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 will
have to actually observe students at the grade level you are interested in eventually teaching. These CSN
courses require all students to complete a 10 hour "Field Observation" in one of the 13 Performance
Zones of the Clark County School District. Once your placement is processed, you will receive details
regarding your specific assigned school from your CSN instructor. You will then contact the school and
meet with your cooperating teacher. Both you and your cooperating teacher will design a mutually
agreeable schedule to complete your required contact hours. Within this packet, you will find the
required experience assignments and field documents that you must complete in order to pass this class.

Name: _Apakorn___Ampaijit________ CSN Course: __ EDU 203___________

Professor: __Patrick A. Leytham, PhD___ Professor’s email: _Patrick.leytham@csn.ed_

CCSD School: _Vanderburg Elementary School Cooperating Teacher: _Laurie Barkemeyer

Save this completed packet for your Education Capstone Course, (EDU 299) and pay particular
attention to items marked with an (* asterisk) as these will be especially helpful in completing your
Classroom Management, Diversity, and Differentiated Instruction presentation in EDU 299. Your CSN
instructor will let you know whether you will be handwriting directly in this packet, in a separate
reflective log, or word processing responses to the following requirements and assignments.

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CSN Education Department, Field Observation Activities Packet

BEFORE ARRIVING ON THE FIRST DAY...

1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for the best day/time to come and meet your assigned cooperating teacher. School phone
numbers, locations and other information can be found on the CCSD web site at http://ccsd.net/schools/

2. Preplan 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 CSN
class and institution. The school is allowing you to visit to further your understanding of the 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 grade level or subject that
you were assigned. You are simply observing during this time. Your cooperating teacher will give you
guidance on how, and if, your experience can be expanded beyond these observations when he/she feels
comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Introduce yourself. 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”, your “Field Observation Time Log” and
“Cooperating Teacher’s Field Observation Student Evaluation” pages. Let the teacher know
that you will be asking him/her to verify your hours of attendance each time you visit, and grading
you after the observation hours are complete.
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ASSIGNMENT ONE (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/school environment? Warm? Friendly?
Organized etc? Describe the physical environment in detail.
• The specific learning disability classroom is a small classroom that organized well. The teacher
and the students are amicable.
*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.
• There are 15 students in a self-contained classroom, including 3 girls and 12 boys between 3rd
and 5th grade. The majorities are Caucasian. Four students are labeled as ADHD, and three of
them are labeled as neonatal abstinence syndrome. A mother's of one of students who have
neonatal abstinence syndrome used substance abuse and were alcoholics during the pregnancy,
which might cause a student learning ability. One African-American student comes to the class
only for mathematics.
*Observation 3: What are the posted class rules in the room? (exactly as written)
• “We learn from listening and we will listen to the speaker”.
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*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used for
compliance or noncompliance?
• Yes, the teacher enforces the rules. If the speaker does not receive attention while speaking, the
teacher will reprimand students who are talking.

ASSIGNMENT TWO (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.

Assistance
Teacher Table A Small-Group Table
Story-Reading
Area

Students' Students' Student'

Desk Desk Desk

Computers
A Small-Group Table
Teacher Table

Shelves Sink

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?
• The classroom is a little crowded, but the layout promotes a positive learning environment.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be
improved?
• Students should sit face to the whiteboard. Some students distract very easily when they sit in a
small group.

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Classroom Layout Question 3: In your opinion, are there any concerns regarding safety during a
normal school day or during the possibility of fire, shelter in place, or lock-down?
• My concern is that there are many students per a teacher, which could affect students learning.

ASSIGNMENT THREE (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?
• Students go to specials such as art and music from 9:55-10:45 AM. Then, get back to the
classroom to do math until lunch at 12:30 PM. The afternoon class starts at 1:05 and they do
reading/ELA for most of the afternoon.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
• The instruction has done all the above depend on the subjects. For example, a teacher was
reading in a whole group and math individually.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
• I would describe my cooperating teacher's teaching style as an observer. I stepped in when she
asked for help, but most of the time, I took note of some of Ms. Barkemeyer strength. She is an
inspiring teacher, and students respect her. I like her teaching style - self-monitoring. She allows
students to track their works. When students make errors, she encourages students to correct it
before helping them.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so,
give examples.
• Yes, for example, I wanted to help a boy to solve a math problem. The teacher refused because
she wanted a boy to figure it out by himself. She described that students learn better if they
figure lessons by themselves.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain.
• Yes, the students engage with lessons. Although many students have difficulty with some of the
subjects, the teachers spend time and put effort into making student success. For example, some
students have problems with reading. The teachers have them sound-it-out. Phonics instruction
can be reinforced. Because spelling and reading are related skills, teach letter-sound for spelling
will increase students' reading skills

*Instruction Question 6: Are there any students isolated from the rest of the class for any reason?
Why?
• There is a fourth-grader who sits separately from the groups. He often acts out and tends to be
violent. Most of the time, he is unable to interact with peers. He is having a hard staying on task
and completing assignments. The teachers are not sure why he has aggressive behaviors. They
think it might relate to parenting style, and also he was born with neonatal abstinence
syndrome. Maternal alcohol and drug abuse and the lack of adequate stimulation at his house
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somehow have affected his learning and development. He was sent home twice for the last three
weeks. One of them was because he slapped a classmate at an arm.

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

• The teachers manage time successfully. I found that managing time is one of the teacher's
biggest challenges. She begins the day by establishing routines to eliminate wasted time and
increase her teaching time. She plans for transitions between lessons and has material ready for
each activity.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions effective?
• The teacher gives a signal for attention when it is time to wrap up an activity and transition to
something new. Once every student has eyes on her, she begins her direction with the words, "In
a moment" to keep students from moving on until she finishes speaking. Next, she explains what
she wants students to do to prepare for the next activity. After asking if everyone understands,
she uses the word "go" to signal it is time to start whatever she set for him or her. The last step is
that she observes if students are carrying out her directions.

*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 is raising or lowing the level and tone of her voice. So, the students know it is time to pay
attention to her.
• Sometimes, she is holding pictures with relates to the session. She gives time to allow students to
start a conversation.
• Also, she writes a pop quiz question that relates to the reading on the board. These questions
relate to the discussion after the quiz.

*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.
• Some students have sensory processing disorder, or they are unable to keep pace with daily
lessons. Their behaviors include walking around, talking at an inappropriate time, and having
problem learning. A teacher would call their names out loud and tell them to stop. If they do not
fix the misbehaviors, a teacher would have them sit separately from the groups.
• One of students tends to be aggressive. The teacher takes violent very serious to make sure that
others are safe in her classroom. A teacher has sent this student to the principal office many
times and has sent him home three times for the last two weeks.
• Many students in her class have attention deficit hyperactivity disorder. They cannot control their
behavior or sustain their attention. A teacher often gave them extra attention, so they take less
time to complete their works compare to when they get work done on their own.

*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.
• Ms. Barkemeyer develops well-defined classroom procedures. She begins the day by greeting
her students, starts class on time, and gives them works. At the moment that the bell rings, the
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students know that the school day has begun. She greets her students and shows them that she
care about all of them. She spends a few minutes each day to acknowledge her students. Next,
she starts the class on time and implicitly teaches students that she expects the same behavior
from her students. Then, she gives her students a warm-up task. These tasks help her students
transition from morning mode into learning mode.

• Students learn to raise their hands when they want to asks questions. The teacher tells students
every day that she expects them to ask questions and shows them that she values their problems.
She ensures that her students do not keep their comments or confusion to themself.

• She guarantees that students can use the restroom during class. The rules of using the bathroom
are no more than two students gone at a time, no bathroom use as the course is leaving, and a
teacher must notify each time when students leave for bathroom using.

• Also, the teacher has an effective plan to collect students' works. Students deliver homework as
soon as they come into the classroom at a designate location. Students who do not finish their
work must present work to the teacher directly.

• Lastly, when the class ends, the teacher wraps up a lesson and makes highlights important
information once more time to cement in students' brains. She always ends her class with
activities to make sure that students meet lesson expectations.

ASSIGNMENT FOUR (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.
• John Vanderburg carefully selects appropriate trees for school grounds and location. Tree in the
school area does not outgrow a site, damage roads, or sidewalks, and no insects on trees.

• The design of a sidewalk is a hard surface that provides access for pedestrians around the
building. A footpath also provides space between pedestrians and motor vehicles.

• School parking lots use curbs and fences to limit areas where pedestrians can cross, or vehicles
can park. The school also provides crossing guards at high-risk intersections to secure students'
safety.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security.
• The school controls access to doorways throughout a school. The system can instantly lock down
a building. The door control systems in a school building allow school administrators to lock
down all interior and exterior doors with an administrator control feature. Although doorway
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infrastructure looks outdated, the school has complete access to all doors and locks in a school
building during a safety situation.

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.

• John Vanderburg ES’s mission statement is, “Our designation means that our school is making
tremendous strides in fostering a positive learning environment for all students – this includes
solid attendance, educational equity for students and parental involvement. Our goal is not just to
maintain our current performance level, but to continue to make refinements and improvements
in how we educate our students. There is always room to grow”.
• The motto is “Be Kind Work Hard.”

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school.
• The school staffs are amicable and helpful. Once I signed in as a visitor, it took less than one
minute until a team walked me to my observation classroom.

3. Look at the formal practices: school day schedule; ages of students; calendar of events; size of school;
grouping of students.
• The school hours are Monday to Friday from 7:30 am to 3:30 pm. Gates open (for students only)
at 8:35 am, and the flag salute is at 8:50am. Instruction begins at 9:00 am and dismissal
at 3:11 pm.
• The upcoming event is "Battle of the Books and Track 3 Apex Fun Run" are the next coming
events that students encourage students to participate in the school field.
• The rank of classes starts from kindergarten to fifth grade.

4. Observe student-to-student interactions, inside and outside the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.
• Students interact with their peers, mostly during recess, and they will miss socialization when
they miss the break. The interval is once a day after lunch and last 30 minutes.

5. Explain how the school is organized - by grades, departments or not. Are hallways/classroom
labeled?
• The schools arrange the students by grade level and organize resources of time, space, and
personnel for maximum effect on student learning by departments. The locations of the staff are
in different rooms.

6. 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 school has achieved a "Five Star" ranking under CCSD's School Performance Framework,
the highest-ranking a school can earn. The school "Five Star" designation means the majority of
our students are showing academic growth compared to the last school year; that the vast
majority of students are meeting and/or exceeding standards on state tests; and that what we are
effective in closing achievement gaps between all students regardless of their individual
educational needs."
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C. 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.
• Miss Berkemeya is one of the best teachers I have seen. She meets with student's needs such as
empathy, enthusiasm, creativity, dedication, and discipline. I notice that students are excited
about learning new lessons.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?

• Every student has to participate in the class. Students often ask questions to clarify their curiosity
regarding lessons. The teacher is immediately urged them to be part of the activities. Some
students act out or misbehave. Ms. Barkeymeyer repeats the classroom's expectations to ensure
that students follow the rules.

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

• The teacher begins lessons with a powerful deterrent to implicit her standards of behavior at the
beginning of the days. When students act up, she reprimands the response in a firm and friendly
manner. She explains how it is disruptive to others and requests that it not be repeated. There is
one student's behavior appears to be highly violent. She has reported the school principal to
contact the mother.

ASSIGNMENT FIVE (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?
• Education is the foundation of life. She loves being around with children and always wanted to
be a teacher. She took seven years off to raise her children and return to her beloved career since
then.

Interview Question 2: What is the main challenge(s) you face as a teacher?

• The most challenge situation is when the parents do not put a student as their priority. Even
though she understands that the level of difficulties in life is various, it is tough to help the child
when the parents do not understand the damages that their child is facing.
• The second challenge is that paper works, especially students with learning disabilities.

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

• The best part is doing what she loves. So, I do not feel pressure to do what she is doing.

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

• Students' seats always rotate due to subjects, students' behaviors, and their grade levels.

Interview Question 5: How do you determine the members of any flexible groups?
• Students pair by their grad levels; those who sit next to each other are at the same grade level.

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• For small group learning, students rotate base on their background knowledge.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
• Game-based assessments
• Performance/ portfolio assessments

Interview Question 7: What requirements are placed on you for reporting progress to parents?
• A child's progress toward the annual goals.

Interview Question 8: How often do you interact with a student's parents in person?
• At least twice per semester.

Interview Question 9: What type of discussions do you typically have with parents?
• Share academic progress and growth based on classroom observations, testing data, assessments,
portfolios, and assignments.
• Learn from parents so she can be better informed about students' strengths, needs, behaviors, and
learning styles.
• Discuss intervention strategies to support students' learning.
• Discuss issues that may be interfering with students' learning and growth.

Interview Question 10: How much grading do you complete on a daily/weekly basis?
• She completes grading weekly.

Interview Question 11: How long does it take to prepare lessons for the day/week?
• The teacher follows Rule of Thumb: 2:4 of Prep for 1 Hour of Class.

*Interview Question 12: What procedures or strategies do you use to maximize instructional time?
• The teacher uses effective planning and preparation strategy to maximize student-learning time.
She always has her materials laid out and ready before students arrive in the classroom.
• She creates efficient procedures, including routine activities, turning in works, and getting into
small group learning.
• Also, she makes sure that transitions happen quickly. For example, students are taught to bring
materials to class and be in their seats when the lesson or activities start.
• Clear and concise directions are another strategy that Mrs. Bakemaye uses. She gives clear and
precise instructions, so students do not get confused.

*Interview Question 13: What positive reinforcement programs have you had success with?
• Direct reinforcement is used when students show appropriate behavior.
• She uses social reinforcement and makes comments such as "good job" or clapping.
• Students participate in activities that they prefer, such as computer times.

*Interview Question 14: What behavioral consequences seem most effective with this age group?
• Give students positive attention, praise, rewards to reinforce good behavior.
• The teacher ignores and time-out students when they show poor demeanor.

Interview Question 15: How are specialist teachers involved in the instructional planning process?
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• A specialist teacher uses using appropriate curricula, instructional strategies, resources, and data
during the planning process to address the diverse needs of students.

Interview Question 16: How often are you evaluated, and what the administration uses measurement
tool(s) for determining your performance?

Interview Question 17: What consequences are there if your evaluation is not favorable?
• Do not take negative feedback personally.
• Look for blind spots that she may not recognize.
• Do some self-reflection or reach out for help from colleagues.
• Ask as many questions or examples as many as possible from her boss.
• Learn new skills to make progress.

Interview Question 18: What types of support do you receive instructional, financially, or
professionally from the school, parent organization, or school district to enhance instruction?
• The school emphasizes partnering with families and communities to identify school goals.
• This partnership gives the teacher an assessment of students' improvement more effectively.
• Teamwork among the school, parent organization, and school district can improve curriculum
and instruction.
• Also, the support from communities can enhance students' learning opportunities.

Interview Question 19: What surprised you most about teaching as a profession?
• "I know that I cannot change the world, but knowing that I can have a positive impact on
students. I encourage them to learn, and one day they will be proud of themselves." ----- Mrs.
Barkemeyer

ASSIGNMENT SIX (Classroom Interactions):

Teacher Exchange Directed to Boys vs. Teacher Exchange Directed to Girls.
Record tally marks for a 20 minute period when direct instruction is taking place. When an interaction
is between the teacher and any male student, add a tally mark. Do the same when teacher interaction is
between the teacher and any female student. Record your tally marks in chart form, and then summarize
your findings in one paragraph.

Teacher Exchange Directed to Boys Teacher Exchange Directed to Boys

////////// ///////

*Summarize your Classroom Interactions data from above:

The majority of the classroom is boys, so the teacher interacts with the girls less than the boys. Also, the
boys tend to answer questions that were asked more often compared with the girls. Generally, the girls
are quieter. I noticed that girls were always sitting next to the teacher during reading. I was surprised by
the way Mrs. Barkemeyer interacted with her students. I was very impressed to see how she managed
her classroom.

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ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created questions are
mandatory for credit, and the Principal/Assistant Principal/Dean interview is optional but strongly
encouraged ONLY IF IT CAN BE ARRANGED. After composing your own five open-ended questions,
do your best to arrange a 15 minute interview with the Principal/Assistant Principal/Dean or other
administrative personnel so you can get answers to the five prewritten questions you came up with. This
could be the most valuable part of your experience if you can shed light upon what administrators are
looking for, from their future applicants. (example Open Ended question: What are the most important
qualities you look for in a newly hired teacher?)

CSN Student Created Open Ended Question # 1 for Administrator:

• __ How do you report the parents when their child is misbehaving and that behavior negatively
affects the other students?

CSN Student Created Open Ended Question # 2 for Administrator:

• What are some ways that you connect with your school community?

CSN Student Created Open Ended Question # 3 for Administrator:

• __What are the standards of teacher evolution?

CSN Student Created Open Ended Question # 4 for Administrator:

• _ How do you build leadership in your school?

CSN Student Created Open Ended Question # 5 for Administrator:

• What are you hoping teaching and learning look like in your school, and how do you
communicate that?

_______________________________________________
Interviewed school administrator’s name/title:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember… some schools do not

have these programs, so this assignment will be optional for some. Specialist classroom visits are
strongly encouraged ONLY IF THEY CAN BE ARRANGED. Make sure you get permission from
your cooperating teacher, as well as the lead teacher in the specialist, GATE/AP, or special education
room.
A) Ask permission from your cooperating teacher to accompany the students and observe one or
more of the specialist classes (Art, Music, Library, Humanities, PE) they attend, or a different
middle/high school subject the same students attend within your cooperating teacher’s grade level
team.

Unfortunately, I did not have a chance to observe other special classrooms.

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1. Do the students participate or behave differently in these classes in comparison to their regular
academic/cooperating teacher’s class?
2. Does any student seem to have a particular talent? Describe.
3. What is the curriculum like in comparison to the regular education(cooperating teacher’s)
class?
4. Describe the specialist teacher’s instructional style.
5. What different strategies do you notice this teacher using that are successful?
6. What are the challenges the specialist teacher has to deal with?
7. How are student needs being met?

B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted and
Talented classroom, or another classroom that is considered Advanced Placement) Remember… some
schools do not have these programs, so this assignment for some will be optional. Specialist classroom
visits are strongly encouraged IF THEY CAN BE ARRANGED.

1. Do you notice any social and academic differences between the kids in this class and in the
regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the GATE/AP teacher’s instructional style.
4. Would you rather be in this class or the regular education class? Why?
5. How are student needs being met?

C) Ask your teacher for permission to visit the rooms of any specialized programs at the school:
Special Education, SEC (Severely Emotionally Challenged), Autism room, Deaf/Hard of Hearing
rooms, etc. Remember… some schools do not have these programs, so this assignment for some will be
optional. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED.
Maintain your professionalism at all times. Do not write a student’s name down when you are writing
observation notes. Maintain the student’s right to privacy by referring to a student as Student #1,
Student #2 etc.

1. Do you notice any social and academic differences between the kids in this class and in the
regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the SPED teacher’s instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?

ASSIGNMENT NINE (Observing a student): Discretely observes one student in your assigned
regular classroom during an extended period of direct instruction. Summarize what the student did
during the observation, making sure to document ALL behavior. Detail what was going on in the
environment, and what you observed the student doing while the lesson was being given.

1. Please summarize 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.

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• I observe a 3rd grade, which has labeled as ADHD. At the beginning of the observation, her
personalities draw my attention. She is friendly and always eagers to participate in classroom
activities. I notice that she is easily be distracted by a surrounding environment such as her
classmates. Unfortunately, those distractions are education successful barrier. Her academic
performance does not reach the criteria in most of the areas. She cannot focus on lessons. As a
result, she performs poorly on listening comprehension, necessary reading skills, reading
comprehension. On the other hand, she reaches the goal of fundamental mathematical skills.
Although she seems to have strengths similar to other students at her age, she has limited
communication skills; for example, she does not follow the conversations in the classroom. In
other words, she cannot understand or focus on the discussions. She is not a lazy student. When
the lessons were given, she was enthusiastic to complete it on time. The most challenging
academic area for her is an oral expression and reading fluency. I have a short conversation with
her teacher. The teacher recommended her parents to talk to professionals, believes that after the
students prescribe with ADHD medication, her academic performance will go up in a few
months.

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.

• The Field Observation is the door to my teaching career. When I contacted the principal school
asking for permission to complete the Field Observation assignment, she told me that ms.
Barkemeyer is one of the most excellent teachers. It was a pleasure to meet with ms.
Barkemeyer. She is one of the most inspiring women with positive attitudes I have ever met. She
explains to me that reading skill is a crucial skill in learning. A student who cannot understand
what they are learning will face difficulties throughout their academic years. As soon-to-be a
special education teacher, I have to acknowledge that each child is a difference. Professionals
and I have to focus on student progress and student learning. Despite obstacles, a teacher must
teach these students appropriately with their learning skills. If a student in the classroom needs
special care, it is essential to know how to accommodate their unique needs. Students' needs are
crucial and must be addressed. Every child needs opportunities to discover their passions and
interests that can improve their knowledge. As an educator, we must provide quality
opportunities to develop their skills.

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Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must
submit their completed Field Observation Activities Packet to their CSN Instructor for grading, AND
turn in their validated “Field Observation Time Log” and “Field Observation Student Evaluation”
sheets. The CCSD cooperating teacher must also email the student’s CSN Instructor before the final
exam date. The instructor’s email can be found on the first page of this packet. (pass/fail for the student)

Remember to save this completed packet in digital form, or as a hard copy for your Education
Capstone Course, (EDU 299)

© CSN Education Department, Las Vegas, Nevada 2013