Activitiespacketcsn

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 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: Stephanie Sutherland CSN Course: EDU 201

Professor: Sandra Gregorio Professor’s email: Sandra.gregorio@csn.edu

CCSD School: Glen C Taylor ES Cooperating Teacher: Jeremiah Norman

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 responses to the following
requirements and assignments.

BEFORE ARRIVING ON THE FIRST DAY...

© CSN Education Department, Las Vegas, Nevada 2013 1
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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.
Everyone at the front desk was super friendly and welcoming. It was almost like a family
environment. The halls were decorated with painting and students work. The classroom was
organized and not overly decorated.

*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 was an equal mix or both boys and girls, along with mixed races; however, the majority
was white. There were two students with IEPs. One had aggression issues and the other had
hearing issues along with emotional problems.
*Observation 3: What are the posted class rules in the room? (exactly as written)
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To my eye there were no rules posted, so I had asked my teacher if there were any that I may
have missed. He told me that no, there are no rules. The school has a system of reward set in
place so he did not want to disrupt that. However, at is old school he did have classroom
rules.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or noncompliance?
When others are not following the directions, the ones who are, are praised. Kind of like
reverse psychology, and it seemed to have worked. On the board there are a list of infractions
that are for more serious issues, so I did not get a chance to see if he followed them.

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

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
Students are sat in groups, except for one. Tests/quizzes are turned in a basket up in the
front room. Different activities are stored along the walls of the room. Three computers are in
the back of the room. There are bean bags to read on. Back-packs are at desks on chairs.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
Desks on hooks at the back/side of the room instead of at desks.

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?
Possible tripping hazard.

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?
8:55-9:05 Morning Ceremony
9:10-10:10 Language/Writing
10:15-11:15 Math-Kremer
11:15-11:45 Lunch/Recess
11:50-12:50 Math-Billington
12:55-1:30 SMART Groups
1:35-2:25 Math-Norman
2:25-3:15 Specials
3:21 Dismiss

Instruction Question 2: Is instruction done in small groups, centers, whole groups,
individual?
Whole groups and individual. Sometimes they work in small groups. Teacher would
sometimes have a group pulled off to the side that needed extra help, he worked with them.
He says that if they can teach it then they know it.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
Very casual and calm, personal; he says that the students’ behavior models the main
teacher’s behavior.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
For math practice problems, everyone gets up and runs in place while answering questions,
by the use of the smartboard. He does a lot of group work.

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*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
When it is active, the students are very engaged. When reviewing or teaching a lesson just on
the whiteboard, a lot of the students tend to not pay attention and do their own thing.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
There is one boy’s desk that is right next to the teacher’s desk. He has an IEP for aggressive
behavior. The teacher said he had to put him there because he kept throwing pencils and
other things at other students. He had no option.

Instruction Question 7: Is instructional time managed efficiently? Please explain
He has a timer on the board to manage his time, and he says that he swears by it. Very
efficient, has a lot of changing students from class to class and is very organized when it
comes to time.

Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
He tells the students how many minutes they have left until the next subject. Times with the
timer.

*Instruction Question 9: List ways that the teacher attempts any “attention getting”
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
Titian twos which I find not very effective and not may students follow it, but it is a school
wide thing. He also uses clap patterns which I found that the students seemed to enjoy it and
it gains their attention really well.

*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.
Along with the two students with emotional and behavior issues, he also deals with students
constantly talking out of turn even after they are told not to. I found that with any students
who are trouble makers, he likes to give them time to prove him wrong and will not reprimand
them unless it is super necessary. He seems to realize that kids will be kids and for some
reason with his chilled out attitude there is little chaos in the classroom.

*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.
-Every morning he has an agenda on the board. When the students walk in they are to follow
the agenda/procedures which does nothing but help time.
-He has one student go around and make sure every agenda is signed, again helps time
-After done with an assignment, students turn the papers into one student at the group of
desks and then that one student goes up and turns it into the basket. I find that having only a
few kids get up saves time.
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-Has a student grade quizzes or homework
-Buckets of materials per class and then per group

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.
Everything is kept very clean and kept in nice shape. Landscape is manicured and kept up.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
There are painting and murals in the hallways. The halls a painted green pink and purple.
There is a courtyard in the middle of the school with a stage. The playground and surrounding
ground is fenced off. The only entrance is through the office otherwise the doors are locked.

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-titans; motto- All roads lead to knowledge, knowledge leads to success

2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school.
Everyone is super friendly and welcoming to any visitors, but they are also cautious as to who
is coming into the school. The faculty acts like family or really good friends. As I walked down
the halls I had a teacher say hi to me even though I didn’t know her.

3. Look at the formal practices: school day schedule; ages of students; calendar of events;
size of school; grouping of students.
The older grades, 4th and 5th have a schedule like middle school and high school. They have
one teacher for every subject along with a homeroom who is their main teacher. The younger
grades have a normal schedule with only one teacher. Everyone has specials, lunch and
recess. It is kindergarten through 5th. They are grouped by grades.

4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
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Before and after school students tend to socialize in front of the school. During school, they
socialize in the lunchroom and at recess. In the hallways, some classes are taught to remain
silent in the halls, and some almost run around as the wish.

5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
There are PODs where classes are placed. It seems to be random, not done by grade or
department.

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.
Student council plaques of pictures and names are on the walls. There are many awards and
artifacts of Glen Taylor. Nevada Blue Ribbon, PTA, fundraising.

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.
He seems to almost expect the students to know the rules and how they should behave
because they are in fourth grade. If they respect him, then he will respect them. They seem to
respect him as an authority figure, and I believe that is because he seems to want to relate to
his students. He is casual. This doesn’t work for every single student or for every teacher;
however, it is working for him.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?
There are always a few kids, the same few, that raise their hands. They get really excited
about participating. In order to not keep calling on the same few kids, he waits for more, if not
every student to raise their hand. No answer is wrong.

*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements.
The teacher is obviously the leader and has the power; however, his power is not
overwhelming. He is almost there to supervise and to move them in a path. Everything else,
besides teaching, is on their own. If someone needs to be reprimanded because of something
serious, he will, but he doesn’t overdo it, and doesn’t need to. The students respect him.

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?
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Wanted to do it since he was young. He always loved kids and the idea of what a huge
responsibility it was. He wanted to be responsible.

Interview Question 2: What is the main challenge(s) you face as a teacher?
Time is huge. Getting through to challenging students. Parents.

Interview Question 3: What is the best part(s) of being a teacher?
Creativity

Interview Question 4: How do you determine where students sit in class?
IEP’s and parents. He picks the 5 best students as leaders of groups and so on.

Interview Question 5: How do you determine the members of any flexible groups?
In class performance and testing.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Quizzes based on standards, programs.

Interview Question 7: What requirements are placed on you for reporting progress to
parents?
There are loose requirements. Evaluation. He uses a text app to send texts to parents.

Interview Question 8: How often do you interact with a student’s parents in person?
Every day; before and after school.

Interview Question 9: What type of discussions do you typically have with parents?
It depends on the students; sometimes it’s about behavior issues, other times it is just casual
if their kid is doing well.

Interview Question 10: How much grading do you complete on a daily/weekly basis?
He has to put in 20 grades a week which is 5 to 6 hours a week.

Interview Question 11: How long does it take to prepare lessons for the day/week?
Hours; main lessons can take 30 minutes. An hour per subject, per week.

*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?
Timers is number one. Moving quickly. Spending more than 1o minutes on anything is too
long.

*Interview Question 13: What positive reinforcement programs have you had success with?
Tickets- auction at the end. Tell them what they are doing well, use light subtle humor, and try
and get to know the students.

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*Interview Question 14: What behavioral consequences seem most effective with this age
group?
Contacting the parent is always a go to, or take them away from the group to think and
reflect.

Interview Question 15: How are specialist teachers involved in the instructional planning
process?
They are not involved. One time the music teacher asked about the history they were learning
in class.

Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
4 times a year and it changes almost every year.

Interview Question 17: What consequences are there if your evaluation is not favorable?
You are watched more often, or you are put on a probation period which is 2 years of
evaluation.

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?
None from the school district. He gets most of his supplies from DonersChoose or from other
teachers.

Interview Question 19: What surprised you most about teaching as a profession?
How much the parents don’t have faith in the teacher.

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:
There was a very small amount of interactions toward the students that had to do with their
behavior. It was mostly revolved around calling on them, whether they raised their hand, or
got called on. To my surprise, the girls got in more trouble than the boys, and the boys were
called on more than the girls.

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 Ended question: What are the most important
qualities you look for in a newly hired teacher?)

CSN Student Created Open Ended Question # 1 for Administrator:
What is it like working for CCSD?

How do you feel about now being financially responsible for your school, and what funds go
where?

Do you think teachers should be more involved in the process of assigning funds?


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What made you want to become an administrator instead of a teacher?

What rewards do you get, emotionally and mentally, as an administrator?

_______________________________________________
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 v isits 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 (A rt, 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?
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) R emember… 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?
They were more independent and needed little direction.
2. What is the curriculum like in comparison to the regular education class?
More critical thinking/questions.
3. Describe the GATE/AP teacher’s instructional style.
She is definitely the leader and the kids respect her, and she has faith that they are
smart enough to know what they are to do.
4. Would you rather be in this class or the regular education class? Why?
I was in GATE as a kid and I loved that it challenged me; however, I would rather be
in a regular class because there are more social challenges.
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They are being challenged by working independently with little instruction and
critical thinking.

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. S isits are strongly encouraged IF THEY CAN BE ARRANGED. M
pecialist classroom v aintain
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.

1. Please summarize the setting, the lesson that was given, if the student was on task and
engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
student’s point of view.

-Lesson was on multiplying by tens. Some kids sat on the floor and some sat at desks that
surrounded the board. He had problems written on the board to teach the class.
-He sat on the floor in the front to begin with. He raised his hand when a question was asked.
He was facing the board and listening/focused on a story that was being told. Then he began
to lay down and would fidget around. Then he moved backwards to sit further back from the
board. He took notes in his journal of what was on the board. Then he got distracted by the
kids in the back of the room that were on the computer. He talked to his neighbor and then
gets up and moves to a desk. Still raises his hand when a question is asked and seems to be
paying somewhat attention. Veering off from time to time. Lastly, he answered a question but
got it wrong.

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
Going into this I was very nervous that I would come to find that teaching was not for me. My
cooperating teacher didn’t seem to excited about his job when I met him; however, this all
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changed the first day I went in. After I interviewed him I began to realize how much he was
like me when he was my age. He struggled with public speaking and questioned if this was
the right job for him even though it was the only thing he wanted to do. Observing the class
was everything I expected it to be and even better the teachers style of teaching was the kind
of teacher I imagined myself to be. He was casual yet personal, and somehow it worked. All
of the students respected him and listened. Even though there were no rules, the classroom
was not total chaos. They behaved the best they could under their crazy schedule. It was like
a small little community and I loved every minute of it. Even though I learned a lot about the
struggles teachers face, and at one point got asked if I still wanted to do this, I still want to do
it. Every teacher seemed to be passionate about their students and wants them to grow and
learn under the tough circumstances of the school district. Overall, I enjoyed this opportunity
and am extremely grateful and thankful for my cooperating teacher, Jeremiah Norman. He is
an amazing role model.
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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)

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CSN Education Department, Field Observation Activities

Greetings Future Educator,

© CSN Education Department, Las Vegas, Nevada 2013 8

© CSN Education Department, Las Vegas, Nevada 2013 9

© CSN Education Department, Las Vegas, Nevada 2013 10

© CSN Education Department, Las Vegas, Nevada 2013 13

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CSN Education Department, ​Field Observation Activities

Greetings Future Educator,

© CSN Education Department, Las Vegas, Nevada 2013 8

© CSN Education Department, Las Vegas, Nevada 2013 9

© CSN Education Department, Las Vegas, Nevada 2013 10

© CSN Education Department, Las Vegas, Nevada 2013 13

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CSN Education Department, Field Observation Activities