Edu 201 Field Observation Assignment

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? Warm?...
Friendly?... Organized?... etc Describe the physical environment in detail.
Upon first entering the classroom the environment feels small and clustered. There are
papers flowing all over the teacher’s desk and onto the floor and the table in the front of
the room. That being said the teacher seemed to know where the items that she needed
were without searching for them. Besides the overabundance of papers, the number of
student desks needed seems to make the room feel crowded. The classroom just wasn’t
designed to hold a large number of students that most classes consist of. The student
desks are grouped in twos with a small walkway between them to the front of the room.
At the back of the classroom were two bookcases that held all of the books and supplies
that the students use throughout the day. I enjoyed being able to see different students’
projects posted around the classroom.

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.
This class of 29 students is made up of 17 boys and 12 girls. The ethnicity makeup of
the class includes 3 African Americans, 5 Hispanic, 4 Asian/Island Pacific, and 12
Caucasian students. Out of the 29 students, there are 3 ELL students and one student
with an IEP in which all of theses students receive pull-out services.

Observation 3: What are the posted class rules in the room? (exactly as written)
In the classroom, there are only three rules posted and they are Be Respectful, Be
Responsible, and Be Safe. The cooperating teacher stated that fourth and fifth-grade
students should know how to behave in class and that she does go over on the first day
of school what rules are expected and how they apply to each of the posters. The same
three posters are also posted all around the school.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences
being used for compliance or noncompliance?
These rules are being enforced throughout the school day regardless of who the
students are with. Students’ behavior is kept track of on a behavior tracking sheet that
has all of the students’ names on it and codes for each behavior, such as a 1 for
excessive talking and a 6 for disrespectful behavior. The chart is taken wherever the
students go including specials. Once a student has received 4 bad behavior marks then
they are given a behavior reflection sheet that they fill out what they were being written
up for and how they can improve on their behavior, it is then sent home to be signed by
a parent. The students are also rewarded for positive behaviors both as a whole class
and individually. As a whole class, they are rewarded with class points in which 30 points
they receive a special treat such as a pizza party. Throughout the day the students are
given “You’ve Been Caught” tickets that students are then able to use them to buy
something special from the treasure box.
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 classroom is too small for 29 students and therefore there is very little space to
move around. The arrangement of the students’ desks is done so that it uses the space
efficiently. That being said, there is another furniture that could possibly be removed or
rearranged to free up some space so that the students have more room to move around.
A positive design in this is that there is a large common area shared by 4 or 5
classrooms. It is in this area that the computers are kept instead of taking up room in the
actual classroom. Each classroom does have a supply of laptops and Ipads to be used
inside the classroom.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room
be improved?
There are two large cabinets in the room that I feel one or possibly both should be
removed. There is in another part of the school a storage closet for the teachers’
supplies and therefore the items that are necessary for the teacher to keep at school can
be kept in the supply closet. The second item that I would change is the large table at
the front of the classroom used to hold the Elmo projector and large piles of papers. The
Elmo projector in most schools is now being mounted on the ceiling and in which
eliminates possible breakage and the need for readjustments due to getting knocked
around. The last item that I would rearrange is the teacher’s desk, I would move it from
the front left corner of the room to the back left corner. By doing this it opens up the
classroom for ease of instruction and moveability.
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 students are on a 7-day rotating schedule for their specials that they go to every day
from 9:55-10:45. The following is the schedule that they follow:
A- art
B- technology
C- library
D/G- PE
E- science
F- music

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is varied throughout the day depending on the lesson being taught. As an
example, the math starts out being taught as a whole group then student works
independently while the teacher works with small groups to help those students who
need extra instruction.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
A blending of cognitivism, behaviorism, and a little constructivism. She is a little bit old
school and modern at the same time.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If
so, give examples.
Visual learning: lots of anchor charts
Auditory learning: songs and chants
Tactile learning: interactive notebooks

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
For the most part, all of the students seemed to be actively engaged and following along
in the lessons being taught. The teacher often asked for student input while instructing
the class in both whole groups and small groups. The students readily raised their hands
to reply when the teacher asked for input and asked questions of their own. One lesson
that the students were very engaged in was their bill presentations. After each student
presented their bill the rest of the students got a chance to voice their opinion on
whether they agreed or disagreed with it. You can tell that all of the students worked
hard on this assignment and put a lot of thought into their responses to each bill
proposed.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason?
Why?
 None of the students are really isolated from the rest of the class. Each student is
partnered with another student, but because there is an odd number of students one
student is not partnered with another student. That student sits close to other students
and the teacher’s desk. He was chosen as the single desk because of his tendencies to
be distracting to other students and his need for more one on one attention. He is never
made to feel that he is not apart of the class nor is he left out of class discussions.

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

While the teacher doesn’t have a posted schedule for the time each subject is to be
taught each subject is covered sufficiently during a 30-50 minute timeframe with very
little time taken for the transition. The teacher had the materials needed for each lesson
ready beforehand thus eliminating any wasted teaching time. Each student had a
composition book for each of their reading, writing, and math lessons and that is where
they glued all of their handouts along with any assignments and notes. I feel that saved
time from a student looking for and losing papers in their desks.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions efficient?
While it might just be the fact that all of the students know the daily routines of the
classroom I observed a very smooth transition from one task to another. The teacher
would just announce to the students that it was time to move on to the next lesson and
what they would need to have out at that time to be ready to move on. The only time
there was any struggle with a transition was when a parent volunteer was pulling
students and the students weren’t transitioning as smoothly back into the class.

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 few times that the teacher needed to get the students to calm down and refocus
their attention she would just clap out a beat and the students would repeat it back to
her. This was done until everyone was able to follow the beat signaling that she had their
attention.

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 primary behavior issues observed in the classroom were excessive talking and one
or two of the students being off task. The teacher draws the student’s attention to the
behavior that is unacceptable with a warning at first. Then the student will get a behavior
mark if the behavior is continued. This was sufficient to cause the behavior to be
stopped.
Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? If so, explain to them and how they help or hinder the use of instructional
time.
While differentiated instruction time is beneficial to kids who need help the other kids
who are on level or higher don’t get as much help. In differentiated instruction time
students in the same grade who are on different levels are pair up in small groups with
other students that are on the same level to get more of a one to one instruction to help
them reach their grade level targets.
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, an invitation
for learning, promotion of self-actualization, development of values, and socialization.

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

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs, and symbols.
Safety is a high priority at this school and it is demonstrated by providing a safe and
smooth flowing area for student pickup and drop off. The school building and landscape
are clean and well kept which helps to boost school morale. There are multiple large play
areas that the students enjoy getting exercise and socializing with friends. The one
drawback to the school is the limited parking, many cars are often seen parked along the
streets out front of the school grounds.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations, and entrance security.
The inside of the school is well maintained just as it is on the outside. Classrooms are
divided into pods that consist of 4-5 classrooms and a shared common area that houses
the computers for that pod. Each individual classroom is cheerfully decorated, giving a
happy and welcoming feeling. Throughout the school, you can find students’ work
posted with pride on the walls. The front office is brightly painted and decorated to give
an inviting feeling.

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.

Staton’s mission statement:
Staton Elementary School, in partnership with the community, is dedicated to creating a
challenging and enriched academic environment that promotes accountability and
empowers learning for life.
Staton’s motto: ENCOURAGE * EMPOWER * EXCEL
Staton’s mascot is the Pioneers.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
At Staton visitors are warmly welcomed by all of the staff. Staton has a large active PTO
that is always looking for ways to enhance the educational environment for the students
and their families. The student-teacher relationship at Staton is one of caring and
respect.
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?
For the most part, the grade levels are close to each other to allow collaboration among
the different classes in a particular grade level. Due to a large number of students, some
of the intermediate grade classes are in portables outside of the building. Staton has
both self-contained special education classes and general education classes with
pullouts for students to receive special education services.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
Students are able to freely socialize before school, after school, and during recess on
the playground. Students also socialize during lunchtime with their classmates who are
sitting close by. While in the hallways students are expected to be quiet so as not to
disrupt other classrooms.

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 a sense of identity through ceremonies, assemblies, trophies, and
artifacts.
When you are at the school you can’t help but feel and see the positive relationship
between the staff, students, their families, and the community. Just last month Staton
had its annual Trunk-or-Treat for the students and their families. Staton is very proud of
its cheer team, The Pioneers. Other activities and clubs at Staton include golf, dance,
gardening, drama, and coding. Staton has many community partners who share in their
vision of student academic success such as, Allegiant Air, MGM Resort, Borg Law
Group, and Windsong Trust. Staton elementary, just like many of their community
partners believes in giving back to the community by hosting food/clothing drives and
having an angel tree to collect gifts for those in need.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students, and his/
her personality.
The first glimpse of have much the teacher cared for all of the students at Staton was on
the playground before school when she had duty. The attention that was shown to the
welfare and safety of the students was plane to see from the start. While on the
playground both before and after school the teacher would interact with the student and
even comment on the projects that students were bringing into school. Students
obviously cared for the teacher because they would seek her out to talk to her and even
give her a friendly hug. The teacher was always supporting and encouraging her
 students to do their best with positive feedback and encouragement. She would
respectfully make a student aware that their behavior is not acceptable and explain how
they are expected to behave.

2. Evaluate the level of student participation in the class. Who participates? Who does not?
What modifications, accommodations, and/or inclusion techniques were observed?
It is expected that all students fully participate in class activities. For those students who
get distracted and off-task easily, the teacher would give redirection for those students.
She also held smaller group lessons for those who might need more help with
understanding the lesson.
In a lesson that I observed were the class was to practice the act of debating in
preparation for their “I’m a Bill” project presentation all of the students actively
participated by giving their options both for and opposed on the debate topics. The
replies from the students were quite interesting and entertaining.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution
of power, tone, frequency, and reinforcements.
It was apparent that the students looked up to the teacher for her guidance and approval
as the figure of authority. The students quickly responded to the teacher’s directions
when she would instruct them to get out their materials for each lesson that she was
teaching. The teacher often gave positive reinforcements and feedback to the students
such as when the students brought their completed biography projects back in. While the
classroom atmosphere was mainly that of the business of learning there was also an
easy and fun rapport between the students and the teacher.
ASSIGNMENT 5: ​Observation Interview Questions
Interview Question 1: What was the primary reason you became a teacher?
I became a teacher because growing up I worked at a camp. I was great at teaching skills to
young campers. They seemed to be receptive to how I taught them. I also loved my teachers
growing up, which inspired me to be a teacher.

Interview Question 2: What are the main challenges you face as a teacher?
The main challenges are lack of textbooks and easy to follow curriculum. I find that we are given
a curriculum and expected to just teach. If the curriculum is difficult for teachers it’ll be
impossible for students. I also think the lack of funding for steady pay increases is frustrating.
Teachers deserve more praise and consistent contracts. It makes you feel like nothing to your
employer.

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

The best part of being a teacher is being welcomed by 30 faces each morning. They often cheer
you up when you’re down. I also enjoy working in a social/ mostly collaborative environment.
Weekends/holidays off aren’t bad either! :)

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

I sit them based upon IEP or 504 accommodations. Also, if students are low/in RTI closer to the
board is best. I also must separate behavior problems. Students with behavior IEPs often sit by
themselves.

Interview Question 5: How do you determine the members of any flexible groups?
Based on need/ test scores.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Exit slips, teacher observation, student participation, quizzes, and tests.

Interview Question 7: What requirements are placed on you for reporting progress to parents?
Formative and summative assessment grades, behaviors, HW completion, and quality.

Interview Question 8: How often do you interact with a student’s parents in person, and what
type of discussions do you typically have?
Only interact at concerts or when students are picked up after school.
***I use the REMIND app every day. I send school information, study guides, links to helpful
resources, and weekly newsletters.

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

2-4 tests, quizzes, or writing a week.

Interview Question 10: How long does it take to prepare lessons for the day/week?
For me- 3-4 hours. I usually prepare on my prep or before school.
Interview Question 11: What procedures or strategies do you use to maximize instructional
time?
Attention getters, students turn in lunches, copy agendas, and take out Hw first thing. If the
math HW is long I only go over some questions. I have the students vote quickly to decide what
their needs are.

Interview Question 12: What positive reinforcement programs have you had success with, and
what behavioral consequences seem most effective with this age group?
Katz Cash tickets- for the store, pick jobs, sit with a partner.
Specialist points/tallies- if they do well they earn a tally, 25 tallies is a class treat.
Class points- for positive behavior by the whole class in the general education classroom, 50
points is a pizza party.

Interview Question 13: How are specialist teachers involved in the instructional planning
process?
The science teacher teaches 4th grade standards.
GATE teacher helps plan PBLs with me
Music teacher teaches state song- 4th-grade standard

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Typically every other month since I am post probationary. NEPF- CCSD grading tool.

Interview Question 15: What consequences are there if your evaluation is not favorable?
I would be placed on probation, or I could be in jeopardy of losing my position.

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?
The PTO gives $100 at the beginning of the year to be reimbursed.
CCSD gives a certain amount of money for teachers. $180 in 2019 for Staton teachers.
The administration gives advice for help for teaching instruction.
The STEAM team helps with PBL training.

Interview Question 17: What surprised you most about teaching as a profession?
How much paperwork there is!!!! RTI especially. There’s also endless testing.
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 relation 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 that I chose to observe was Matteo. Matteo’s teacher said that he has a
behavior IEP and that he is often disruptive in class and doesn’t hand in his homework
all of the time. Every Thursday the class has “Thrilling Thursday” which is an activity
where each student writes his or her answer to 3-5 questions about things such as what
they had learned or what they are still struggling with or something that they enjoy doing.
The students write their answers on a Post-It note and stick it to the whiteboard for the
teacher to read out loud to the class. During this activity I notice Mateo playing with his
water bottle, scissors, and some pieces of paper. During another lesson where the
students practiced how to have a respectful debate in preparation for their “I’m a Bill”
project, I notice that Matteo was actively paying attention and participating in the debate.
He wasn’t fidgetting with anything at his desk but instead, he gave his full attention to the
activity taking place and even waited to be called on instead of just shouting out. This
observation just goes to show how important it is to have lessons that actively involve
the students and that lessons are on relevant topics for the students in order to engage
the students and prevent negative behaviors.
ASSIGNMENT 7​ (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.
In my past, I’ve had the experience of seeing things through the eyes like that of both the
student and the as the parent, now by me being able to objectively observe a teacher
has given me a different point of perspective. By observing and talking to a practicing
teacher it has demonstrated that even though I am going to be learning a lot in my
college classes, it’s not going to compare to what actually being in a classroom is going
to teach me. For that reason, I’ve decided that my next course of action is to become a
substitute teacher next year and to expand on what I’m learning in my college classes.
The teacher that I’ve observed gave me many valuable lessons to carry on into my own
class one day, such as her way of showing her students that what they have to say is
important through the exercise of having the student writing things down on Post-It notes
and then reading them out loud. I’ve also reflected on the importance of having lessons
that actively engage students in order to hold the attention of the students. Piles of
worksheets can not do this, but having an assignment where the student is actively
making choices such as what person to do a biography on or what topic to write a bill on
helps a student feel ownership of their assignment because they had some say in it.
While we did learn this in class, actually seeing it in practice was an invaluable
experience. I feel that 10 hours of observation was not nearly long enough and therefore
I’m glad that it is also required to do a semester of student teaching. Another lesson that
I learned from my time observing is that one’s fellow teachers are great resources and
are often willing to share their knowledge and insight with others in the name of
furthering the education of all students. A good teacher is always a teacher and a
student. Simply stated, a good teacher is always willing to share their knowledge and
also learn from others too.