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: >>> Ariana Sandoval

CSN Course: >>> EDU 201

Professor: >>> Susan Bridges

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

CCSD School: >>> Gibson Elementary

Cooperating Teacher: >>> Mrs. Vidicic

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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
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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.

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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. >>>

It is a large classroom, bright colors. The classroom has groups of 5 desks with 4 to 5 students per
group. In the back of the room there is a large well-organized book area, books are separated by AR level.
There is plenty of alternative seating options for students. AR point charts and stickers hang on the book
shelving. Instead of the usual numbered or alphabetical floor carpet there are dots on the floor indicating
where the children should sit during group instruction. Overall, the classroom is highly organized except
for the children’s desks with has books and Chromebooks and water bottles. The white board is covered
with helpful information for the students and a smart projector and screen. There is also a chart in the
back of the room of classroom jars.

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 13 girls and 8 boys, 10 of which are Hispanic, 2 African American, 9 White. 2 children are ELL.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>
There are no rules in the classroom but there are the 7 Habits listed on the wall.
1. Be Proactive
2. Begin with the end in mind
3. Put first thing first
4. Think win win
5. Seek first to understand then to be understood
6. Synergize
7. Sharpen the saw

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>
There are school wide rewards where children are rewarded for using the 7 habits, Student of the week
where a snack and story time with the principal. The children are told what they habit they are being
rewarded for. There is also student of the month, children are rewarded with a parade through the school
and celebration breakfast with the teachers and school administration. The teachers share what the
student did to deserve this event.

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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

Sink & storage

Bookshelves and world or reading checkout station

Closet
Teachers Desk

(Bench Pillow, floor seats)

Alternative seating area
Dots for group instruction on the carpet

Additional
Alternative Desk for students to work
seating with other teachers (IEP)
White board with a smart projector/board
Classroom supplies

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
The room flows very well, everything has its place and there are plenty of options for students to read and
work in a way that best suits them. Everything is far enough away that there is no disruption when a
student moves to groups.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> I’m not sure I would change anything in this classroom, this teacher has really utilized her space well,
it’s a large room with lots of space to work with.

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? >>>

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is done in whole groups on the carpet then the teacher takes allows students to work on
problems at their desks while she takes groups. The work is the same but the assistance she gives varies
by group.

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Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
I would describe her style as very relaxed, she delegates, asks for students to grab supplies making for a
very self-sufficient class and it flows seamlessly from one task to the next.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> She gives students various options for seating and a wide variety of leveled books.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> Most of the time they are completely engaged. But on the rainy day schedule that I observed
they struggled to stay on task and pay attention to the lesson.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
No, they work do instruction as a whole and separate in groups of 4 or more.

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

I feel as though the instructional time is manages very well, time spent setting up or cleaning up doesn’t
take much time at all. It flows from one lesson to the next well and without hiccups.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
The teacher lets students know what to do and they move quickly to the next task. When on the carpet I
noticed when they were told to move to the computers for reflex every student got up with their marker
and white board and put them away quickly. They knew what to do and how to do it quietly.

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 has a numbered voice level scale and when she says 0 the class immediately quiets down. It is quite
effective and I didn’t notice anyone not taking heed.

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. >>> One child was playing with a paper during a lesson
and she quickly stood in front of him and he knew he had to hand it over. No words, just a simple glance
when she stood in front of him.

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. >>> Upon asking her how it was that the
class ran so smoothly, she said she takes the first 2-3 weeks to drill the students on proper procedure.
How and when things happen and what is expected of them.

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 outside of the school is exceptionally clean. Its quite peaceful and quiet. There is plenty of
trees and green grass due a large park that shares the property. On the pillars in the front of

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 the school there is painted art with each pillar describing one of the 7 habits. Its bright and
cheerful.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>

Upon entering the school, there are various trophy cases that contain school awards and
memorabilia. A board with photos of the students of the week and month. The school office is
painted with numerous inspiring phrases in bright colors. Walking through the halls every
grade has its own chart to share AR point progress, and each class proudly displays their art
on the walls in front of their class.

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. >>>

Gibson Elementary Schools Mission statement is “The mission of James I. Gibson Elementary
School is to create a caring community of lifelong learners and leaders.” Their motto is Education
is a Good Prospect. The mascot is a Goldminer.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>

In the office, the staff greats you with a smile and the Principal is usually there greeting people or
talking to students. The staff knows every parent and student by name. Its one of the perks of
being such a small school. The faculty around the school is cheerful and greets everyone in the
halls with a nod and smile.

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?
>>>
There are just 2 bells at the school, one in the morning and one at dismissal. Students work with
their teacher for all subjects except for Library, Music, Art, and PE, those are rotated throughout
the week. They do both inclusion and pull-out in most cases it depends on what the IEP calls for.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>

Students in Kindergarten play in a separate playground and seem to socialize in large groups.
Children in other grades play in the rooftop playground and socialize in smaller groups, some
utilizing the buddy bench to wait for someone to play with. In the cafeteria, the students are
seated by class and grade.

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 school is small, approximately 450 students. It is located near a park and across from a
community center, which makes the school feel like a family. A few times a year there are events
that the school puts on for the students and community. Movie nights, trunk or treat, and
carnivals. There are also plenty of great events, like the pumpkin run that make the school have a
great sense on pride.

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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. >>>

Ms. Vidicic is a very kind teacher, taking the time to listen to her students. I believe that helps
her students really respect and honor her wishes. She has managed to create a positive
classroom environment, where everyone seems to feel seen and heard.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>

I really was impressed at how she taught math and her assessments during the lesson. She
had all her students sit on the carpet with a white board and marker. As she taught the lesson
on the whiteboard, she asked the children to work through the problem on their boards as she
was able to immediately assess each child’s understanding.

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

The students look to the teacher for guidance, student only speak when called upon and
during desk work there is no yelling. She seems to gently correct misbehavior.

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 helped out in my children’s classes and found that I loved to be around children.

Interview Question 2: What are the main challenges you face as a teacher? >>>
Time, fitting everything that needs to be done in one day.

Interview Question 3: What is the best part of being a teacher? >>>

The time in the classroom with the children.

Interview Question 4: How do you determine where students sit in class? >>>
I group mixed ability, so they are all together and they can discuss their own perspectives. I also group
for behavior as needed.

Interview Question 5: How do you determine the members of any flexible groups? >>>
Lower leveled groups are smaller and are seen daily. Higher groups are seen less as they can do their
work without assistance.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
EasyCBM, unit test, exit tickets and formative tests.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
Infinite campus, 2 times a month and Dojo messages once a month.

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Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
Daily conversations, open door policy. We talk about behavior and their student’s progress

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

Constantly looking at work, quizzes and grading about 3 hours a week.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

Lesson planning takes about 2 hours a week to 8 hours a week, depending on the amount of prep needed.

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

Setting up strong procedures at the beginning of the school year and at winter break we review them.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>

We use ClassDojo and they can use their points to shop for treats and seat changes. I do a nonverbal
stand by, so they know I am watching and in most cases, it puts an end to the behavior right away. I also
document minor infractions to find trends and talk to parents then.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>

I have no real planning with the specialist. But if there is a certain craft that may be to messy for our class
I talk to the art teacher about maybe having them work on it in art.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>

Formal annual evaluation, Champed, Engagement once a month.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>

Haven’t had to deal with that but the admin is in their classes more.

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? >>>

Admin training and a total support. But there is no real financial assistance, but the PTO does wish lists.
Donations from parents.

Interview Question 17: What surprised you most about teaching as a profession? >>>

So much harder than I thought it would be, the children’s stories. Learning about their hardships is just
heartbreaking.

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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.

>>>

I was unable to complete this assignment because the schools closed.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.

>>>
While I wish that I could have been able to complete all 10 hours of classroom observation, I
learned so much. There are so many aspects of teaching that I did not really think about it. From the time
teachers take outside of school hours, to the importance of classroom management. Being a teacher is
so much more than just teaching.

This observation made me realize that a huge part of having a classroom that runs smoothly is
taking time to work with the children at the beginning of the year. Watching the students do exactly what
they were supposed to without Mrs. Vidicic having to speak more than once was eye opening. I hope so
be able follow her lead and be able to manage my classroom just as well.

I was shocked at the amount of out of school time that teachers must put in. Mrs. Vidicic told me
that Mrs. Ryerson the principal suggests that teachers spend the same amount of time prepping and
lesson planning that they spend in school. That is 5 hours or more a day, which is quite eye opening. I am
hoping that I can properly manage a work and home life.

The final item I learned that hit me quite hard is when Mrs. Vidicic told me how attached you get to
your children and how painful it is when you must call CPS for the first time. Having to witness your
students going through something so difficult and not being able to do much other than a call. I don’t
know how to prepare myself for that. Its an aspect of being a teacher that really hits close to home.

After everything I witnessed and discussed during my observation hours I know that this is the
path for me. I want nothing more than to help and guide as many children as possible. This experience
was invaluable to me.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education

EDU 202 Introduction To Secondary Education
EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in the
classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional
activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience, the
student has provided you with CSN contact information below. Please contact the CSN instructor if there are any
questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student WILL
NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: >>> EDU 201

CSN Professor: >>> Susan Bridges

CSN Professor’s phone: >>> 248-240-0372

CSN Professor’s email: >>> susan.bridges@csn.com

Student’s name: >>> Ariana Sandoval

Student’s email: >>> mrskirk000@gmail.com

Should you have any concerns or questions about this process, please feel free to contact the instructor directly,
or the CSN Education Department at: (702) 651-4400.

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Video Review # 1

Ariana Sandoval

The Powerful Effects of Drawing on Learning

https://www.edutopia.org/video/powerful-effects-drawing-learning

A new study suggests that students who drew retained much more information that their counterparts

that wrote. The children who wrote the information remembered 28% of words and the students who

drew remembered a staggering 49.5%. Drawing is so effective because it used our visual, kinesthetic

and linguistic parts of our brain. Meaning students are drawing more connections in the brain and are

having a much deeper learning experience. Some great ways the video suggests getting more drawing in

your classroom is to Emphasize rough drafts and let students draw and write an explanation on said

drawing. Also, visual charts, and drawing assessments are great too. I whole heartedly agree with

everything stated in this video. I am a visual learner and drawing the lesson helps me retain so much

more information.

1. Why is drawing such a successful way to get students to retain information?

2. What are some ways to incorporate more ways to draw in your classroom, apart from what was

listed in the video?

3. Is there a specific time where you have experienced the benefits of drawing your notes in your

own education?

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Video Review # 2

Ariana Sandoval

The Power of Relationships in Schools

https://www.edutopia.org/video/power-relationships-schools

The video explains how important it is for children to become attached to their school, their

teacher and their friends. On a scientific level, these close positive relationships contribute to the release

of oxytocin, which creates positive feeling. I agree that the most important aspect of the job is to nurture

the relationship with your students. In order to have that great relationship we need to allow ourselves to

be vulnerable explain how we as teacher feel and experience things it allows our students to feel safe to

share too. Having a strong honest relationship allows our students to open up to us and feel safe sharing

their feeling ands and troubles, whether it be educationally or emotionally.

1. What are somethings that you would do to get a closed off student to open up to you?

2. If you are having a bad day, how would you share that with your class?

3. Do you believe that sharing you own emotions with your students truly allows them to open up

to you?

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Video Review # 3

Ariana Sandoval

Homework: How Much Is Too Much?

https://www.edutopia.org/video/homework-how-much-too-much

The video begins by explaining the 10 min homework rule, which is 10 min per grade. So, 1 st

graders would be assigned 10 min of homework per night and 2 nd grade 20 min, and 3rd grade 30 min

and so on and so forth. But there are no benefits to homework in elementary school. The benefits of

homework begin in middle school but after 90 min of homework test scores begin to fall. In high school,

there is the most benefits, but too much leads to numerous problems, from sleep related to physical

decline. Homework may have benefits, but the consequences are very clear and vast. I agree that

homework in elementary school is unnecessary and benefits only the parents to keep them aware of the

work being done in school. But the same can be done with sending finished work home regularly for

review.

1. How much homework would you give a student in 4 th grade?

2. Do you plan on assigning homework to your students? Why?

3. Will you follow the 10 min model? Why or why not?

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Video Review # 4

Ariana Sandoval

Why Recess Should Never Be Withheld as Punishment

https://www.edutopia.org/video/why-recess-should-never-be-withheld-punishment

Recess is not a privilege; it is necessary for a child’s developmental and physical health. Recess

should never be taken away from students and replaced with seat time. Recess should be expanded,

since only about 24% of students get the recommended 60 minutes of outdoor play time. Only a few

states actually require Elementary recess, but only for about 20 min every day. We need to make this

mandatory in every state and extend the amount of time. I whole heartedly agree. My godson has ADHD

and struggles to stay on task, he is extremely intelligent but him constant moving and outbursts make it

difficult for teachers to see that. We recently found out that his teacher was punishing his behavior with

taking away recess which only worsened the problem. Students need recess to let go, children are not

designed to sit in a chair for 6 hours a day its not conducive to their education and development.

1. If you had a disruptive child in your class, would you take away recess? Why or why not?

2. Do you think it should be mandated for every state to have mandatory recess for over 30 min?

Why?

3. What was your elementary recess experience like? Were you satisfied with the amount of play

time offered?

CSN Field Observation Packet © CSN Education Department 2017 Page 15

Video Review # 5

Ariana Sandoval

How to Keep Your Elementary Students Focused

https://www.edutopia.org/video/how-keep-your-elementary-students-focused

How do we keep students focused? A study found that students are distracted a whopping 26%

of the time. There are plenty of sources for their distraction, other students, playing with school supplies,

posters and decorations, daydreams or fidgeting and other distractions. We can help students stay on

task by doing these 5 things. The first is keeping lessons short, about 10-15 min for little ones. Another

way to keep children focused is to take breaks and being sure to not forget recess. Moving around and

listening to music and great ways to take breaks. You should also try to minimize visual distractions.

Overly decorated classroom walls can actually reduces academic performance. Keep 20-50% of your

walls clear and prioritize student work. Finally, adjusting seating arrangements are crucial. Separating

talkative students can decrease disruptions by 66%. I agree with all except that classroom décor point. I

believe making a classroom feel warm and inviting helps students stay engaged. Just like an impeccably

decorated room, the nicer it feels the more you want to be there.

1. Are there any other ideas you have for being able to limit distractions?

2. How will you handle students who are visibly distracted?

3. Other than recess what are some things you can do to make sure your class has breaks between

instruction?

CSN Field Observation Packet © CSN Education Department 2017 Page 16

Video Review # 6

Ariana Sandoval

Creating a Dedicated Space for Reflection

https://www.edutopia.org/video/creating-dedicated-space-reflection

A school in Nashville has a Peace Corner in every classroom. This Peace Corner is a place for students

to have some space and time to manage their emotions. This is a safe space for self-reflection when they

need a break or are having a hard time. In this safe space there is comfortable seating and pillows and

some toys to help students de-escalate. There is a 5-minute timer so that students know they have that

amount of time to cool down but if its really bad and they need more time they can add more. Some

teachers have a sheet they can fill out that lets them write out what choice they made, how they feel and

what they can do better next time. Charts are also placed on the wall that explain ways to calm down.

When they are done, they can re-integrate with the class. It’s a great way for students to be in control of

their own emotions and learn how to self-regulate.

1. Do you plan to create a calming corner in your classroom? Why or why not?

2. What will your calming corner look like?

3. Will you allow children to self-regulate and/or request that students take a time out?

CSN Field Observation Packet © CSN Education Department 2017 Page 17

Video Review # 7

Ariana Sandoval

Morning Meetings: Building Community in the Classroom

https://www.edutopia.org/video/morning-meetings-building-community-classroom

Morning meetings is a great way to build a positive classroom community. It’s a great way for

students to transition from home to school. Mr. Baldassi’s Morning meeting lasts about 15-20 minutes.

He begins the meeting with a greeting, eye contact greeting one by one. After the greeting there is a

sharing. They each share what they did over the weekend or other things that are important to them. As

they share the entire class is learning about one another and what is important to them. The children then

can ask questions and comment on each other, making each child feel important and connected. The

students also have reflection time where they can reflect on things that are important to them and they

are able to share that in an open-ended way. They then can play a game that helps them get out some

energy and be prepared to learn. Finally, the class goes over the schedule for the day. That sets the tone

for the day and they are really in this together and are a positive community. I find this very intriguing

and I really hope to implement this in my own classes.

1) Do you plan on taking the time in your own classroom for morning meetings?

2) Why do you think this is so effective in increasing students’ performance?

3) How do you plan to organize your own Morning Meetings?

CSN Field Observation Packet © CSN Education Department 2017 Page 18