorful
doors for classrooms, and the scary metal fence surrounding the school to
protect it as it was a new concept for me to see such large metal fence
surrounding a school. The school was painting blandly so when I finally got
into the classroom after a student let me in (it’s their job to answer the
door) the colors and excitement overwhelmed me. The students were super
interested in who I was and what I was doing in the classroom. The teacher
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allowed five minutes for students to ask me questions and welcome me into
their classroom. I sat at the front of the room on a small chair to obverse the
classroom.
For the first hour, the students were slightly distracted by me being
there but eventually went on about their work. The teacher showed me
really interesting websites to use once I become a teacher and how her app
on her phone works to encourage the students to focus on work. She
explained every topic to me before teaching it; what the objective was, what
has worked in the past, how the students react to it, and how she teaches it
to the students. I also experienced Nevada Reading Week for the first time
which was really cool to see; the students really enjoyed reading new books
and talking about the meaning behind the one the teacher taught to the
class. She explained how rewards work to me and what they help the
student to learn. She also explained to me why she doesn’t do punishments
as severe as others because she wants the students to like her as a person
and see her as an equal so she can help them grow as people not just as
academic students. A new and interesting part of the field observation was
watching the students interact with the iPad’s and computers with their
reading program. The students created sentences and used correct
grammar; when they fixed a problem, they were celebrated by the cartoons
for their success and rewarded with points; once they got to a certain
amount they were able to play a game of their choice. A student let me
listen to the program while they did a program and it is an audio and visual
overload (at least for me) but it kept me extremely interested in what the
student was doing so it would lead me to believe they are extremely
interested in what they are doing too.
My second day (reminding five hours) I spent between Ms. Iberri and
Ms. Soto’s class which was very important for me to see two teachers co-
teaching as I have never seen it before. Ms. Soto teaches writing and
mathematics and she had a total different teaching style to Ms. Iberri. Both
these teachers speak Spanish so it was extremely helpful and nice to see
them speaking Spanish to the students who could only speak Spanish for
the time being; you could see their face light up when it was explained in
Spanish after struggling with the English version. Ms. Soto showed me
important websites she uses to create lesson plans such as teachers pay
teachers and how she sets up her lesson plans. Ms. Iberri showed me more
on how the students are graded on tests and how her class at that time was
doing compared to a few weeks beforehand. Overall, watching both teachers
interact positively with the classroom, how the managed the classroom, and
how they taught the classroom was extremely helpful for me as a future
teacher and I hope that I have classes that are as well behaved as theirs.
Packet
------------------------------------------------------------------------------------------------------------
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 student’s CSN Instructor
before the final exam date. The instructor’s email can be found on the first
page of this packet. (pass/fail for the student)
Remember to save this completed packet in digital form, or as a hard copy

for your Education Capstone Course, (EDU 299)

Field Observation Packet Edu 201

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CSN Education Department, Field Observation Activities

One of the most rewarding aspects of EDU

Name: Arian Smith CSN Course: Intro to Elementary Education

Professor: Dr. Ce Isbell Professor’s email:

CCSD School: Vegas Verdes Elementary School Cooperating Teacher: Cindy

BEFORE ARRIVING ON THE FIRST DAY...

3. The first half of your field observation/experience will be centered around

UPON ARRIVAL THE FIRST DAY…

Observation 1: What are your first impressions of the classroom/school

© CSN Education Department, Las Vegas, Nevada 2013 2

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

Classroom Layout Question 1: Describe the workflow of the room. Is the

ASSIGNMENT THREE (Instruction): Observe any instructional time in your

Instruction Question 1: What is the posted daily schedule for different

Instruction Question 2: Is instruction done in small groups, centers, whole

ASSIGNMENT FOUR (Culture): Using the information provided below,

Physical Characteristics: Look at the physical areas of the school to

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

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

© CSN Education Department, Las Vegas, Nevada 2013 7

ASSIGNMENT FIVE (Cooperating Teacher Interview): Complete the

© CSN Education Department, Las Vegas, Nevada 2013 9

ASSIGNMENT SIX (Classroom Interactions):

© CSN Education Department, Las Vegas, Nevada 2013 12

*Summarize your Classroom Interactions data from above:

ASSIGNMENT SEVEN (Administrator Interview): The prewritten student

© CSN Education Department, Las Vegas, Nevada 2013 13

CSN Student Created Open Ended Question # 1 for Administrator:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember… some

1. Do the students participate or behave differently in these classes in

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

© CSN Education Department, Las Vegas, Nevada 2013 15

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field

Remember to save this completed packet in digital form, or as a hard copy

© CSN Education Department, Las Vegas, Nevada 2013 18

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