Assignment 1

Observation 1: What are your first impressions of the classroom environment? Warm?...
Friendly?... Organized?... etc Describe the physical environment in detail.

My first impression is that the classroom is very cluttered and looks unorganized. The shelves
have books stacked every different way making it look like items were just thrown there. The
student’s desks had personal belongings on them including books, papers, and pencil cases. A
lot of the name tags on theirs desks were partially pulled up and torn. The classroom itself was
very small and the students had to climb over backpacks when walking between desks.

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.

Gender: 11 Males and 14 Females

Ethnicity: 16 Caucasian, 6 Hispanic, 2 African American, and 1 Asian
ELL: None
Physical Challenges: None

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

Harmony Goals
-Respect everyone and myself
-Help our friendly navigators
-Listen to our classmates and friends
-Include others

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

Yes, if a student started to talk out of turn, she would remind them that it is not respectful. Other
times she would remind them to listen while others speak. Ms. Hughes used a point system for
rewards. For one assignment she told the class that the first table to write their name and date
on their paper gets a point. If a student acted up enough she would write their name on the
whiteboard, that student owed her 5 minutes of their recess.
Assignment 3

Instruction Question 1: What is the posted daily schedule for different subjects or periods?
9:10 - Grammar/Language Skills
9:30 - Daily 5 (ELA)
10:15 - Novel Study (ELA)
11:20 - Writing
12:00-12:20 - Number Talks
12:20-12:55 - Lunch
12:55-1:10 - Sanford Harmony-Community
1:10-1:45 - Math
1:45-2:30 - Specials
2:20-3:21 - Science/Social Studies

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
During my time their I saw whole group; the teacher reading to all students, and individual
during quiet reading time and writing their answers in their workbooks.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
Her style was very laid back. As long as the students were paying attention and quiet, she would
let them squat in chairs, stand by their desk, or sit oddly. She had their respect when asking
them to settle down.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If
so, give examples.
Yes, the teacher was focused on the students and making sure they all understood the lessons.
Every lesson was student oriented.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
70% paid attention, they would all answer questions as a group. The other 30% were not paying
attention, I saw students staring off into space, playing with their hands, and even putting
marbles in their mouth.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason?
Why?
None, the class stayed as one.

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

Yes, she has the daily schedule on the board, and also gives verbal reminders of “5 minutes left”
for each assignment. During my time in the classroom they were on track for each lesson.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions efficient?
She will verbally tell the class it’s time to move on to the next lesson. If a specific book or paper
is needed she will ask them to get it out.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands?
(Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
Ms. Hughes would loudly say, “class, class” and they would respond with, “yes, yes.” After that
they would be quiet again. It worked very well, it was understood amongst all students that when
she said these words they were being loud or off task.

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 only behavior problem I witnessed while there was talking out of turn. If she gave them
multiple warnings she would write their name on the whiteboard. At lunch time, any student
whose name got written down would owe her 5 minutes of their playtime.

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.
During individual reading time the teacher let them spread out around the classroom and sit
wherever they liked. I felt this hinder their reading because the students were more interested in
finding the weirdest way to sit or lay. Kids were playing under desks, in laundry baskets, or
leaning on each other.
Assignment 4

Physical Characteristics
1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols.
The property looked older, paint was not a vibrant color, parking lot lines were faint. There was
no trash, so it looked clean. There were a lot of trees in the courtyard which made it look nice
and green.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
The hallways were confusing and I even got lost looking for the classroom. The lighting was
slightly dim in the hallways, making everything seem kind of dull. Most classrooms had their
doors decorated with student artwork. In the main hallway they had signs spelling out
C.H.A.R.T., which is an acronym the school uses, unfortunately the sign for R. was missing.

Culture of the School

1. Identify the school’s mission statement, motto, and mascot.
-Mission Statement: The Newton Elementary School environment, consisting of students,
parents, staff, and community, will work cooperatively to create a positive, goal- oriented
atmosphere that results in students reaching their full potential as lifelong learners.
-Motto: Newton Navigators C.H.A.R.T. their own course (Cooperative, Honest, Accepting,
Respectful, Thoughtful)
-Mascot: Navigators

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
The ladies working in the main office did not greet me when I entered. I stood there for a
moment before anyone acknowledged me, this happened all 3 times. I did not see them interact
with anyone else. When I passed teachers in the hallway however, they smiled and said hello to
me. They were all friendly and kind to each other as well.

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?
Students are separated by grade level. They are in the same classroom for most of the day,
they only go to another during their specials. When walking down the halls, they walk single file.
The school has both inclusion (for higher functioning) and has pull-out programs for special
education students. The G.A.T.E. students also get pulled out of glass.
4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
Students are quiet in the hallways, signs of expected behavior are posted on the walls. They
gather in the lunchroom and on the playground to socialize. They laugh and giggle and look like
they are enjoying themselves.

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 sense of identity through ceremonies, assemblies, trophies, and artifacts.
During the morning announcements they announce notable achievements of students.
Everyday they announce that if it’s your birthday, report to the office for a prize. They recently
had a jump rope contest and times were posted on hallway walls.

Culture of the Classroom

1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality.
Teacher expects respect and to be quiet when asked. She expects the class to ask for help
when they need it, students know to raise their hand.

2. Evaluate the level of student participation in the class. Who participates? Who does not?
What modifications, accommodations, and/or inclusion techniques were observed?
During lessons all students participate, some take longer than others before starting an
assignment. They fidget in their seats and need more supervision. Ms. Hughes would always
pick a different student each time she selected someone to answer a question. She was very
fair about it.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution
of power, tone, frequency and reinforcements.
Teacher had a very friendly tone of voice. Her tone changes when she needs to reprimand a
student. Students follow Ms. Hughes directions and she very rarely has to warned them twice
about not talking. She uses her point system as a way to reinforce good behavior.