CSN 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: >>> Jasmine J. Garcia

CSN Course: >>> EDU 201

Professor: >>> Susan Bridges

Professor’s email: >>> susan.bridges@csn.edu

CCSD School: >>> Rex Bell Elementary

Cooperating Teacher: >>> Claudia Quaresma

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.

BEFORE ARRIVING ON THE FIRST DAY...

1. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your
assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

2. Pre-plan for an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this class and the
college. CCSD is allowing you to visit their school to further your understanding of the teaching profession. It is
imperative that your actions reflect a willingness to learn, and are reflective of a future professional educator.

3. The first half of your field observation/experience will be centered around learning about the school you were
assigned, and focusing on the general and unique characteristics of its culture. You will be looking at and
reflecting upon things that are going on in the classroom at the school level that you were assigned. You are
simply observing during this time. Your cooperating teacher will give you guidance on how your experience can
be expanded beyond simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, and has been pre-approved by the school’s administrator. During this initial visit, some
of you may be sent directly to the classroom to meet your cooperating teacher, some of you may be given contact
information for the cooperating teacher, and then will return on a different day for your first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your first visit, ask the teacher where
he/she would like you to sit while you complete your observation hours for this CSN Introduction to Education
class. Show the teacher this “Field Observation Activities Packet”, as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and “Field Observation Student Evaluation” pages.
Let the teacher know that you will be taking notes during the observation for your packet assignments, and that
you will be asking him/her to verify your hours of attendance, and evaluate your participation once the total
observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are
expected to maintain high standards of personal and professional ethics.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to
sign in and out at the school (as required by the school office and/or program). In case of illness or emergency,
you must contact the assigned school and let them know you will not be in attendance on that day so they can
notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.
Required Acceptable Attire:
Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.

Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her classroom. You should
never assume that responsibility and be left unsupervised with children. You should not discipline students. You
are an observer, who should take notes to discuss during your next education class meeting, or to record in your
Field Observation packet.

Professional Conduct:
Never speak to staff or students in an abusive manner.
Never touch or be alone with a student for any reason.
Never give a student food, drink, or other items without the teacher’s permission.
Never take photos/video of students or staff without written permission from the principal.
Never make or accept calls/text using any communication device.

REVIEW THE TERMS of the CCSD Waiver Forms you agreed to:
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to
secure your placement. Completion of the Field Observation is a PASS/FAIL component of the course.
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. >>> My first impressions of the classroom were that it was
warm and inviting. It very much looked like the colorful classroom of second grade students.

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. >>> The majority of the
children in the classroom were Hispanic/Latino and Asian/Pacific Islander. About 5 children were ELL
students.

Observation 3: What are the posted class rules in the room? (Exactly as written) >>> Be kind. Be respectful.
Be responsible. Be safe.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> Teacher does enforce rules and uses DOJO points as well as other
consequences and rewards.

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
Teacher desk

White board/ Projector

DOOR
Group Work Rug

Hooks for book bags and Shelf

for educational Toys
Shelving
Activity

Unit

Student desks in groups of 4

Book shelf

Supplies
Cabinet

Reading Area Rug

Computer Area

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> The
classroom is quite limited on space, but the area is used efficiently.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> Given the limited space I wouldn’t change it around. I like the flow and layout on the classroom. It is
comfortable for both teacher and students.
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? >>> There is no
posted schedule, but the teacher follows different schedules depending on the activities of the day.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> The first
part of the lesson is given as a whole, then the class is split into individual work, and a smaller group is
chosen by the teacher or students struggling in that specific subject.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> Mrs. Q uses a
high engagement and peer learning style of teaching.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> Mrs. Q uses an auditory learning style most of the time as well as visual when she gives
lectures from the white board or projector. She also uses kinesthetic learning styles to teach the students
how to count by tens. They use little educational blocks to build and add together while learning place
value.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> Most of the students are engaged in the lessons, except for a certain few that have behavioral
issues. They are then sent back to desks or have points taken away. The students are always excited to
answer different problems and questions.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
There is only one isolated student and she chose to remove herself of her own free will. She thought it
would be best to keep her focused.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>Yes. Although they have
strange placement of morning prep and specials, most subjects are practiced twice a day and have
blocks in between. Mrs. Q mentioned that their mornings are always a little hectic because their prep is
early that it cuts into teaching a subject more in depth.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> The teacher brings activity or lesson to a close, then helps
clean, and counts down to silence in order to move on to the next lesson.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>> An attention getting command Mrs. Q practices is
clapping in a rhythmic sequence until the students follow along with the claps also.

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 students enjoy talking and moving around
frequently but Mrs. Q can manage these fairly easily and quickly using Dojo points. With students who
have slightly worse behavior, she gives them leadership roles in order to keep them focused and on their
best behavior.

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. >>> The students eat breakfast which
the teacher hands out in the classroom. After that the teacher must take roll of students who have eaten
and submit the final numbers. This task takes up much of the morning time.

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.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort, and
feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols. >>> The school has been newly remodeled.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> Since the school has been refreshed, I feel that the students
and staff are much more enthused about learning and taking pride in their school.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within the
school.

1. Identify the school’s mission statement, motto, and mascot. >>>The mission of Rex Bell Elementary
School is to foster high academic, social, and emotional growth for each child in a safe, nurturing
environment, which celebrates achievements, cultures, families, and community pride. Their
mascot is the Coyote.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>The staff in the main office was incredibly friendly and courteous to
everyone that walked in. Most of the school’s staff seemed to be kind and genuine.

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?
>>> The special education students are normally placed in separate programs but those with
minor disabilities are in the inclusive programs.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> The students gather in the mornings for
breakfast and afterwards meet at the field and playground. The same happens during lunch.

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. >>> The assemblies I
attended show a great deal of pride and excitement to be a Rex Bell coyote. The students’ artwork
is also scattered throughout the school’s hallways.

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. >>> Her expectations are for all students to participate.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> Nearly all of the
students participate. Mrs. Q uses the reward system to encourage the students to answer.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>The rapport between the teacher and students is very good
and trustworthy. The authoritarian tone is minimal. Mrs. Q is more empathetic as opposed to
reprimanding the students.
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.

Interview Question 1: What was the primary reason you became a teacher? >>> “I wanted to make a
difference in the kids’ lives, and I knew Clark County needed good teachers.”

Interview Question 2: What are the main challenges you face as a teacher? >>> “Differentiating the needs
and learning styles of the students was the most difficult for me.”

Interview Question 3: What is the best part of being a teacher? >>> “Seeing the growth in each student and
being their stability is my favorite part of teaching.”

Interview Question 4: How do you determine where students sit in class? >>> “I generally let them pick their
own seats but I start separating the talkers once I see a problem arise.”

Interview Question 5: How do you determine the members of any flexible groups? >>> “The DOJO educational
app is what I normally use when I’m grouping students randomly.”

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> “Second
grade doesn’t do standardized testing, so we do predictive maps of the students’ ability. We also do
Reading Rangers tests in order to see reading comprehension of the students.”

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> “We have to
send out monthly progress reports and unsats for students falling behind.”

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> “I typically see students’ parents about once a week. We have conversations on
DOJO more often than anything else and discuss the students’ progress.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> “I grade 1-2
assignments per night.”

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> “It takes me about 4
hours to do 2 subjects.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> “I like to
separate subjects in between breaks so that the students get to have more practice remembering the
lesson.”

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> “The DOJO educational app has been the most
effective. You win points for good behavior and lose points for bad behavior.”

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> “Our
reading specialist sets up our reading program and the writing specialist has very limited involvement
with the lessons.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> “Teachers are evaluated about 4-5 times a year.”
Interview Question 15: What consequences are there if your evaluation is not favorable? >>> “The teacher is
sent a specialist who will retrain the teacher. Those who are trained again are taught using side by side
lessons in their classroom until the principal sees a change.”

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? >>> “There are no financial supports
to enhance education. Most of the budget is used for the higher grades because they take the
standardized tests.”

Interview Question 17: What surprised you most about teaching as a profession? >>> “What surprised me
most is the vast level of differentiating comprehension between students”.

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct instruction. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was
being presented by the classroom teacher. Please describe the setting, the lesson that was given, if the student
was on task and engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
student’s point of view.

>>>All of the students are seated but some are fidgeting a bit. Most of the students were interjecting
ideas or opinions, but all were listening. Mrs. Q is presenting a “Show Don’t Tell” lesson for narrative
writing. “If I Won a Million Dollars” is the prompt of the narratives the second graders will be writing. They
are learning event sequence, detail, and narratives. I observed one student closely during this lesson,
student D. Student D understands the topic very well. He has a strong grasp of the structure of a
narrative. Although he already understands, he is always listening to the teacher intently and following
along. The teacher involves students by collectively putting together a narrative chart. The assignments
worksheets are handed out with previous writing in order for the students to fill out the sheet. The
students practice describing in detail what they would like to buy or do with a million dollars. The teacher
also hands out sheets that have alternative words for cliché terms and different ways to start sentences
using transition words. Student D sits quietly contemplating the assignment. He plans to buy a green
submarine and take it to the beach with a tow truck. He plans to bring his family and describes all the
animals he might see. He has excellent use of details. He then draws a picture on the back following the
teacher’s instructions. The teacher brings writing to a close and transitions into math. She asks students
to come to the floor in front of the projector and white board. Mrs. Q plays a math video about adding 10’s
and 100’s place value. Student D is engaged and watching the video closely. Nearly every question asked
by the teacher was answered by the students collectively. Student D was also answering accurately and
seemed to grasp the concept of place value very well. The teacher has all the students return to their
desks. Student D returns and begins work quickly on his math assignments. Throughout the lesson the
students were all generally good and the teacher did not have to isolate anyone or call them out.
ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.

>>> During my field observation, I was pleasantly surprised to learn how comfortable I was in a
classroom setting. I never understood how much work it is to be in charge of teaching and taking care of
students for so many hours every day. The first day I had arrived during the morning announcements
outside. The spirit in the students and faculty was very energizing and you can really tell they all want to
be there. Once we arrived to the classroom I was introduced to the students and began observing. They
did their morning routine, and then began their lessons. During the lessons I observed the teacher closely
because they didn’t talk at the children. Instead she spoke with them and engaged them as much as
possible. She also enjoyed giving many of them roles of responsibility which I feel is very important to
their self-esteem. We then took the children to specials and during that time she prepares for her next
lessons and tries to do that as quickly as possible in order to ensure the lesson is ready and she can get
her class on time. Although she had some technical difficulties with the computers needed for her next
lesson she managed to make it work. After picking up the students she began teaching again and then
sent the students off to work independently or quietly with a neighbor. I walked around observing the
students work and read over assignments helping where I could. I felt so comfortable with the students
and helped explain some concepts a little further. All of them seemed to respond very well to it. I
continued this pattern throughout the day and asked questions frequently. The second day of my
observation was a little more hectic, in a good way. They had a reading assembly that day, so everyone
was excited and busy all day. The assembly was about “The Reading Rangers” which is a reading
program that has students read books at their reading level or slightly above and tests them on it once
they’ve finished. The assembly showed me just how excited all the students are to achieve and excel in
reading. During my time in this school and classroom, I felt very welcomed. The students were incredibly
kind and so was the staff. Rex Bell is in a lower socioeconomic community so many of the students have
been through many hardships. In the time spent here I learned that I am leaning more towards schools
like Rex Bell opposed to schools in more well off areas. I feel as though I can help much more here and
that I can be very valuable in these communities.