FIELD OBSERVATION ARTIFACT # 1

Field Observation Richard H Bryan Elementary Artifact #1

Sarah Kerschgens

EDU 203 Special Education

Dr. Becky Norton

October 25, 2018

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On October 19th, 2018 I had my first ever experience in an FLS classroom (K-2.

After meeting my Cooperating Teacher Mrs. Richie and being told how many children we

were to pick up from the bus and the severe disabilities that the eight children in her class had,

we headed outside with her aide and a floater to greet our children. This was my first time in a

school bus setting. I was pleasantly greeted by all the staff outside, and the school atmosphere

was nothing but welcoming. We all waited for our charges to arrive and once they were there

we went straight with the children for breakfast, this was overwhelming at first as two of the

children needed to be tube-fed, four of them fed with pureed food and the other two spoon fed.

After breakfast we went back to the classroom where the children had circle time, during this

time we sang songs and went around in the circle asking who is there today and the children

were to push a speaker that said their names and that they were there that day. After circle time

the children were in stations where the teachers worked on fine motor skills and eye contact.

Then it was outdoor time, here the children were able to run around in their wheel chairs and

get some fresh air. We then went back to the classroom and did more singing time, as all the

children were non-verbal it was a very quiet day in the classroom. At 12.00 it was lunch time

and I was able to feed Brian his four packets of pureed food, this was fun as Brian is such a

happy little boy, I think he smiled continuously the whole day. Lunch took nearly an hour

before all the children were fed and then it was back to the classroom where the children were

able to get out of their chairs and lie on the floor. This was a wonderful day with wonderful
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children and they were all so well looked after and loved in Mrs. Richie's class. Four days later

I was back in Richard H Bryan Elementary this time I was able to spend a day with Mr.

Harewood in his self contained Autism class. Again I was greeted by everyone, and everyone

remembered me, on this day the children had to take a grab and go breakfast, so we all went

from the bus straight to the classroom before picking up breakfast, this was my first Autistic

stereotype out the window, as getting a grab and go breakfast did not phase the children and I

had always assumed Autistic children did not do well when their routine was changed. Then all

the children had to greet Mr. Harewood with eye contact before entering their classroom, this

was the second stereotyping that went out the window as all children looked at Mr. Harewood

and said good morning before entering the room. This class also had eight children between K

and 2nd Grade. We started the morning with breakfast, then attendance was taken with the

children each adding up their “House” points that they had earned the day before, we then

went over to the calendar where the children said what day it was, what yesterday was for a

day and date and what tomorrow would be. The children then had a short 10 minute play time

before they started on their daily activities, the classroom ran so smoothly, while two of the

children were at the computer station, two were with the aide, one child was in the general ed

classroom while the other three were working with the cooperating teacher. After the work was

done we all went outside where the children played soccer and then it was of to lunch. When

Lunch was finished we went back to the classroom where the children worked on Math

problems, sang songs and then to use their fine motor skills they did some coloring before

heading out to Physical Education. All is all it was a busy day and I loved how the children
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acted and behaved. Being in this class totally changed my stereotype of children with Autism.

In this class there were two brother both with Autism and one twin who had Autism but her

sister was in the regular general education setting. I really learned how if you work on the

behavioral issues, children with Autism can enjoy a regular school day. One of the children

Oliver was in the general education class in the mornings, he was fascinating with his Math.

He completed his work in seconds, taking the harder route rather than the easier one as his

mind was so fast and the teacher was hoping that he would be able to attend regular classes

next year. I thoroughly enjoyed my day and found my calling, this is the classroom I would

like to be in one day. After having worked in so many schools and kindergartens over the

years, I have to say Richard H Bryan elementary was one of my favorite, the staff were so

friendly, the children were wonderful and the whole atmosphere was exactly what a teacher

needs.
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ASSIGNMENT 3

1. The posted daily schedule in the Autism classroom was:

7.45 Bus Pick up

8.00 – 8.30 Breakfast

8.30 – 9.15 Circle Time

9.15 – 10.00 Academic Activities

10.00 – 10.30 Outside

10.30 – 11.00 Lunch

11.00 – 12.00 Math

12.00 – 13.00 Physical Education

13.00 – 14.00 Fine Motor Skill Activities

2. All the instruction in both classrooms was done in small groups of maximum 2 children

3. The cooperating teacher had a great style, he knew his children and had their behavioral

issues very under control. He was strict with the children but they were not in any way scared

or intimidated by him, they all had respect for him.

4. The teacher made sure that the children all greeted him with eye contact before entering the

classroom and used eye contact constantly with the children and praised the children every

time they made eye contact or finished a task when asked to do something.

5. All the children were constantly engaged in their work, there was no complaining and the
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children knew exactly how the day worked and when to move from station to station.

6. None of the children were isolated from the others, they were a very tight knit group and all

seemed to get along with each other

7. I have never seen a classroom run so smoothly you could tell that the cooperating teacher

and his aide worked hand in hand together, I think this is why the class ran so well.

8. The transitions ran so smoothly, there was no running around in the room, everything went

very smoothly and quietly, you could tell the children had all been together for a long time and

the two new children seemed to have had no problems transitioning into this classroom.

9. The only way the cooperating teacher used commands was with his finger and eye contact,

words were not necessary. The children reacted straightway to his commands

10. The only real behavior issue that I was told about was from the two brothers as they rarely

attended school and were both non-verbal. Due to their not being in school on a regular basis

they were not as well behaved as the others children who always attended school. The teacher

had to use down-time with one of the children but that worked fine and for the younger sibling

the teacher had a chart where the children would get patches if he did a great job, lose them if

he didn't make eye contact but he would earn them again very quickly when he participated in

the activities provided.

11. I did not see anything that hindered instructional time, I have never been in such a well

geared classroom.
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CULTURE OF THE SCHOOL

The schools mission statement was the “Bulldogs”

5 “B's” to be your best Bulldog

Be kind, Be safe, Be self-respectful, Be responsible, Be in control

Interaction in the main office was amazing, they knew how I was when I walked in the door

the first day and were expecting me. Within 3 hours of me being there, I received an email

from the Director with the contacts of the two teachers who were happy to allow me to observe

in their classrooms and when I turned up a few days later for my first day, I was greeted by all

the office staff by my name and the second day I was allowed to find my own way to my

classroom and was greeted as though I was employed there by all the staff.

The school used pull out programs for the children, they had a speech therapist, physical

therapy educators and other resource teachers.

The children all interacted with each other in the cafeteria, and while I was there they were

telling the students about their individual “house points” the school has four different houses

that the students and staff belonged to; Altruismo (Portuguese for giver), Amistad ( Spanish for

friendship), Isbindi ( Zulu for courage) and Reveur ( French for dreamers). While the points

were being delivered all the children clapped and cheered for the other houses and all children

congratulated the winners. It was a lovely atmosphere and also there was positive interaction

with the children from the FLS class and the regular children, I did not notice any mean

remarks or finger pointing which was lovely to see.

The whole school walls were covered in achievements, artwork from the children, trophies and
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the four houses. You could see that the school did a lot and that the teacher and students were

very involved in what they did. Also both cooperating teachers told me that their director came

to visit them at least once a week and her door was always open to them, so they felt she had

their backs and that they could count on her if they ever needed anything.