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.

This classroom environment was very warm, inviting, and organized. The rules were

relaxed, but procedures were strictly enforced. Each student’s birthday was assigned to a

specific month on a poster along the wall. A homework check list was also on a poster, and it

had heart stickers for each student who had turned in their homework. On another portion of a

wall were drawn pictures of a frog that explained rules on what to do if there was a conflict

between students. They were rules such as, “Go to another game, talk it out, share and take

turns, ignore it, walk away, tell them to stop, say you are sorry”, and “make a deal”. Homework

assignments, along with the current date, were drawn in marker on the dry erase board at the

front of the classroom. Each student also had a specific job, or task, assigned to them. The jobs

were, “Line leader, paper passer, door holder, center, pledge, substitute, supplies, substitute 2,

lunch bucket, and substitute 3”. These were also listed on a poster along the wall.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity,
ELL, students with physical challenges, and any other apparent attributes that are important to
note.

There were at least twenty-one students in the class. The students were made up of two

special education children, eleven girls, and ten boys. Most of the students were caucasion, but

the class did include Hispanic, and African American children. There were no students with

physical challenges, but there were students with cognitive disabilities.

Observation 3: What are the posted class rules in the room? (exactly as written)
 There weren’t any posted rules in the room. Instead, the teacher had procedures in place

that were verbally explained to the students. These procedures ranged from how to raise your

hand to ask to use the restroom to what to do if your pencil breaks.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance?

The teacher enforced the posted rules, and there were rewards used for compliance.

Consequences were given for noncompliance through class dojo. Examples of consequences

included having minutes taken off from recess, progress reports, having to go to the back of a

line, and a verbal reprimands.

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 in the room was designed to have the room set up equally on each side.

Books were distributed into a corner book shelf. Computers were stacked by the far side of the

room. Papers were neat, and organized, by the teacher’s desk.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room
be improved?

The physical arrangement of the room could not be improved. The teacher worked with

the space provided.

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? >>>
 There weren’t times posted for each subject. The subjects were reading, centers, writing,

recess, lunch, math, PE, social studies, art, music, science, and library.

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

Small groups, and centers.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?

The cooperating teacher guided students as they were given an understanding to

instruction with reinforcement.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If
so, give examples.

The teacher did not incorporate the sensory modalities.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain.

Students were engaged in lessons through small groups by independent reading.

Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?

There were not any students who were isolated from the rest of the class.

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

Instructional time was managed efficiently with a timer.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject
or period to another, and are these transitions efficient?
 The cooperating teacher handled transitions from one subject or period to another by

announcing what the class was going to do next.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands?
(Ex: Countdown, Light flicker, Heads on Desk) How effective are they?

The teacher used, “I’ll wait”, and, “Give me five”, and, “voices off”.

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.

Behavior issues in the class were due to students being unable to focus, and due to

students struggling with learning concepts. Behavior issues were dealt with by providing

students with an alternate activity, and students who struggled with concepts were given more

attention.

Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? If so, explain them and how they help or hinder use of instructional time.

The pull out classes hindered instructional time due to the absence of a student.

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. >>>

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows,
hall colors and decorations and entrance security. >>>

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. >>>

2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school. >>>

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie.
grades, block scheduling, periods) Does the school use inclusion, or a pull-out program
for special education students? >>>

4. Observe student-to-student interactions, inside and outside of the building. Observe

where students gather to socialize – lunchroom, halls, playground, etc. >>>

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. >>>

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. >>>

2. Evaluate the level of student participation in the class. Who participates? Who does
not? What modifications, accommodations, and/or inclusion techniques were observed?
>>>

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

distribution of power, tone, frequency and reinforcements. >>>
 The reason for monitoring the culture of Marc Kahre Elementary School was to assess

the environment, and the customs and courtesies, of the school. The assessment included the

school’s curriculum, the school’s location, security, its’ welcome message, the promotion of the

desire to guide students, the school’s ability to assist students in choosing their own paths in life,

and the guidance of their values and social customs. The school’s safety procedures were

designed so that no one could be in the building without a specific purpose. Guests were

checked in through the admissions office. The school’s location allowed the devotion to

immediate assistance if necessary. The area was not fenced off, but there were still precautions

taken to protect students. The school was built so that students could see what outside variables

they would have to avoid. For example, the nearby busy street was clearly identified as a school

zone, and the street itself was visible to students.

The area surrounding the school was well maintained. The building’s structure actually

resembled a school. The environment was surrounded by several trees, and a nearby

neighborhood. All of the paraphernalia used at the school was modern. Each area of the school

had the appropriate use of light fixtures. Local shrubbery was adjusted by a typical service. The

parking area was small, and was visibly situated next to the school, and it allowed for required

parking. There were no gates used. There was an entrance, and an exit.

There was no visible motto on their website. The school’s mission statement is, “Marc

Kahre Elementary School staff encourages all children to read, write, communicate, and think in

a manner that will enable them to compete, create, lead, & live successfully in a global society.”

Marc Kahre Elementary School provides a protected, and sheltered, education atmosphere. It

provides, education, prestigious opportunities, and limitless possibilities for future interactions
with society. The goal of their education system is to educate. Their school helps deepen the

awareness of their students so that they can understand what is expected of them.

The school’s official mascot was the k-9s. Their logo was also the k-9s. Security was

used as much as possible through the admissions office. This allowed teachers to devote all of

their attention to their jobs. Faculty members remained at specific stations, but they were

available if anyone required assistance. A school bell schedule was used by specific grade levels

throughout the day. However, the first grade class used a timer instead of the bell. The class

assigned used inclusion, and a pull-out program for special education students. Students resorted

to social activity during free time. The nearby neighborhood recognized the value of the

school’s education system through ceremonies, assemblies, trophies, and artifacts.

The ethnicity in the class had a range of differences. Each student understood the point

of education, and was willing to be respectful and polite. Their ability to meet that goal was

compounded by their desires to succeed. And, that success was reinforced by their teacher.

Involvement in the course was reinforced through the students by their own distinct needs.
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.

Interview Question 1: What was the primary reason you became a teacher?
The primary reason that I became a teacher was because I love kids and wanted to help
them learn.

Interview Question 2: What are the main challenges you face as a teacher?
The main challenge I face is meeting all of the diverse needs of my students.

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

The best part of being a teacher is the relationships that you form with your students and
their families. It is also exciting to see how much they learn when they are with you.

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

I rotate my students around the room frequently. They do not sit in the same place for the
whole school year. I sit students together who work well together.

Interview Question 5: How do you determine the members of any flexible groups?
Flexible groups are determined by the standard or skill that a group of students need help
with or reteaching on.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
I use a lot of common grade level assessments that have been created in collaboration
with the other teachers in my grade level. Journals and teacher observation are also
forms of assessment that are used.

Interview Question 7: What requirements are placed on you for reporting progress to parents?
At the school I am at now we are required to update our gradebooks weekly and progress
reports are sent home to parents every 3 weeks.

Interview Question 8: How often do you interact with a student’s parents in person, and what
type of discussions do you typically have?
I interact with most of my student’s parents daily and pick up time. That is when quick
questions are answered. The district requires one formal parent teacher conference a
year. I conference with my parents as needed to discuss the progress of their child and
what they can do to help them.
Interview Question 9: How much grading do you complete on a daily/weekly basis?
There is a lot of grading. On a daily basis I might spend a half hour to an hour grading
and checking papers. Writing takes longer to grade because a rubric is used.

Interview Question 10: How long does it take to prepare lessons for the day/week?
It takes an average of about 3 hours a week to write lesson plans and make sure that all
materials are copied.

Interview Question 11: What procedures or strategies do you use to maximize instructional
time?
Procedures are needed for everything. I have procedures in place for passing out papers,
what to do if you need a pencil or the pencil breaks, I have students that have the job of
just making a sweep of the room to make sure all papers have a name, getting supplies,
turning papers in. You will need procedures for EVERYTHING if you want things to
run smoothly and not waste time.

Interview Question 12: What positive reinforcement programs have you had success with, and
what behavioral consequences seem most effective with this age group?
In first grade, I have had a lot of success with Class Dojo. The students can earn points
and lose points throughout the day. Students then can spend their points on things. (For
example: 10 points- smelly sticker, 20 points-pick the brain break for the day, 30-prize
out of prize box, 50-teacher helper, 60-sit in teacher’s chair, 70-lunch with the teacher
and a friend) Parents can also download the app and see how their child is doing with
their behavior. This is also an easy way to stay in contact with parents because they can
message you through the app. I have tried turning the cards before years ago and I have
had much more success with this.

Interview Question 13: How are specialist teachers involved in the instructional planning
process?
Specialists are not too involved in the planning process. They have their own standards
that they have to teach.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Administration can come in to observe whenever they like. They are supposed to come
in at least 3 times, but many come in more than that. We usually have a conference after
the observation. A formal evaluation is written once a year in the spring.

Interview Question 15: What consequences are there if your evaluation is not favorable?
 I know there are consequences if your evaluation is not favorable, but I am not sure what
they are. My evaluations have always been favorable.

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?
New teachers are given mentors to help them. There are usually strategists that will also
help a teacher if they are struggling. There are a lot of courses and professional
development that teachers can take as well. We are not supported financially except for
about 100 that comes on a school gift card to buy materials for your class. We have only
gotten this the last few years. There are a lot of out of pocket expenses.

Interview Question 17: What surprised you most about teaching as a profession?
What surprised me the most is the amount of paperwork and the time it takes to complete
it. It seems that each year there is something new added to our already heaping plates.
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.

The student observed was very focused, calm, and quiet. It was explained that he had

rough days. But, for the most part, he seemed very neat, and organized. His hand writing was

very neat. At the start of the class, the student was studying along with the class. The students

were busy reading individual books. The books all of the students were reading were very basic

books. Each student read for at least thirty minutes per day, with a partner or individually,

reading basic books. The class continued lessons by practicing a word sort, and the student

remained focused on his task. While practicing writing, it seemed as though he struggled a little

bit while trying to think of the task presented to him. However, he continued staying focused,

and performed the activity as instructed. At lunch, his meal consisted of a typical student’s lunch

with combinations of foods from the food pyramid. While the class was instructed on how to

write a poem, he paid attention the teacher intensely, and performed the activity as the

instructions were dictated. The student being observed was able to get in line, go where the class

was going, and return without any problems. At a music lesson, the student sat comfortably and

paid attention. When a video was presented that instructed the students to identify certain

sounds, the student was able to differentiate between musical instruments. The student never lost

focus, but it seemed as though it took a lot for him to be able to stay on a task. He never

disrupted any other students, and did as he was told. The student remained focused throughout

the rest of the day, and was able to understand the instructions presented to him. He was able to

grasp concepts without any assistance.

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

Throughout the time during field observation placement, I was given the chance to

observe students who had learning disabilities. I observed at least two students who had learning

disabilities. I also identified the behavior of another student who had behavior issues. I noticed

how the students were taught, and I understood how to set up the initial expectations for students

at the beginning of the school year. The basic level of instruction was emphasized throughout

the class. But, the focus was put on seeing if each student could grasp certain concepts, could

stay focused, and could follow instructions. I’ve become used to being in an institutional

environment at this point. But the concepts in the school were unlike college. The basic

concepts given in the class ranged from reading, writing, math, art, and music. The posters on

the wall helped to reinforce the guidelines for the class. There were many levels of theory

explained in a college level course that were not practiced. Instead, apps, rules, policies, and

procedures took the place of those theories. In my time there, the teacher, and the faculty,

seemed to act as guides that modeled the behavior of students. Again, they did not use any

scholastic magazines. However, they did have scholastic books. The students were also allowed

to visit the library. I paid attention to how the teacher was able to keep the class focused. The

teacher displayed instruction in a way that was understood, and I learned a lot about how to spot

behavior problems before they became an issue.