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”.
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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 Garcia

CSN Course: >>> EDU 203

Professor: >>> Rieger

Professor’s email: >>>

CCSD School: >>> Thompson ES

Cooperating Teacher: >>> Dourdes

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/

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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

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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:
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 • 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

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. >>>
The classroom was fun, colorful, warm and inviting.
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 primary autism class was filled with 7 boys and 1 girl. All of the children were from different
backgrounds.
Observation 3: What are the posted class rules in the room? (Exactly as written) >>>
“Be kind, Be respectful, Be responsible”
Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used
for compliance or noncompliance? >>>
Teacher does not enforce these specific rules but has her behavioral suggestions based on IEP

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

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 >>>INSERT YOUR DRAWING HERE<<<

White board
BirthdayActivity
board area

Teacher’s desk
Kidney table

Computer Area
Reading / book shelf

Student’s desks groups of 4

Door

Table Activity Area and Storage Cabinet

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
The space in the room is used efficiently for seven students.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be
improved? >>> I wouldn’t change the room. The space is colorful and the students seemed to love
the way it was set up.

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? >>>
9:10 am: Reinforcement. 9:15: Calendar. 10:10: Small group reading. 11:10: ELA. 11:35:
Recess/Lunch. 12:40: Science/SS. 2:05: Snack/Writing. 2:30: Specials. 3:21: Dismiss.

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

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
Mrs. Douridas’ teaching style was highly concentrated on individualized learning.
Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so,
give examples. >>>
Since the classroom was self-contained autism, she was focused on individual learning and IEP
concentrated.
Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>
It was hard to keep some students engaged, but many of them were engaged during individual reading.
Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
>>>
No students are isolated.
Instruction Question 7: Is instructional time managed efficiently? Please explain >>>
Yes, although students were slightly hard to keep on task, but yes time was used efficiently.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>>
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She simply transitions sometimes giving free play in between the subjects.

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 just asks the students to listen.
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. >>>
Since the classroom is self-contained, there are many behavior problems: aggression, tantrums, crying.
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. >>>
There were no policies that hindered instruction.

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 looks a little newer. The
surrounding area seems to be a good neighborhood. The field was green and had trees. The
equipment was not old.

2. Next, study the interior of the school: halls, floor coverings, all lighting, doors, windows, hall
colors and decorations and entrance security. >>>
The interior of the school was colorful and newer looking. The work of students was posted
all down the hallways. There was a strong sense of pride.

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

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 1. Identify the school’s mission statement, motto, and mascot. >>>
The school’s motto is “Quest for Success.” The mascot is a Trojan.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school. >>>
The staff was friendly and interacted with the families 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? >>>
They use both inclusion and pull-out programs for special needs programs.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc. >>>
Students are all friendly and courteous with each other and gather in the playground to
play. Self-contained students have their own recess.

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.
>>> For spirit week the teachers had organized a flash mob. The school has a strong sense
of togetherness and pride.

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. >>> Mrs. Douridas had expectations listed for each student pertaining to
their IEP. Most of the expectations are of target behavior and replacement behavior.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> Most of the
students participate except for 2-3 of the low functioning students.

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 3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>> All student will listen to the teacher but some
have a problem listening to the teacher’s aide.

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 loved working with children. I worked five years as a pre-k director then switched to elementary
education. I became a sub and then taught kinder then I stepped in when special education teacher quit.”
Interview Question 2: What are the main challenges you face as a teacher? >>>
“Paperwork. The IEP’s are the hardest to keep up with.”
Interview Question 3: What is the best part of being a teacher? >>>
“Seeing the behaviors decrease and academics increase is my favorite part. I love seeing them reach
their goals.”
Interview Question 4: How do you determine where students sit in class? >>>
“I seat based on ability. I gather up the higher with the lower functioning students, the non-verbal
with the verbal and so on.”

Interview Question 5: How do you determine the members of any flexible groups? >>>
“I determine this with the individualized learning.”
Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
“We use AIMS, DRA, IREADY, and SMARTYANTS.”
Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
We must inform the parents quarterly and have constant report cards and behavioral reports.
Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>> We have daily interaction and one of the parents volunteers
on Fridays. We also use DOJO.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
“Not much grading since that’s more fo general education. These students receive w’s”
Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
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“It takes a few hours per less mainly because I have to divide up according to ability.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group? >>>
“Group work doesn’t work with a self-contained class in my opinion.”
Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
“They have no involvement in the instruction planning.”
Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? >>>
“We’re reviewed informally 4-6 times a year but only formally 3 times a year.”
Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
“If observation isn’t favorable then a specialist must come in.”
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? >>>
“Budget for classroom, the SEIF, parents are always involved, and I have a federally funded program to
pay for my special ed masters.”
Interview Question 17: What surprised you most about teaching as a profession? >>>
“I was most surprised by how time consuming it was.”
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.

>>>
For the class, I chose to observe a student whom I will refer to as B. B is a child who is low
functioning and has a hard time with speech. He is normally very aggressive and that is one of his
target behaviors. Today he was surprised and shy to see someone new (myself) here. B also works
alongside a teacher’s aide in order to complete a daily chart. The chart consists of the day, the
weather, the month and what they are wearing today. B sometimes has trouble following
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instructions. He has problems with pinching the aide. The teacher must recite nice hands calm
body. The chant is his replacement behavior for his IEP. During an assignment he was more
interested in playing rather than working which is understandable for a five year old. The teacher
reinforces behavior in order for students to listen. B throws himself on the ground and fights
against the aide. He cannot communicate regularly, so he repeats “no” often or “I know.”
Specialist will pull B aside and works in group instruction. Students have a hard time during
group instruction. B cannot remain calm during this time and the teacher sits next to him and
works alongside him. The specialist brings in items to show sequences. The students head to lunch
and return. B then has an IIS specialist every day from 12:30 until 1 pm. The specialist states
that B is showing more signs of aggression and he does not react this way with his teacher. Further
intervention is needed for B.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.
The day started by picking up the students from the bus. The morning announcements
begin and they bring the students into the classroom to complete their daily charts. The charts
consist of the date, the children’s clothing, and the weather. The teacher has students read
individually to see and observe reading fluency. The other students complete seat work. Low level
students complete motor skill activities such as cutting with the aid. The speech pathologist comes
in and does group work with the students which is slightly challenging for them. The teacher
states that this is hard for them and can throw them off sometimes. The students learn about
saying hello, how are you, express their feelings and learn sequence.
The students then leave to recess. When they come ask the students play charades which is
their favorite. One of the students has a hard time staying on task and is told to move his behavior
clip down for not listening. This means he is one warning away from calling home. The students
get free play after finishing the game of charades. Individual learning begins at the kidney table
where they learn money. They learn the difference between pennies, nickels and dimes. While they
learn the other students are engaged in free play.
The higher students learn place value. The lower functioning students learn to count with
the aide. The teacher constantly reinforces the replacement behavior in hopes to move the higher
functioning children into a general education classroom.
The students get to go to recess with the preschool program and the developmentally
delayed children. They come back inside for snacks then clean up to go to specials. One they are at
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specials, the teacher cleans the classroom and organizes her behavior and observation binder.
Mrs. Douridas picks up the students and then takes them to their busses and parents to be
dismissed.
This observation was incredibly eye opening for me because I had never seen a special
education classroom. I had a big misconception on what these teachers actually see and go
through. These students who have autism are just as smart and just as sweet. They just need a
little more help navigating through their education. I really enjoyed being there.

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