CSN Education Department - Field Observation Activities Packet

Your Name: Kaila VanDuisen

CSN Course: EDU 203

Professor: Dr. Warby

Professor’s email: dale.warby@csn.edu

CCSD School: Walter E. Jacobson

Cooperating Teacher: Mrs. Kristosik

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.

Answer: When first walking into the classroom the environment seems comfortable. The students
comfortable in their classroom and with their teacher, Mrs. Kristosik. The students gathered into their

CSN Field Observation Packet © CSN Education Department 2017 Page 1

 seats after going to breakfast. Which due to this school becoming a Title 1, all students are given
breakfast in the morning. After the students all have a seat I noticed that the classroom is very diverse.

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.

Answer: As mention in Observation 1, the classroom was very diverse. Below you will see the numbers
of each the different groups:

Girls: 7
Boys: 13
ELL: 2
Students with physical challenges: 0
Students low scores in assessment: 10

From a first glance, you could not tell the difference between the students who were lacking from the
ones who were not. The separation was clear once I observed the students doing their reading and math
assignments

Observation 3: What are the posted class rules in the room? (exactly as written):

Answer:
Class Rules
 Be safe
 Be kind to others
 Make good choices
 Treat others the way you want to be treated
 Always do your best!

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

Answer: Yes, the teacher enforces such rules throughout the entire day. Mrs. Kristosik uses an
application called Dojo. Each student in the class has a customized character (which they got to design
getting them involved and still making it fun), you can either click on this character to give points or take
away points. You can give points for reasons like being on task, walking quietly in the halls, answering
questions correctly, and/or transitioning between activities well. And just the opposite you can lose points
for being off task, being loud in the hallways, being disrespectful towards another student, etc. The
student with the most points at the end of the year wins a grand prize and students also win small prizes
in between for reaching different levels like 100 points or 350 points. The whole school also uses the
economy called “Cub Cash” which has the same concepts and wins you rewards throughout the year. For
example, having lunch with your teacher or even the principal.

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

>>>INSERT YOUR DRAWING HERE<<<

CSN Field Observation Packet © CSN Education Department 2017 Page 2

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?

Answer: I believe that the classroom is mostly used nicely to incorporate all the space. I noticed the
teacher hardly used her dry erase board or smart board for showing the students activities. She mostly
used her overhead monitor.

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

Answer: Even though I felt the space was used efficiently, there would be a few things that I would
change. In my opinion, the students needed a much bigger space for reading instead of it all being
crammed next to the storage in the back. The teacher also used bins to hold books which of course does
the job however I believe a normal proper bookshelf makes the books more accessible to the students.
To make this happen I would swap the reading area with the back-table area. The back-table was mostly
used when Mrs. Kristosik had another specialized teacher come in to work with the students with low test
scores. Also moving those students to that corner would also make the noise be inside the classroom
versus right next to the door. (Door is located in between backpack holder and the bookshelf in the right-
hand corner). I also noticed she didn’t have the students who were showing struggle closer to her, but
instead some were the furthest away. I would make this change as well.

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?

CSN Field Observation Packet © CSN Education Department 2017 Page 3

 Answer: Though the schedule was sometimes interrupted because of an assembly, surprise reader,
announcements, or students needing more time for a certain activity the schedule was listed as below:

Thursday Friday
1. Breakfast 1. Breakfast
2. Reading Groups 2. Private study with Abe Audio
3. President Abe Lincoln corner reading 3. Assembly
4. P.E (recess) 4. Art
5. Lunch 5. Lunch
6. Math busters 6. Computers
7. Writing 7. Abe Lincoln Test

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

Answer: Throughout the day the dynamic of instruction changed depending on what the students needed
for that day or depending on their behavior as well. The student’s desks are arranged in groups which she
labeled Sharks, Whales, Dolphins, Fish, and Seahorses. She only used these groups when doing private
reading or small group reading. She also sometimes instructed the whole group. For example, the did an
activity where they made a rainforest tree frog and she walked around showing each of them how to
exactly put it together. Individual was also used when the students did their math blasters and when they
did “Grab a book” which was an activity where they got a book from the shelf and sat anywhere in the
classroom to read.

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

Answer: I think her style was to try and teach students by using all different senses. She first read them
the Abe Lincoln book allowed, then had them listen to the audiobook version, then they made a comic
strip version of main events, and then lastly tested them. This is helpful because not all students can
learn just by a teacher telling them sometimes students need to draw something out or explain it to
another class member. Although, I will say that Mrs. Kristosik seemed a bit short or toned sometimes.
This reminded me of the video you had us a watch in one of our lessons when the man was standing in
front of adults yelling at them to give him answers or a book that had a famous duck in it. I didn’t feel like
the students with learning anxieties can best learn in that environment.

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

Answer: I mostly answered this in the above question however, another example is in P.E the students
had to practice their math skills when doing their different exercises. First, they would have to count by
5’s, then 10’s, 20’s and so on. This was helpful to the students later who had their math busters.

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

Answer: Most of the students seemed to be engaged in the lessons that were being given. However,
there were a select few that seemed to need the extra effort to get thru each lesson. There were 3
students in the class who could not copy from the board a simple 5-word sentence. All the other students
could copy with no problem on to their papers, but these students continued to struggle.

CSN Field Observation Packet © CSN Education Department 2017 Page 4

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

Answer: There are 2 students in the classroom who were isolated. One student was an ELL student who
wanted to sit close to Mrs. Kristosik in case he needed extra help with his English writing. The other was
a student who could not handle being in a group setting. He often disturbed other students and had
difficulty staying on task.

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

Answer: From what I observed the teacher seemed to use her time wisely and often transitioned at the
right time when students began to become restless. She did mention to me however that she struggles
getting to Social Studies and Science because she wants to focus on her student’s Reading and Writing
before they move on to 2nd grade.

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

Answer: I did notice any different transitions besides Mrs. Kristosik telling the students what they were
going to do next. For the most part the students respected her movements and if not, the Dojo points got
them into the next activity seamlessly.

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

Answer: The teacher used the attention getter “hocus pocus” and then the students would yell “lets all
focus”. Which seemed to be a fun way to get the students to pay attention without having to reprimand
them. She also used two marble jars which seemed strange a first, but I ended up likely the idea towards
the end. She would move marbles into the sad jar when the students would be to loud and keep moving
marbles until the students quieted down. This also seem efficient and way to not have to raise her voice
or get frustrated with having to repeat herself.

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.

Answer: There was one student (the one who could not handle being in a group) that seemed to be the
most challenging on behavioral issues. He also apparently has a very prominent obsession with another
student in the classroom which caused different issues throughout the two days that I observed. Mrs.
Kristosik had to adjust often to make sure they were separate always throughout the day. For example,
him being at the back of the line and her being at the front or them being at the complete opposite ends of
the lunch table.

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.

Answer: During the two days that I was there I did not notice any specific policies or procedures that
helped or hinder instructional time. The only close example I can think of would be the Cub Cash. If the
teacher mentioned giving Cub Cash to the student who did this or that, this got the students engaged and
ready right away.

CSN Field Observation Packet © CSN Education Department 2017 Page 5

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.

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.

Answer: I enjoyed the positive reinforcements the teacher always gave to those students who
excelled and really made encouraging comments to the students who showed obvious improvement.
Although, I will say those who were struggling she didn’t pay that extra attention to. While I
understand that you have a whole classroom to look after and cannot spend the entire one aiding
these students I still believe she shouldn’t just ignore their struggles.

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

Answer: I surprisingly observed that it wasn’t just the same kids participating or giving correct
answers. Most of the class participated during different times and there seemed to be different
activities throughout the day that students enjoyed. I will say that the same couple kids never
participated though, and the teacher had to individually ask them a question or help them get to the
right answer on numerous occasions.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements.

Answer: As I mentioned before, I felt that at times the students with learning or social anxiety may
have a hard time learning from a teacher with a sort of aggressive tone. Other than that, I thought
most students were delighted to see her and voiced they didn’t like on days that she wasn’t there.

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.

All of the following answers will be in Mrs. Kristosik words.

Interview Question 1: What was the primary reason you became a teacher?

Her Answer: I knew that I wanted to help others and my stomach is to soft to be a nurse. I knew that
children were the future and I wanted to be first hand in making a better future for my own family and
others.

Interview Question 2: What are the main challenges you face as a teacher?

Her Answer: The main challenge that I face is parent involvement. I know that it is my job to teach
them certain tools however if a student is struggling on a certain topic I expected more help at home
then for some parents to be like “well you’re their teacher figure it out.”

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

Her Answer: That every single day is different and that every day there is a new challenge for me to
take on.

CSN Field Observation Packet © CSN Education Department 2017 Page 6

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

Her Answer: Normally I use reading level. I try and put an expert reader at every group that way they
can help the others who are struggling learn or maybe they can watch them to see how they are
doing. I also try and even out boy/girl around the room not having an all-girl table or an all-boy table.

Interview Question 5: How do you determine the members of any flexible groups?

Her Answer: I do 5 groups that are based on learning levels. And of course, I make changes throughout
the year depending on who is improving or who is falling behind.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?

Her Answer: I use Core Phonics, Star & Testing (reading comprehension test), MAP Test (reading and
math test for K-3), and OCM (reading words per minute testing).

Interview Question 7: What requirements are placed on you for reporting progress to parents?

Her Answer: The requirement is not set in stone but just that you do in fact keep in contact. Since I
have been a teacher here for 15 years the faculty know that I am very involved with my parents and
these parents even have access to Dojo to be able to talk to me or look and see what the student is
gaining/losing points on. I also have parent conferences when I believe a student needs that extra
attention and leave notes in Dojo to contact them directly.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have?

Her Answer: In person any time when requested by parents. Although, I am required to twice a year.
Typically, once in the beginning then once at the end. On average though, I try and meet with all my
student’s parents 3 times a year to make sure they are aware of their children’s progress.

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

Her Answer: I put 2 grades in for 2 different subjects weekly. In addition, I always give 2 math grades
every Friday since we do math busters and activities a lot in this classroom.

Interview Question 10: How long does it take to prepare lessons for the day/week?

Her Answer: Due to me being a teacher for so long now it normally takes me about 1-2 hours
weekly. In my first years it did take me much longer and now I know what works versus what does
not.

Interview Question 11: What procedures or strategies do you use to maximize instructional time?
Her Answer: Mostly trying to follow the lesson plans as much as possible. Also following mostly, the
same subject routine every day helps the students know what they have to do and know what is
coming next without me having to change it up. This also helps with students feeling comfortable
about being at school. All kids can benefit from a routine.

CSN Field Observation Packet © CSN Education Department 2017 Page 7

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group?

Her Answer: I use a lot of different things but mostly I use Dojo points. The students really are eager
to get more points and they know something is a super good job if I give them Cub Cash so it gives
them all something to strive for.

Interview Question 13: How are specialist teachers involved in the instructional planning process?

Her Answer: We all do try and correlate lessons with each other so that it can all seem to flow. This
also helps students who are on a different planning process not feel left out or that they are given
completely separate work than the others.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance?

Her Answer: They do 1 big formal evaluation in the year where they give a very long 15-page packet
about your classroom, style, and what you need to improve on. However, faculty are always doing a
lot of walk “abouts” to keep the students and teachers on task.

Interview Question 15: What consequences are there if your evaluation is not favorable?

Her Answer: The scores are given in a level of 1-4. Most all teachers get a lot of 3’s because they want
everyone to remember there is always room for improvement. But if you consistently get these low scores
this is grounds for termination.

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?

Her Answer: As far as supplies most of the time if you ask the school is very willing to make things
happen for us teachers. I will say we do not get a lot of paper throughout the year however lots of
families are always donating different supplies throughout the year. Some teachers also use a
program called Donors Choice as well that I know they have had a lot of success with.

Interview Question 17: What surprised you most about teaching as a profession?

Her Answer: The different levels of learning that I would see in my classroom. I always new that
students learn at different levels however I feel like the jump sometimes is so drastic. I have one
student who is one math buster 9 while a couple who are still on 1. So this is hurtful as a teacher and
you want all your students to succeed.

Assignment 7 (Summary):

Answer: I began the day observing the students as they all ate breakfast. Some of them didn’t eat
because they had eaten at home and some of them couldn’t wait to get their French toast. I noticed that one of
the students was asking if he could have the items that the other students didn’t want to take home with him. All
CSN Field Observation Packet © CSN Education Department 2017 Page 8
the students he asked happily gave away some apple slices and some a muffin. This already made me realize the
diversity and differences between the students right off the bat. After they got back to class the students were
studying a book called Abe Lincoln and his Hat. They read this book privately, out loud as a group, and got the
chance to listen to it view audio. The students then did an activity where they had to write out sentences. Either “I
would make a good president because or I would not make a good president because”, they got to choose. This
was on my second day and the students by then were very comfortable and welcoming towards me. All of them
eager to tell me their ideas. One of the students told me that she would make a good president because she is
popular. Another student (who was my little buddy over the two days) told me that he would not make a good
president because he doesn’t even know how to run a state. This made me realize just how intelligent these 1st
graders are and just how different all their minds work on different levels. Throughout the different parts of the day
I watched the students do math, computer skills, sentence structure, phonics, vocab words, etc. I was surprised to
see how the students who struggle just began to sit there and wait for the next task. Instead of attempting the
work. I plan to give my struggling students more encouragement and reinforce not giving up as an option. I
respected the dialect and level of courtesy that Mrs. Kristosik demanded in her classroom. I hope to be able to
give the same lessons to my students. While observing I bonded with a lot of the students and this experience
made me realize that I 100% made the right choice in a career path. I even felt sad when all my hours were over
and tons of them asked me when I can be their sub. Overall, I grabbed tips and tricks from the cooperating
teacher that I plan to use throughout my career and I will always be thankful for that.

CSN Field Observation Packet © CSN Education Department 2017 Page 9