SN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the opportunity you’ll have to
observe in a school classroom where students are actively engaged in learning. Each of these three CSN
courses require all students to complete a 10 hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your
CSN professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”.
Both you and your cooperating teacher will design a mutually agreeable schedule to complete your
required contact hours once you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you
must complete in order to pass this class.

Your Name: Kelsey Posatiere CSN Course: EDU 203 Intro to Special Education
Professor: Elizabeth Hudson Professor’s email: Elizabeth.Hudson@csn.edu
CCSD School: William and Mary Scherkenbach E.S. Cooperating Teacher: Patricia Ross

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN
instructor will let you know their required format for submitting the observation assignments within this
packet.
 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?

8:45am-9:15am : Hello’s 10:25am-10:55am: Recess 1:15pm-1:45pm: Small Groups

9:15am-9:35am : Bathroom & Breakfast 11:05am-11:35am: Lunch 1:45pm-2:15pm: Recess

9:40am-9:50am : Group Meeting 11:35am-11:45am: Group Meeting. 2:20pm-2:35pm: Sanford Harmony

9:50am-10:00am: Movement activity 11:45am-12:35pm: Relax and Rejuvenate 2:35pm-2:50pm: Bathroom & Snacks

10:00am-10:25am: Creative Curriculum 12:35pm-1:10pm: Inside Choice 2:50pm-3:26pm:Music/Pack up/ Goodbyes

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

Instruction in the classroom was done in group work, either as a whole class or they would break
into smaller groups.

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

She is very involved I everything her students are doing. She is stern when she needs to be but
the students seem to respond well to her.

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

Yes, she incorporates a lot of visual learning, with posters, flashcards, and videos. She also used
a lot of auditory learning, she did this by playing songs for the class to sing along too.

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

Yes, the students seemed to enjoy participating, they would dance and sing along to the songs,
and they always were very eager to answer questions and be a part of the conversation.

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

No, there were no students isolated from the rest of the class.

Question 7: Is instructional time managed efficiently? Please explain

Yes, I feel that the class had a great flow to it. She also had the students work together as often as
possible and she would take turns on calling on student’s names, when answering questions so
everybody had an opportunity.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?

Whenever transitioning from one activity to another she would just simply announce it.

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

She would say “students” in a stern tone whenever trying to get the class’s 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 classroom had a variety of students with and without autism. So, she would have to deal
with students being disruptive, also she had to deal with students standing up and moving
around. When dealing with these behaviors she was very patient and would tell them what they
were doing it not acceptable at that time and would correct the problem.

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.

Some procedures I noticed was that they had partners throughout the day, so while walking through the halls, or
when doing small group activities that had assigned partners. These partners consisted of one student with autism
and one student without. They also had different colors assigned to the set of partners so whatever color they are is
the color sticker they would have to stand on when waiting to leave the classroom and what color chairs they would
have for group time.

CSN Field Observation Packet © CSN Education Department 2017 Page 5