Observation Reflection for Field-based

Experience

Student Name: Denise Gandara UTEP ID Number: 88739829

Supervising UTEP Professor Name: Dr. Ruby Lynch-Arroyo

Course for which the field-based experience was completed: SCED 4367

Name of school where field-based experience was completed: Eastlake High School

Name of Cooperating Teacher: varied

Content covered in the classroom or instructional setting (Mathematics, Social Studies, Visual Arts,
etc.): Mathematics- Algebra 1, Algebra 2

Grade-level: varied

Activity/Lesson Title: varied

Date of Activity/Lesson: varied

Duration: varied

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 Abstract

In my field observations I was able to observe different math teachers at Eastlake High school.

I analyzed their teaching pedagogies and strategies to see if they were effective. I also payed

attention to the classroom management and organization during the lessons. Technology

played a big role in lesson planning and led to many benefits for both students and teachers.

The teacher’s role in the classroom was also significant. From these observations I learned

that when teachers care for their students, students will be more successful.

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 Having the privilege to observe various teachers at Eastlake High school not only

motivated me even more to become an educator, but most important, it helped me realize what

it entitles to become an exemplary teacher. I had the opportunity to observe different teaching

pedagogies as well as lessons and observed the students’ reactions and levels of cooperation. I

also payed attention to the teachers’ roles and responsibilities, objectives, and classroom

management. Observing algebra I and algebra II classrooms gave me the opportunity to learn

from two different teaching perspectives. This experience helped me reflect on the type of

teacher I want to become once I pursue my career.

The teachers I observed had a balance of being both facilitators and a source of

knowledge. When students asked questions, teachers would respond with the answer or

respond with another question. Teachers knew their content well and explained it well to the

class. Teachers allowed students to put to practice what they were taught and were always

available if students needed help. I liked how Ms. Nevarez always carried a small white board

and dry erase marker while she walked around the classroom and evaluated the student’s work.

If students were having trouble with their assignment, Ms. Nevarez would write hints on her

whiteboard to guide students.

Effective lessons are those that have clear objectives, teach/model/demonstrate, have

guided practice, and check for understanding (Schmoker, 2011). Every class I observed had

clear objectives displayed on the white boards, but teachers would not read the objectives to

the class. Teachers mostly taught with direct instruction and sometimes group instruction.

Teachers always evaluated students by walking around each group and evaluated their work in

progress. One teacher would ask their students to demonstrate how comfortable they felt with a

particular topic by having students signal between a thumbs up and thumbs down. A thumbs up

meant they were comfortable with the topic covered in class and a thumbs down meant that

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they were still confused or did not understand the topic. This type of formative assessment, or

checking for understanding, was effective because teachers could evaluate the class overall.

Classroom management was a factor of teaching that greatly concerned me after

observing these classrooms. Every teacher I observed had issues with classroom management

at some point throughout the day. In every class period there was always at least one student

who did not want to work. There was one scenario where a student was disrupting the

classroom and the teacher had them sit outside for the rest of the period. I believe that as a

teacher we need to strive to engage students of different learning styles. I observed the student

who was being disrupted and based on his jumpy and hyper behavior I assumed that he might

have been a kinesthetic learner. During that class period, students were sitting in their desks for

the entire forty-five minutes. That is where I realized that as educators, we must meet the needs

of all learning styles. I also believe that students who tend to be disruptive should be assigned a

specific task so that they stay occupied and feel special for being given that responsibility.

Mostly every classroom I observed organized students into groups of four. These

seating arrangements played a big role in class management and student engagement. I noticed

that teachers would seat the students who were rowdy at the front of the classroom. They did

this so that teachers had more control over their actions. When teachers had to lecture on the

board they still kept their power zone having those students at the front of the class. There was

always room for a teacher to walk around the classroom to check up on every group and to

keep their power zone.

Differentiation was notable in the classrooms I observed. There were quite a few

students speaking Spanish in class and some were ELL students. It was a great advantage for

teachers who spoke Spanish because they were able to translate mathematical terms to Spanish

speaking students. There were also students with behavioral issues who needed an additional
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teacher supervising them in the classrooms. These teachers also assisted students who needed

individual help on their assignments and activities.

Technology played a big role in the classrooms that I observed. Every freshman student

at Eastlake was given a laptop at the beginning of the year to use in their classes. Students used

their laptops to submit assignments online, to work on their bell ringers, and to complete their

homework online. Technology has made it easier for teachers to grade assignments and

evaluate student progress online. I believe that integrating the latest technology is crucial for

students because the outside world is becoming more tech savvy which means that our students

are too. The student’s use of technology is a great method of keeping them engaged in the

lesson. The majority of our current and future generation of students have depended on tablets,

cell phones and other means of technology in their daily lives. That is why it is important to

integrate technology in our education because our students are accustomed to using technology

for daily tasks (Mareco, 2018).

My favorite observation made in this field experience was to see the students have a

positive and healthy relationship with their teachers. I believe that the teachers with the greatest

positive impact on their students are the teachers who are able to connect with their students.

When students know that teachers care about them then students will feel important and will

make an effort to cooperate in class. When teachers know their students, they are able to talk

about their interests and hobbies to engage them in their lesson.

Observing these teachers helped me realize how big of a responsibility it is to be an

educator. Many factors must be kept in mind and put to practice such as class differentiation,

class organization and class management. Teachers must also find a balance between being

facilitators and a source of knowledge. Teachers must focus on creating effective lessons while

integrating technology to engage students. From this field experience I was able to see what
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teaching strategies and pedagogies I would be implementing once I become a teacher. I also

learned that great teachers are those teachers who care the most for their students.

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 References

Mareco, D. (2018). 10 Reasons Today's Students NEED Technology in the Classroom. Retrieved from
https://www.securedgenetworks.com/blog/10-reasons-today-s-students-need-technology-in-
the-classroom
Schmoker, M. J. (2011). Focus: Elevating the essentials to radically improve student learning.
Alexandria,Virg.: ASCD.

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