CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

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

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

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

Your Name: Adrian Duarte

CSN Course: EDU 202 – Intro to Secondary Education

Professor: Dr. Vartouhi Asherian

Professor’s email: Vartouhi.Asherian@csn.edu

CCSD School: Jack & Terry Mannion Middle School

Cooperating Teacher: Sandra (“Sandy”) Wilson

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

CSN Field Observation Packet © CSN Education Department 2017 Page 1

CSN Field Observation Packet © CSN Education Department 2017 Page 2
ASSIGNMENT 1 (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 environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail.

Entering the classroom on my first day was an exciting thrill. I was delighted to be stepping into
the classroom once again; however, this time not as a student, but as an anticipating educator.
Nonetheless, the ability to visualize myself in the classroom and possible school I could one day be
teaching in was incredible. My first impressions of the classroom environment were that the instructor
was very open and inviting into her classroom. In addition, the classroom setting was well organized,
from the arrangement of desks, to the area where she spends the majority of class time teaching. The
instructor has various resource posters based on the subject-matter posted all around her classroom,
including desks for the thirty-one students with four extra vacant desks.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note.
The make-up of the classroom includes: 31 students total; 19 male and 12 female; equal/leveled
ethnic diversity within the classroom; no physical challenges present among the students, but some did
have eye-glasses.

Observation 3: What are the posted class rules in the room? (Exactly as written)
Mannion Middle School Classroom Reminders
1. Please keep your hands to yourself.
2. Please put your cellphones and headphones away.
3. Please use the restroom before class begins.
4. Please practice courteous and appropriate language within your “inside” voice.
5. Please throw away your trash as well as foods and drinks (water is permitted).
6. Please respect other students and the learning environment.
7. Please leave toys and other distractions at home.
8. Please raise your hand.
9. Please bring everything you need for the day’s lesson.
10. Please strive to be the best student you can be.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance?
Yes, the teacher does enforce the posted “Mannion Middle School Classroom Reminders.”
Moreover, the educator also heavily practices verbal recognition/praise to her students, while also
distributing candy to groups who worked very hard during the assigned group in-class project.

CSN Field Observation Packet © CSN Education Department 2017 Page 3

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

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?
The workflow of the classroom is well-organized and allows for the teacher to walk around the
classroom freely to assist students. One’s classroom is essentially their second living space; thus, it is
very important for the educator to create a warm and welcoming environment, not only for their students,
but for themselves.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
Although I do enjoy the classroom arrangement, I felt that having the students in vertical columns
(paired with another student) allowed for students to become more triggered chatting with their peers.
Despite its importance for students to collaborate when working on assignments (when instructed to do
so), students should not be chatting about off-topic information while the teacher is delivering a lesson or
presenting instructions.

CSN Field Observation Packet © CSN Education Department 2017 Page 4

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

Instruction Question 1: What is the posted daily schedule for different subjects or periods?
The daily schedule differentiates based on grade level. I have listed the bell schedule for all three
middle school grade levels, as I have observed classrooms, students, and teachers in all three of
the grade levels.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is done in whole groups.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
My cooperating teacher’s teaching style is warm, inclusive, and instructive.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples.
The cooperating teacher includes several hands-on teaching/instructional methods that are
visually (spatially) demonstrated on how to be completed. Nonetheless, she also adapts to the
interpersonal and linguistic learning styles of her students.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain.
Yes, the students were engaged during the lesson being presented. They demonstrated positive
work ethics and respect to their peers and teacher by conducting with excellent behavior during the
duration of the lesson. Following the lesson, students were on task and engaged in completing the
assignment.

CSN Field Observation Packet © CSN Education Department 2017 Page 5

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
No, students are assigned seats that placed in rows of five by columns of four. As I observed this
one specific class on a day a group project was assigned, students move the desks into groups of four or
five.

Instruction Question 7: Is instructional time managed efficiently? Please explain

Instructional time is managed very efficiently. As I was mentioning to the Principal of my
observation school, teachers really do have a race against the clock; thus, it’s important to time manage
and plan out what the instructor wants to accomplish. Although different classes vary and learn at
different paces, it’s critical to have a general idea and goal of what is needed to be accomplished during
the school day. To add on to this concept, Mrs. Silitoe, my first observation teacher, plans out her class
instruction by the school schedule; however, she believes in having no specific deadlines for
assignments.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?
Among all five cooperating teachers, all explained to the students to be as quiet as possible
during transitions to allow class to flow more smoothly.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they?
Of the five teachers I observed, I discovered that only two teachers really used “attention getting”
commands. One of which was the “Eyes here, please” methods, where the instructor would ask her
students to look up and make direct eye-contact with her as she explained instruction or made a broad
statement to the class. This method was effective; however, it did take the instructor saying “Eyes here”
a few times before all the students gave full attention. In another classroom, the instructor used the
countdown method from five to one. This was very effective, as students understood that they were to be
silent by the time one was reached.

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.
The one common behavior issue ranging across all three middle school grade levels, as I have
observed, is when students speak whilst the teacher is providing instruction. In one specific class,
however, a select few of students were off-task when they were supposed to be completing their
assignment, causing a distraction to other students and simply being insubordinate.

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.
There are no specific policies or procedures in place that help or hinder instructional time;
however, teachers within the same grade level and department will generally teach on the same time
frame as far as the curriculum pertains. Nonetheless, these same teachers collaborate and share each
other’s lesson plans and worksheets.

CSN Field Observation Packet © CSN Education Department 2017 Page 6

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

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

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols.
The exterior of the school property was organized, clean, and fluid. The moment I parked
my vehicle into the school parking lot I had already realized the atmosphere of the school. This
school follows the similar architectural structure of most middle schools around Clark County;
however, I found that this middle school had more area, overall. The school’s community, the
staff, and the school presence made for a place that was safe, inviting, and open to socialization.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security.
As found in most middle schools, the halls were filled with lockers. The walls of the halls
and classrooms were white with wood doors. The classes typically had one window per
classroom; however, this depends solely on whether the classroom is along the perimeter of the
school building. Moreover, what I found to be a great asset for security reason was the large gate
blocking entry into the school. Only opened prior to the start of the school day to allow students
to flow in, this gate was closed and locked to prevent individuals from entering the school without
first going through the main office and checking-in to receive a visitor pass.

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.

Mascot: Mustang
Mission Statement: “Jack and Terry Mannion Middle School is dedicated to creating a safe and
challenging environment in which to prepare our middle school students for the academic,
behavioral and social demands of their future high school experience.”
Motto: N/A for school.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school.
The staff in the main office were very helpful and welcoming. In the office there are student
aides who dedicate the one period’s time as an elective to helping those who arrive to the school.
The school’s office manager was the base of everything that pertained to my observation. She
helped with any questions I had and directing me to the right classroom. The principal was very
helpful with ensuring I had a pleasant experience and if I had any questions. I would see the
principal around the school a few times, and he was always willing to check-up on me to see if I
needed anything. The students and teachers were very respectful and welcoming into their
school.

3. Look at the formal practices: School bell schedule, and the grouping of students. (i.e. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
The school uses an inclusive program for special education students. I was lucky enough
to observe a teacher who had a Special Education teacher in that same classroom and see how
she works with the main teacher to help those with IEP, 504 plans, etc. As far as how students are
grouped, students are grouped based on grade level and periods. In addition, for the English
classes that I observed, students had a period of English in grades 6th and 8th, but in 7th they
had two periods/blocks; one would focus on reading aspects, the other would focus on writing
aspects.

CSN Field Observation Packet © CSN Education Department 2017 Page 7

 4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.
During lunch periods, students are allowed to gather in the lunchroom and quad area.
Before and after school, students socialize within the courtyard. The one-way hallway policy in
place allows for students to arrive from one classroom to another quickly, subtracting the
possibility of commotion there could be if there were to be students walking in all different
directions.

5. Examine school traditions, achievements and awards; community recognition or community partners;
extracurricular activities/clubs and athletics. Look for and document sources of community pride and
sense of identity through ceremonies, assemblies, trophies, and artifacts.
At Mannion Middle School, student achievements and awards were displayed in the front
office and also the school gymnasium. Nonetheless, student activities, such as performing arts,
sports and clubs, were a large part of what makes the school a community. A few clubs at
Mannion include: Be Kind; National Junior Honors Society; Student Council; and, Yearbook Club!

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.
Of the five teachers who I was fortunate to observe, each have creative methods of what
they deem to be a “successful student” and ensuring their students are achieving academic
success. Instructor request and aspire that their students participate, are actively engaged, and
are asking questions if they need further explanation. As I have observed, it is important for the
teacher to have a welcoming and friendly personality, one that students find approachable.
Students want and should look forward to attending school, and one way students will be more
inclined to attend school is if they have a teacher that makes class enjoyable.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?
Nearly all teachers who I observed ask for their students to volunteer and participate by
raising their hands. Students seated towards the front half of the classroom tend to participate
more often and get called on first. Conversely, those seated toward the back of the classroom
rarely participate and are often the students with behavioral issues. To ensure inclusion of all
their students, the teacher will assign work/projects that are to be completed in groups. This way,
all students are participating, socializing, and collaborating.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements.
All the teachers who I observed walked around the class assisting those after explaining
the intro to the lesson. If a student has a question that could benefit the whole class, the teacher
will help the individual student by providing a more thorough explanation, then will make a broad
statement about tips to assist in the completing of the assignment to the rest of the class.
Moreover, the teacher embodies a very friendly tone and is not too stern with his/her students.
The instructor speaks for the great majority of the class time, and students will speak when called
upon, or if they are participating. In addition, pupils get moves into groups of four and work
diligently together to discover conclusions and answers.

CSN Field Observation Packet © CSN Education Department 2017 Page 8

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

Intervie Question 1: What was the primary reason you became a teacher?
Although teaching was the instructor’s second career, the instructor always had a passion for
teaching, so when all else failed, teaching was the next in-line.

Interview Question 2: What are the main challenges you face as a teacher?
Ensuring all the students are able to retain information and leave class a better and more
knowledgeable, educated person.

Interview Question 3: What is the best part of being a teacher?

Helping others (the students) and future generations. Knowing an impact was made in the
students’ lives.

Interview Question 4: How do you determine where students sit in class?

“Behavior issues does have a factor in where students sit. I do not want two students who will
constantly talk the entire class period and not do any of their work to sit next to each other. Those with
glasses, bad eye-sight, or hearing impaired will sit closer to the board.”

Interview Question 5: How do you determine the members of any flexible groups?
Skill Level – How will and can they (the students) collaborate and help one another?

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
“Periodically, I well conduct survey-live assessments to measure how the students feel they are
doing in class/performing academically. Do they need something to be retaught? Am I going through the
information too fast? Is something confusing? This is not a for-grade test, but it still assesses my
students’ thoughts and feelings; after all, I can’t read their minds.”

Interview Question 7: What requirements are placed on you for reporting progress to parents?
Progress reports are to be distributed (at least four times during the school year), along with
calling and emailing parents occasionally to let them know how their child(ren) is/are performing.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have?
“In person, parent interaction is very rare. Emails seem to be the more common form of
communication in today’s world. Occasionally, parents will arrange Parent-Teacher conferences, so in
that instance I do have face-to-face contact with the parent(s). Discussions typically focus on student
achievement, behavior, attendance, participation, and answering any questions the parent(s) may have.”

Interview Question 9: How much grading do you complete on a daily/weekly basis?

“It important for me to get my student’s work back to them as soon as possible. Conversely, I also
do not believe in giving students ton of work that essentially burns them out or that places a pressure on
them. In all, I have over 200+ students, so it could take up to two weeks. For constructed responses about
a day or two. Essays may take a week. And projects might take a week or longer to grade.”

CSN Field Observation Packet © CSN Education Department 2017 Page 9

Interview Question 10: How long does it take to prepare lessons for the day/week?
Our lessons should be based on state-standards; however, it’s up to the teacher on how they feel
they could best teach the material and get it through to the students. There are no specific guidelines on
what the teacher has to do. Well-thought out lessons typically take 3 or more days for one specific day’s
worth.

Interview Question 11: What procedures or strategies do you use to maximize instructional time?
“There are two types of teachers. Teachers who are rigid with schedules, or those who go in with
an idea, then base their instructional time off that idea (not focused on schedules or time-frames). I am
the type of teacher who thinks of a broad idea or concept I plan to educate my students, then I will
develop my lesson around that.”

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group?
Instructor does not send his students to the Dean’s Office, unless a serious infraction is
committed. Instead, the instructor believes in and prefers positive reinforcement. In addition, emails to
parents if the student is behaving good or bad, including sending occasional emails to the parent of
outstanding academically-performing/citizenship students.

Interview Question 13: How are specialist teachers involved in the instructional planning process?
“Specialists are not typically involved in any instructional planning processes. However, if I ask if
they could develop my lesson further or what they would advise I change, I’ll reach out to them.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance?
“Teachers are evaluated three times per year. Evaluations are based on Professional Standards.”
The instructor assured that a “rule book” would be given to me as I begin my education career.

Interview Question 15: What consequences are there if your evaluation is not favorable?
Evaluations are based on a 4-level scale. Teachers should at least attain a score of three but
always aim for achieving four (highest score possible), not ones or twos. Moreover, if a teacher receives
unsatisfactory score repeatedly, a possibility of surplus or relocation prevails.

Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction?
Professional Development days devoted to SBCT time, which is a required standards-based
conference utilized to enhance instruction, curriculum, and the school community. Meetings are held for
at least one hour, every week.

Interview Question 17: What surprised you most about teaching as a profession?
What surprised me most about the teaching profession is how much you grow as a person. You
see others grow into more-educated individuals, but you are also growing. No two classes are alike, so
you have something to gain from each experience. Sometimes students will ask a question that I don’t
even know the answer to, so it’s awesome that we can work together and research to reach a conclusion.
Teaching is like owning a business. You have to time-manage, reflect, collaborate, have fun, and even
work when not on the clock.

CSN Field Observation Packet © CSN Education Department 2017 Page 10

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

I chose to observe two students, each from different classes. One from a fourth-period English class who
was female, wore glasses, and sat in the back of the classroom. Another from a block period dual
English/Reading class was male, did not wear glasses, and sat towards the middle-half of the classroom.

The first student in the fourth period English class was fully engaged in the teacher’s instruction and
lessons, and was paying complete attention to the instructor. In this classroom, warm-up openers are
given to students to complete during the first five minutes of class. Nonetheless, she did not complete
the warmup on her own; however, the pupil did complete it when it was time for the instructor to review
the warmup for the class. Moreover, the student participated three-four times during the duration of the
course. Part of the educator’s lesson to have students work in groups, the student went to work with one
other girl to complete the assigned project. This student was on-task the entire period completing her
assignment diligently with her peer. Students chose who they wanted to be in a group with. Just among
those two students, they were completing the tasks that a group of four students were also completing.

In the second class, a block schedule fifth/sixth period ELA class, the student walks into the class and
immediately begins to work on his warm-up prior to the class bell ringing. As he is completing his warm-
up packet, he references his notes packet given during a previous class to aid him in the completion of
the assignment. Pressing forward, the student also participated when reviewing the “Preposition Jungle”
portion of the warmup with the teacher and class. Moreover, for the entirety of the class periods, he
actively worked with his group to complete the project for the twenty-five minutes that the teacher
provided her students to finish up their projects.

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

If I were to describe my ten-hour field observation in one word, it would be “Enlightening.” Overall, I had
an amazing experience during my time at Mannion Middle School. I will admit, I was a bit nervous as to
what I should expect; however, I soon realized that if this was to become my “home” someday, I should
embrace that nervousness and use it to drive my commitment and passion to become an educator. I had
always known I wanted to become an educator, but the one prevalent question I could never seem to
answer for myself was what grade level I wanted to teach. After this experience, and also being able to
observe five different teachers each from different grade levels, I have soon discovered that the grade
level that I would most enjoy teaching is seventh grade. I found that in the seventh-grade level, it was
heavily focused on parts of speech, literary terms, grammar, reading comprehension, and constructing
essays. For these reasons, I find that I would most enjoy teaching this grade level; it’s the grade level
where students are taught the fundamentals, yet it is the more critical information covering the English
Language Arts concept. Moreover, I had a great experience discussing with my observation teachers
about my passion. All the teachers were very welcoming into their classroom, answering all my
questions, and very informative of the hard-work that teaching is. I was fortunate enough that on one day,
one of my cooperating teachers allowed me to go to have lunch with all the seventh-grade teachers in the
teacher’s lounge. This allowed me to speak with multiple teachers in a roundtable setting that teach all
different disciplines, not just English. With the completion of this observation, it has driven me to
continue pursuing teaching. The entire staff of Mannion very friendly, the Mannion Middle School Office
Manager was extremely helpful with anything I needed and was in a sense the genesis of all that
pertained to my field observation placements; she worked together with Principal Petersen to ensure
CSN Field Observation Packet © CSN Education Department 2017 Page 11
I had the best time at Mannion Middle School. Teaching is no easy task; however, it gratifies me to know
that I can someday teach students, master the English Language Arts, and make an impact in the
students’ lives.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

** Confirmation/Verification email of completed 10 hours field observation received by

Sandra ("Sandy") E. Wilson (sewilson@interact.ccsd.net) on October 25, 2017 at 3:10PM. **

CSN Field Observation Packet © CSN Education Department 2017 Page 12

TIME LOG - CSN Field Observations

CSN Field Observation Packet © CSN Education Department 2017 Page 13

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

CSN Field Observation Packet © CSN Education Department 2017 Page 14