CSN Education Department - EDU 203 Special Education

10 Hour Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 203 is the opportunity you will have to actually
observe students in a classroom setting. This CSN course requires all students to complete
a 10 Hour Field Observation in one of the Clark County School District schools. 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.
**Read this entire packet prior to making your initial visit.

Student’s Name: William Harless CSN Course: __EDU-203____________________

CSN Professor: Vicki Rieger Professor’s email: vicki.rieger@csn.edu_________

CCSD School: Berkeley Bunker E. S. Cooperating Teacher:___ Ms. Ensinger ______

IMPORTANT NOTE:
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 packet, in a separate reflective log, or word processing response 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
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contact person, for your cooperating teacher’s contact information. Ask 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.

IMPORTANT NOTE: INITIAL SCHOOL VISIT…

1. The Initial Visit must take place during the week designated by your Instructor.
2. Must report back to your instructor as soon as possible, the plan for completing the 10
Hours of Field Observation.
3. Must turn in your entry letter at your assigned school, to the Office Manager, at your initial
visit.

UPON ARRIVAL THE FIRST DAY…

1. 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 Special Education class.
2. Show the teacher this “Field Observation Activities Packet”, your “Field Observation Time
Log” and “Cooperating Teacher’s Field Observation Student Evaluation” pages.
3. 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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CLASSROOM ENVIRONMENT (Observations): After arrival, take a seat in a nonintrusive

location to begin your classroom observations. Consider/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. Warm and friendly with
soft lighting. Well organized, lots of stuff to help with writing posted around the room.
*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. 2 ELL, 12 boys, 14 girls, evenly mixed group ethnically. Little more on the
Latin side I think but not by much.
*Observation 3: What are the posted class rules in the room? (exactly as written) There are a
couple of posters with stuff on them and then there is her main rule. Don’t make a problem for yourself
or others. If you do, I will do something.
*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or non-compliance. Yes, she does and she does use a form of rewards and
consequences.
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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. (THIS DOCUMENT APPLIES WHEN IN A REGULAR EDUCATION CLASSROOM)

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently? Are there any improvements you would recommend? It seems to be a decent workflow
over all but is by far different these days than when I was in school. I can’t think of much improvement
myself.

Classroom Layout Question 2: In your opinion, are there any concerns regarding safety
during a normal school day or during the possibility of fire, shelter in place, or lock-down?
My big issue with the rooms in this building is that there is only one way in or out of most of the rooms
in case of fire or something along those lines. Doors have windows that could be broken into to get to
someone in the rooms.

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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?
There was nothing posted for the daily schedule but the teacher has it on her computer.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
It is done in each one of these methods depending on the lesson.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style? It’s a
mix of everything. Whole brain teaching, love and logic, build relationships with the kids but not as a
friend though. Have too find that middle ground with the kids. All kids can learn but some not the same
way or the same speed as others. must be very flexible.
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples. To some degree she does use them. She uses the visual stuff on the
Elmo and other visual aids for things. She also has them say things back or put things into their own
words in group discussions. She also sounds out things and has them repeat things back to her.
*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain. Most do and some do not which after watching some of them they seem
to be the ones that she must keep them focused on the task at hand or not causing trouble in class.
*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why? She has two boys in the class that can’t sit next to each other or some of the others due
to causing mischief and not focusing on things in class. They are both disruptive when together so they
are placed at opposite ends of the classroom by themselves. Hence the two single desks in the classroom
layout.
Instruction Question 7: Is individualized instructional time managed efficiently? Please
explain. Yes, it is. and she does well at keeping an eye on the time while doing it and she gets around to
most of the students easily.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective? Pretty well I think but they are
sometimes a little abrupt change but far less than what I remember in school. I think they are effective
since most of the students follow instructions well.
*Instruction Question 9: List ways that the teacher attempts any “attention getting”
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they? Both vocal
and silent countdowns that can be seen. Most of the time they work well but sometimes she had to speak
up again to let a few who are not looking her way that she is waiting on them.
*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. Two boys who seem to
always be goofing around most of the time. Things like shutting each other computers off when working
in group, talking about non-subject things when they should be focusing on the assignment, just general
boys being boys type of mischief behavior.
*Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? (Examples: Stoplight- (Red, Yellow, Green), clickers, happy/sad faces etc.
are students allowed to bring home unfinished work to complete as homework, is daily
homework assigned) If so, explain them and how they help or hinder use of instructional time.
Nothing overly noticeable for me. Yes, homework can be taken home to be worked on but
nothing for sure daily that I could tell.
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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. Newer school and in good shape for the most
part and secure. Not sure I like that the kid’s playgrounds are payment these days but they do have a
large field of grass to one side though.
2. Next, study the interior of the school: are hallways/classrooms labeled, halls, floor
coverings, lighting, doors, windows, hall colors and decorations and entrance security. Entry is
only through front office except later in the day they open the gates for kids to meet up with parents.
Most of the building has the kid’s projects and such on the walls which makes them feel like it is a place
they are part of.
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. Mission Statement: We are all here
to work with others and learn the skills needed to grow academically, socially, and physically. Motto:
All Means All! Mascot: Berkeley Bronco.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school. (Example: teachers’ lounge) Mostly seems to be a very friendly
inviting environment. They seem to welcome you with a smile and a helpful attitude. They ask students
what they are doing and where they should be but it’s in a friendly way to make them focus and think
about what they are doing and not a scolding so much.
3. Observe student-to-student interactions, inside and outside the building.
Observe where students gather to socialize – lunchroom, halls, playground, etc. Seemed
normal to me in that they socialize outside during recess and sometimes inside but usually they are with
teachers who take them around place to place to make sure they are where they are supposed to be.
4. Examine school traditions, achievements and awards; community recognition or community
partners; extracurricular activities/clubs and athletics. Look for and document sources of
community pride and sense of identity through ceremonies, assemblies, trophies, and artifacts.

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. Ms. Ensinger expects her kids to meet or exceed standards and she genuinely cares
about them. She has little expectations on the wall for the kids and lots of stuff to help them think about
writing and reading for sure. She has a fun personality in little things in her room such as one of here
expectations is that they make her happy by doing the right things.
*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?
Most of the time her tone is normal but sometimes she does have to raise her voice to get some students
attention. Some of the boys are a little slow to participate and reply. Usually the two that like to be the
distractions.
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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? She loves kids!
They are our future and we must take care of them since they are our most precious commodity.

Interview Question 2: What is the main challenge(s) you face as a teacher? Demographics is
the main one. So many heartbreaking family lives make it a challenge for the kids and their behaviors
manifest it because of these things. We have no control over a lot of it but we try to understand them as
much as we can and do our best to help them.

Interview Question 3: What is the best part(s) of being a teacher? When kid’s face’s show that
they finally get it. That little imaginary lightbulb that comes on above their heads that you can almost
see. That’s the greatest reward you can get as a teacher.

Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping? Formative assessments, Observations are
the best ones though in groups down to just individual. Allows more things to be expressed over a
summative assessment that is given to the whole grade.

Interview Question 5: What requirements are placed on you for reporting progress to
parents? Report cards are the main requirement. Also love to send out progress reports, memo’s, e-
mails, and even phone calls to parents. Also use class dojo. All with the approval and recommendations
of Dr. Mills the school administrator.

Interview Question 6: Describe the interaction and discussion you have with a student’s
parents? Anything you want to talk about since she has an open-door policy anytime. E-mails, phone
calls, memo’s, notes, whether good or bad just so there are open communications.

Interview Question 7: What type of discussions do you typically have with parents? Anything
that is going on with the kids. Help needed with a subject, excelling at subject, behaviors, and anything
that helps them in anyway.

Interview Question 8: How much grading do you complete on a daily/weekly basis? Not as
much as she should or would like to get done. Planning and collaborative time take priority for her and
the other fifth-grade teachers. She gets about two things graded during the week and the rest she does off
the clock during weekends. Most of her focus and feedback is on the observations since they get
feedback and evaluated real time that way.

Interview Question 9: How much time does it take to prepare lessons for the day/week? It
takes a lot of time for her and the other fifth-grade teachers to plan and collaborate for the lesson plans
since they all try to stay coordinated with the material during a given week but know that each one
teaches a different way. She also stays for a few hours after school to work on the lessons for the next
week.
*Interview Question 10: What procedures or strategies do you use to maximize instructional
time? Whole Brian to keep behaviors in line by keeping a Kegan score board so they can keep score of

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how they are doing and letting them now keep track of their own points seems to keep them focused.
Also with Kegan moving them around and having discussions.
*Interview Question 11: What positive reinforcement programs and behavioral consequences
seem most effective with students? Class Dojo for points that can be traded in for anything they
want but she still maintains the power of veto. Positive conversations about things in the lessons and
positive letters sent home for the family to see and sign. Scoreboards.

Interview Question 12: How are specialist teachers involved in the instructional planning
process? They plan on own but they incorporate things back and forth with teaching supplements
through open communications between the teachers and specialist teachers.

Interview Question 13: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance? Since she is no longer a probational
teacher it’s only once a year for the formal NEPF, but Dr. Mills like to come and around and visit the
classes every chance she gets. She has even co-taught a few times which Ms. Ensinger thought was great
since she knows how important the kid’s welfare is to Dr. Mills.

Interview Question 14: What consequences are there if your evaluation is not favorable?
Second chances and your set up with coaches to fix any issues since they want to work with you to
improve things that might be needing more thought. No this is what you’re doing wrong it’s things to
think about.

Interview Question 15: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?
The school district provides free or cheap training sessions as much as they can even from some big-
name educator’s. There is also professional development training, tutoring sessions for extra pay by the
school for the teachers to help kids that need extra help. I saw a homework hotline poster in the class
that I wish we had had when I was a kid. There is also co-teaching for those of us like Ms. Ensinger who
knew old math but not this new math. I will be in need of that service once I get out there.

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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.

23 for the boys and 16 for the girls

*Summarize your Classroom Interactions data from above:
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I noticed after the count that she does call on the boys more but it’s usually due to the girls being more
reserved. She does try to call on them equally but sometimes she lets the boys answer more often due to
their excitement about the subject. I did notice in other lessons though the girls do try to answer more
often, so it might be just dependent on the lesson topic.
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ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW WITH AN
ADMINISTRATOR, WHAT 5 QUESTIONS WOULD YOU ASK AN ADMINISTRATOR
REGARDING HIS/HER ADMINISTRATIVE POSITION? (QUESTIONS REQUIRED)

The prewritten student created questions are mandatory for credit, and a
Principal/Assistant Principal/Dean interview is optional but strongly encouraged
ONLY IF IT CAN BE ARRANGED. (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 are the most important
qualities you look for in a newly hired teacher?
The ability to be reflective and to be open to coaching to help you get started on your path of being a
teacher. Dr. Mills looks for a good fit as well that wants things to be a family atmosphere and for
someone that has a positive mindset. You don’t have to be a five-year skill set teacher but be at least
trainable to someday be that five-year skill set teacher.

CSN Student Created Open Ended Question # 2 for Administrator: Do teachers participate in
curriculum review and change?
Yes, they do since it’s the only way you can make change happen. Maintain core values and the needs of
the kids always come first here. I want teachers to have a voice in or a sort of buy in to the changes we
need to make to make the curriculum even better. I want them to be able to see the rationale behind
some of the changes that we need to make or must make.

CSN Student Created Open Ended Question # 3 for Administrator: What type of activities do you
have that promote parent-teacher-student interaction?
Teacher levels and grade levels to get together with leadership coaches to interact in conferences to
make things better. There are morning announcements, electronic forums for local school use, Class
Dojo, Edmodo, and Parent Link. There is also the Berkeley L. Bunker Facebook page and the school’s
website as well for the families to be involved in. There is also the student councils voice at the meetings
and conferences.

CSN Student Created Open Ended Question # 4 for Administrator: As a new teacher, how will I
be supported and evaluated?
Sadly, new teachers are expected to be on par with the veteran teachers in appraisals which is not great
since other jobs have apprenticeship levels you can begin at and work upward. The pre-conference,
observe, and post-conference that is the norm. Here I try to not be an administrator but a coach for new
teachers since if you’re not a good teacher I am not being a good coach to make you a good teacher. We
start with the skill set you learned in school and with coaching, a lot of help, and strategies by the time 5
years has gone by me hope you are on par with the veteran teachers if I have done my job right.

CSN Student Created Open Ended Question # 5 for Administrator: Will I be paired with a mentor
teacher or a support team?
You will be assigned a mentor for compliance with the school district standards but we look for
those natural relationships that develop between you and your peers that will become your
unassigned mentors. Usually they are your grade level teachers and a few others. There is
basically grade level support in the form of a team of those teachers and the collaboration that
will go on between everyone in that grade level team.
Interviewed school administrator’s name/title: Dr. Paula Mills/Administrator
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SPECIALIST CLASSROOM OBSERVATION: This is optional: Remember… some schools do not

have these programs. 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, and 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?
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)
This is optional: Remember… some schools do not have these programs. 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?
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. This is optional: Remember… some schools do not have these
programs. 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?
5. How are student needs being met?
6. CSN EDU 203 students ask if you could attend an IEP meeting if possible.
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OBSERVING A STUDENT: Discretely observe one student during an extended period of

direct instruction in the classroom. 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. 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.
(You may print and submit a hand written summary or electronically submit a one-page
document.)

_I chose one of the two boys in the class that have behavior issues so I could see just what all he did
during class time. Most of the time he was busy playing with his laptop and not always following the
lesson that was being put out by the teacher on the Elmo and smart board screens. He seems to be
distracted a lot of the time and yet does manage to seem to follow along but sometimes when asked
about what he is doing he doesn’t seem to know what was being said before. He Is not working on his
lesson paper that is a practice essay for standards type of testing the next day. He is also now working
with a friend and they seem more intent on turning off each other’s computers than doing the essay work
so Ms. Ensinger can check how they are doing and give them feedback to help them on the test. One boy
got caught with his computer off and told on the boy I am watching and was told to not be a tattle tail
unless it would hurt someone. The boy I am observing seems to be happy that he got away with it but
then was told he needed to behave or he would be sent to the principal’s office which he would not like
from what I was already told. He does not like being alone and usually that calms him down for a bit.
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SUMMARY:
Using the information in this packet, thoroughly summarize and reflect upon your entire
10 Hour Field Observation Placement. (You may duplicate this page and submit a two to three
page hand written summary or electronically submit a two to three page summary.)

EDU 203 Special Education Course Summary

Student Name: William Harless

Date Submitted: 13MAY2017

Over all I had a really good time observing Ms. Ensinger and wish time had allowed me to do
more observations of her class and the other classes the kids went to but sadly I did not get to do what I
would have preferred time wise. I did my best to make good with what time I could get due to my
schedule and the schools schedule due to some testing and such that the kids were going through these
last few weeks that kind of threw off the normal routine I guess that the rest of the school year would
have been like.
I did get to observe some at least to get this observation done and get a feel for another grade that
I could someday be a teacher for when I get to that level of schooling and get my degree to become a
student teacher.
Overall my time at the school was very rewarding and I was accepted with a very friendly and
welcoming attitude since I am technically and outsider to the school but they seem to want me to be
welcome there.
I noticed that anyone who comes into the front office is always greeted with a smile and an
attitude of how can I can I help you. They try to get things done efficiently and quickly and when kids
are around they try to find out where they need to be. The teachers usually escort the kids from class to
class to help them keep focused and to keep the noise in the hallways down since young ones like to
chatter a bit.
I went on several days that worked best for both the school and myself and managed to not be
too big of a burden on the teacher’s time with students and her time between classes to get the interview
done and learn what makes her the type of teacher she is. Over all I think she would have been the type

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of teacher I would have liked as a kid and she sort of seems like my third-grade teacher in some ways. If
I had had more teachers like her my education might have been a lot better as a kid.
Most of the time in the classes was spent just watching since I didn’t want to intrude to much
since the kids are there to learn and for the most part they seemed to ignore my presence which was
good I thought. I did not get to observe them much outside of class or in other classes but I did get to see
them in another classroom setting and they were well behaved and respectful of a guest speaker that that
teacher had in class that day.
They seemed to enjoy the speaker and did ask a few questions when prompted by the speaker.
For the most part these fifth graders seem good on manners and even when not in the class with their
own teacher. I wish I could have seen more since they are so much different of a group than the second-
grade class I observed before but that is expected due to the grade difference and more knowledge these
kids have above the other class.
The group I was watching was a good group overall and they do seem to act sort of like a family
in class just as Ms. Ensinger seems to mention to them in the hopes that they will take better care of each
other while there by sharing knowledge and being there for each other when someone needs something
or some help of some type. Family can be a good thing when done right but at the same time she lets
them know that there are boundaries in all things and those are not to be crossed since she is still the
teacher.
I still feel that I really want to become a good teacher like her and Ms. Sanders who I observed
the last semester since they do seem to genuinely care about the kids learning and wanting them to
succeed and move on to better things in the next grades. For Ms. Ensinger’s class they move on to
middle school next year and she really wants them to be ready for that big change in what they will be
doing and learning next.
There were all kinds of things I wish that I could have learned more about and I am sure in time I
will get to do that as I continue my course to become a teacher. Some of the systems they use for
grading the kids work and the other programs they use to set up lesson plans and presentations is just
daunting but hopefully I will be ready for that when I get out there.
I watch in awe as an adult and from the view of a younger kid of what school is like now
compared to what it was like when I was a kid. Gone seem to be the days of neat rows of desks at any
grade level. Gone are the teachers discipline tools that used to hang above the blackboards. Hopefully
there are far fewer teachers out there that are just there to collect a paycheck and toss out some info and
let the kids try to learn it on their own. Those are reasons that led me to this path I think and those other

© CSN Education Department, Las Vegas, Nevada 2015 13

 CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
reasons that while I was in the military I had become and instructor, drill sergeant, and a leader of
people. Hopefully I will make a positive difference in a few children’s lives and that it helps them
become better people once they grow up.
I did almost forget that I talked to and hung out with the teacher who teaches the kids with
developmental delayed difficulties and it was nice chatting with here in the schools garden courtyard
where she was watering the garden plants with three of the kids who suffer from developmental delays
which were all younger kids and I believe two were first-graders and one was a kindergartener who were
all busy playing on tablets but the girl was helping with watering the plans but the boys were on a time
out due to fighting about who got the green watering can and who took the slightly lighter green
watering can.
It was interesting seeing how they behaved and how things changed once I was out there chatting
with the teacher and they were interested in who I was and tried to introduce themselves but had a little
trouble but were doing good from what I could tell. The teacher said they were about 6 months to one
year behind where they should but and somedays they are better than others but she tries to get them to
learn the best that they can and with any luck they make improvements but she did say they do have
days that there are not real gains but one day at a time is all anyone can do and hope it is better the next
day.

Before final grading for the EDU 203 SPED Course can occur, the CSN
student must submit:
> Field Observation Activities Packet, And / Or, Summary Document as directed by
your Instructor
> Validated “Field Observation Time Log”
> Completed “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).

STUDENT IMPORTANT NOTE:

Remember to save this completed packet in digital form, or as a hard copy for your
Education Capstone Course, (EDU 299)

© CSN Education Department, Las Vegas, Nevada 2015 14